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Listening to the Landscape Managing the Barber Reservation Sherborn, Massachusetts Prepared for the Sherborn Conservation Commission & Land Management Task Force Emily Davis & Brandon Tennis Spring 2014 The Conway School Project overview The Barber Reservation is a 196-acre town-owned reservation in Sherborn, Massachusetts. The property is currently managed by Sherborn’s Conservation Commission with the assistance of numerous volunteers and other town and regional entities, all primarily coordinated and guided by the Land Management Task Force (LMTF). The reservation is part of a larger area of conserved land, as it abuts other open spaces, which together comprise over 300 acres of public land and natural habitat. The Barber Reservation has three main, and sometimes competing, user groups. Four utilities (an industrial railway, a natural gas pipeline, an oil pipeline, and an electricity transmission lines) use the site for their infrastructure corridors. Sherborn’s residents use the site for recreation, such as horseback riding, dog-walking, mountain biking, trail running, and cross-country skiing. Finally, this site is also used by Sherborn’s wildlife, as it provides a variety of habitat types within a relatively small area. Some of the needs of these three distinct user groups are in conflict with one another. For example, public access and certain types of recreation are promoted by open fields that provide attractive views across the landscape, which in turn can inadvertently support rare nesting bird habitat. However, there may also be conflicts and tensions among the users, such as when equestrians and their horses move through those open fields, potentially disturbing the nesting birds, or degrading their declining habitat. Since the utility companies’ maintenance regimes and requirements for their easements on the property are strict and cannot be changed easily, the largest compromises are made by wildlife and user groups. The Conservation Commission seeks a management plan that will help determine the best future use of Barber, given its current ecological conditions and accounting for the needs of the different user groups of this forest reservation. This management plan identifies the important ecosystem services provided by the property, and gives recommendations on how those ecological services can be improved, while also accommodating the need for passive recreation and periodic disturbance by utility companies. A vision informs this management Ultimately, a vision determines the approach for the management plan by clarifying what the Barber Reservation will be managed for. Wildlife, people, and utility companies share the reservation and this management plan seeks to support the requirements and goals of each of the user groups of the Barber Reservation. Site analyses of the Barber Reservation (see Sheets 2-9) show that the reservation can, as it already does, serve these three user groups. But generally, there are compromises to the goals or needs of some of these users. Sherborn’s LMTF’s guiding principles attempt to balance the compromises asked of this rural landscape. The Guiding Principles The Sherborn Land Management Task Force has developed a list of management goals and guiding principles that aim to direct management efforts of the town’s open spaces. This management plan proposes a site design and management recommendations for the Barber Reservation based upon these goals and guidelines. In order of priority, and in its entirety, this project’s guiding principles are to: 1. Promote biodiversity. - Control invasive species - Provide a carrying capacity level of habitats for native plants and wildlife - Promote vigorous forests with varied species and age classes - Monitor and protect sensitive and declining populations and habitats - Avoid fragmentation or reduction in size of distinct or state-recognized habitat 2. Build, store and protect natural resources to preserve ecosystem services. - Protect quality and quantity of ground and surface waters - Maintain and improve stormwater attenuation and flood control capabilities - Consider ways to harvest and use natural products to support the local community when compatible with other goals 3. Promote public use, education and engagement. - Maintain and enhance passive recreation opportunities - Recognize the value of public lands for scientific and cultural enrichment - Invite Sherborn residents to use their forests and reservations 4. Promote corridors and linkages between open spaces through Sherborn, with adjoining towns and at the regional level. - Prioritize new trail establishment and trail improvement projects which promote linkages - Continue improvement of connecting regional trails 5. Protect Sherborn’s rural character. - Preserve and enhance vistas from roads and trails - Preserve and document stone walls, fields and other features of historic or cultural significance - Consider appropriate agricultural use of public lands Index of Sheets | Sheet | Description | |-------|-------------| | 1 | Project Summary & Vision | | 2 | Existing Conditions | | 3 | Site Context | | 4 | Ecological Function | | 5 | Site Analysis | | 6 | Wetland Systems | | 7 | Beaver Activity | | 8 | Utility Corridors | | 9 | Trail Connections | | 10 | Homestead Area | | 11 | Design Alternatives | | 12-14 | Design Details | | 15-18 | Homestead Plan | | 19-20 | Trails Plan | | 21 | Invasive Plant Management | | 22 | Beaver Pond Management | | 23 | Forestry Recommendations | | 24 | Next Steps & References | | | Appendices | | 25 | Food Forest Plant Palette | | 26 | Native Meadow Plant Palette | | 27 | Invasive Plant Species | FIGURE 1.1: This management plan incorporates the requirements and goals of each of the user groups of the Barber Reservation. Can ecological health be achieved on a highly used site? Contrasting landscape elements Within the boundaries of the Barber Reservation are areas of mixed hardwood uplands, wet forests, hayfields, wetlands, a beaver pond, and several potential vernal pools. All these habitat types occur in a relatively small area (196 acres), and therefore contribute valuable biodiversity to the area. However, transmission lines run north-south on a land easement across the reservation, a railroad track and switch-yard run parallel to the transmission lines, and a buried gas pipeline cuts both of these corridors perpendicularly. As a result of these features, the landscape is fragmented. These utility corridors require regular maintenance, thus resulting in periodic impacts on the landscape around them. Though the utility infrastructure is fixed on the landscape, some features on Barber are dynamic and changing. For example, a beaver pond in the center of the property is quickly growing in size, and some local residents are concerned about its expansion into the surrounding forest and on trails. Likewise, the forest edge is enlarging into the network of hayfields, thus diminishing their productivity and habitat value. History of use and vegetation patterns The Barber Reservation is the historic location of an old agricultural homestead, and the current hayfields are the obvious relics of the property’s past use. The old homestead area sits in the southeast corner of the site, and continues to serve as the main access point and center of activity. Around this area, old stone walls and building foundations can be found, along with a standing old barn near the parking area. Immediately surrounding the homestead, the forest is composed of early-to mid-successional vegetation with a dominance of black cherry. Most of the invasive plant species on the reservation (multiflora rose, Asiatic bittersweet, and black locust) can be found in this area, as regular site disturbance over the years created conditions conducive to invasive species growth and spread. The Conservation Commission and the Land Management Task Force have concerns about the spread of these species farther into the site’s interior landscape if left unchecked. In other forested areas of the site are stands of upland and wet forest. The upland forests are a mix of oaks and other hardwoods, with a few stands of white pine monocultures. Within many of these forest stands is evidence of previous clear-cutting of the property (seen in old stumps and invasive species composition), to create hayfields. Over time, the forest grew along stone walls and in between fields, and now is the matrix that connects the other landscape features. A small gravel parking lot off Western Avenue is the main access point into the reservation. This parking area is inconspicuous from the road, and lacks proper trail signs or environmental information. As was expressed in multiple community meetings, many residents and users of the Barber Reservation feel that the entrance experience should be improved. Near the gravel parking lot is an old stone foundation and a historic barn, which are the only existing structures on the site. Down the trail from the homestead, a grove of white pines grow in a cluster around the location of a former tennis court. After the tennis court was removed, a dense patch of invasive buckthorn and bittersweet colonized this area, taking advantage of the disturbed soil conditions. PHOTO 2.1: Large transmission lines are near these sensitive wetlands, which leads to concerns about the potential impact of utility maintenance regimes on the water quality. PHOTO 2.2: Beavers have taken advantage of the large dam created by the railroad bed to expand their habitat. The beaver pond directly abuts this section of the railroad corridor. PHOTO 2.3: The view of the parking area off Western Avenue and looking to the south. The center of activity and historically significant, the parking area has the potential to be more attractive. The Barber Reservation serves the region with significant social and ecological services. Regional significance Sherborn is a town composed mainly of open spaces and permeable surfaces. This is unique for the largely developed and urbanized area, which is on the outskirts of Boston’s greater metropolitan area. The cities of Boston, Worcester, and Providence are all within an hour’s drive of Sherborn, and the town of Framingham sits just two miles north of the Barber Reservation. These denser, more developed areas surrounding Sherborn may benefit from its open spaces, either from the regional-scale ecosystem functions it provides or its recreational opportunities. That the Barber Reservation is near the population center of Framingham has implications for its management plan. Land management strategies are partly determined by current and expected public use and access. For example, a management plan that emphasizes trail improvement and maintenance of public infrastructure could make the reservation more available to nearby disadvantaged neighborhoods by prioritizing access and education. As part of a larger system of open spaces in the area (see Figure 4.1), the Barber Reservation provides the region with ecosystem services, such as improving water quality and quantity, improving air quality, and providing habitat for wildlife. Also, the diversity of habitat types provided by the reservation (wetlands, upland forests, vernal pools, and early successional habitats) contributes to the natural heritage of the area. Proximity to environmental justice populations Environmental justice populations are community groups identified to be disproportionately vulnerable to the effects of environmental degradation, such as industrial waste contamination or polluted waterways. These communities usually lack strong political representation or the financial means to fund environmental programs in their neighborhoods. Programs across the country and in the Commonwealth have been developed to improve the ecological health and social well-being of these communities through access to healthy open spaces. The Town of Sherborn celebrates its rural character, which contributes to the residents’ strong sense of place and pride in the town. Through this abundance of open spaces, Sherborn also promotes environmental justice in the region. Sherborn has an existing hydrological connection to Framingham, which has environmental justice populations, as it provides valuable flood control by slowing the flow of water and increasing water infiltration into local aquifers (see Sheet 5). Barber’s proximity to environmental justice populations in Framingham means that it can also be a meaningful and valuable place of recreation and education for these residents. FIGURE 3.1: The Barber Reservation is equidistant to both Sherborn center and Framingham, but has been conceived of as primarily serving the residents of Sherborn. However, Framingham’s much larger population benefits from Barber’s ecological services and may place recreational demand on it. FIGURE 3.2: There are extensive environmental justice populations within two miles of the Barber Reservation, as shown by the environmental justice population blocks from the 2010 US census. Sherborn serves the region with valuable ecosystem services and conservation-focused open spaces. Emphasis on conservation and agriculture Sherborn is largely rural in character, in contrast to the developed cities around it, but it is not unique in its open space acreage except that, while there are abundant cultural, historic, and recreation-based open spaces near Boston, Sherborn’s open spaces are largely designated for agriculture or conservation. This suggests that while Sherborn has been successful in conserving open space for its ecological functions or as working landscapes, it has the potential for integrating people into the land around them in culturally significant ways, such as with parks or wildlife viewing. Sherborn also has extensive open space used for agriculture than any other municipality around it. As has been stated by Sherborn residents in community meetings, this may imply that town’s agrarian history and legacy is important to the residents, and continuing that pattern of land use may be a source of civic identity. Barber’s role in regional water systems The watersheds of both the Charles and Concord Rivers are in Sherborn, and are divided in town by low hillslopes. The Barber Reservation is well within the upper reaches of the Concord watershed, which actively drains water northward toward Framingham and away from the town of Sherborn. This drainage pattern and flow undoubtedly affects Framingham, but management of this water resource determines whether the effects are positive or negative. The Barber Reservation shares a watershed and natural resources more closely associated with Framingham, in spite of its location within Sherborn’s town boundaries. Sherborn, therefore, is responsible for managing Barber, at least in part, with regards to the large urban population downstream. Currently, there are no formal management guidelines or strategies for water on the Barber Reservation. However, developing sound water management guidelines for the Barber Reservation may help the system better catch and store water on site, therefore recharging ground water aquifers as well as mitigating flood effects in severe or prolonged storms. The Barber Reservation is primarily a wet site, and is part of a larger wetland system. Historic wetland connection The upland hillocks of the Barber Reservation drain water into its lowlands. These lowlands with poorly draining soils, hold and slowly infiltrate the water into the ground. As people developed the landscape, however, aspects of the built environment disrupted this drainage pattern (see Figure 5.1), including the CSX railroad embankment (currently acting as a dam). Prior to the construction of the railroad dike, the reservation drained into a larger wetland complex that lies just northwest of the Barber Reservation in the neighboring town of Ashland. Built in 1848 and upgraded in the 1920s, the railroad primarily served a General Motors factory (just one mile north of the reservation) for many years until the factory closed. Nonetheless, the railroad continues to sever the reservation’s connection to the larger wetland complex. Figure 5.1 shows how the built railroad continues to alter the drainage pattern by causing water to pool and then drain to the north into a much smaller wetland complex. The altered drainage pattern may result in the larger wetland to the northwest becoming smaller and the wetlands to the northeast of the railroad becoming larger. This could result in a loss of ecological integrity if wetland plant and animal species are unable to move between the wetlands. Drainage and soil types reflect and perpetuate wet conditions The wet conditions in the lowlands of the Barber Reservation are partly a result of poorly draining soils and the patterns of water movement across the site. The areas of well-drained uplands served the historic homestead as agricultural fields. Well-draining soils can percolate water quickly but only if the water is able to be slowed, captured, and infiltrated. More commonly across the site, the reservation’s low-lying areas capture the runoff and the poorly-draining soils slowly percolate and filter the water into the groundwater and aquifers. This ecosystem service cleans water and may also function as flood control in regards to an increase in precipitation due to climate change. In part because of the landform and soil types, the pattern of water drainage on the site is not uniform. Water moves in many directions, and collects in several low-lying basins. This pattern is further perpetuated by the construction of the utility corridors, which are generally topographically elevated such as with the CSX railroad. When managing Barber, strategies are useful that allow continued infiltration of water into the regional aquifers, and that accept that wet conditions and pooling will occur. FIGURE 5.1: After the construction of the industrial railroad corridor, and then later the beaver dams, the flow of water has changed on the Barber Reservation. Barber used to drain to the northwest, but now the water is held in a beaver pond and flows to the north. FIGURE 5.2: Soil types by drainage. The predominantly poorly drained conditions result in pooling. FIGURE 5.3: Water drainage patterns are not uniform, contributing to pooling in many areas. The Barber Reservation has abundant beaver habitat, and beaver activity should be accepted and planned for. Beaver activity in Barber The Barber Reservation is part of a larger beaver habitat area within a regional wetland complex. This larger wetland complex has active beaver populations, and it is possible that beavers present on the Barber Reservation now have migrated from one of these populations. Beaver removal in the Commonwealth is often difficult to execute, as a result of extensive permitting processes and legal restrictions. Additionally, any beaver removal practices on the site would likely be ineffective, since many more beavers live off-site in the rest of the wetland complex, and can readily move back into the Barber Reservation. A more productive approach to beaver management on the site would be to allow the beavers space to complete their life cycle, celebrate the diverse ecosystems they create, and enjoy the many ecological functions they provide (see Figure 6.1), which could ultimately benefit the human communities in the area. Because of the topography of the site and its neighboring parcels, it is unlikely that beaver ponds would flood the homes on higher ground just to the south of Barber. Therefore, property damage should not be a strong concern for these residents. However, beaver pond migration may happen in some low-lying areas just to the north of the Barber Reservation, in an area known as the Humphrey’s Conservation Area. Although no property damage is anticipated if such a expansion occurred, there may be implications for land management in the lowland area. Figure 6.2 shows the extent of a “dynamic landscape buffer,” delineated by outlining the topographic low-lying area. This is the area that can collect water, has small channelized woodland streams, and contains beaver habitat and therefore may be prone to flooding or changing hydrological conditions. In regards to a management plan, it would be best to minimize any possible impact, disturbance, or infrastructure in this area, so as to prevent property damage. This buffer also takes into account that beaver habitat is dynamic in nature, as shown in Figure 6.1. Currently, the central area of Barber is a beaver pond. But with time, if and when beavers leave the area, a beaver meadow will form here, changing the landscape and creating new ecological conditions. Wetland systems are dynamic and changing For the railroad to run across the Barber Reservation, an embankment was built to lift the tracks above the wetland. The embankment essentially became a dam in the wetland. In the Barber Reservation, the railroad dike did not just stop water from draining to the west; it also likely raised the already high water table to above-ground exposure. It is possible that what is now a beaver pond first began as a seep in a wooded area as the water table rose to new heights. With a railroad embankment already serving as a successful dam across the wetland, beavers had to do relatively little to dam water flowing through the embankment culverts, and then dam the resulting peripheral flows. The result has been an expanding pond behind a rising water table. An active wetland landscape is dynamic and ever changing. All low-lying areas in and around the Barber Reservation are susceptible to beaver activity and, subsequently, inundation. However, the dynamic landscape buffer does not solely correlate to beaver activity. Large or prolonged storms can raise the water table, as can a dramatic landscape disturbance (such as clear-cutting or poor agricultural practices) above these low areas. Therefore, low areas may change as a result of several different factors or variables, and it is best to designate them as no-build or low-impact sites to alleviate any more conflict between man-made and natural landscape features and thus prioritizing habitat health and ecosystem functioning. Utility corridors converge on the Barber Reservation, and their maintenance must be integrated into the site’s larger management plan. Corridor characteristics An array of utility corridors converge on the Barber Reservation, including a railroad track and switch-yard, transmission lines, a gas pipeline, and an oil pipeline. These intensively maintained corridors criss-cross the landscape in a grid pattern. These corridors can be threatening to or supportive of wildlife depending on the species and on the utility company’s maintenance practices. However, natural landscape features that stay intact across utility corridors provide greater ecological integrity, as can be seen in Figure 7.1. Utility corridors fragment the landscape. By severing the interior of an ecosystem, such as a forest or meadow, a utility corridor can greatly reduce or even displace interior species such as woodpeckers and thrushes by exposing them to external forces such as light, wind, and temperature fluctuations that is different than their natural habitat. Exposing the interior of an ecosystem can create edge, pockets, and microclimates that serve species such as deer, fox, and birds of prey. However, traditional utility corridor maintenance results in hard edges with very little transition from one eco-type to another. This important transition is known as an ecotone and hard edges greatly reduce edge species that depend upon it. The on-going conventional maintenance of utility corridors retards the natural succession of an evolving landscape and potentially provides habitat for plants and animals that rely on an ecosystem of early successional vegetation. This ecosystem has grown more rare in New England with a decreased frequency of natural disturbances such as wildfires and man-made disturbances such as agriculture. If managed purposefully, utility corridors can serve as early successional habitat. In addition, while utility corridors are static, they move through a landscape and so can potentially connect landscape elements such as meadows, rock outcrops, and forested areas. Wildlife may use a utility corridor to move across the landscape, alleviating conflicts between people and wildlife. The Natural Heritage and Endangered Species Program (NHESP) has identified rare species habitat just south of the Barber Reservation, shown in Figure 7.3. If similar rare species habitat conditions were to be present or established within the Barber Reservation, then it is possible, depending on specific species needs, that utility corridors that connect these habitats to the reservation could potentially serve as migration corridors and assist with the preservation of these rare species. Integration for a successful management plan Each utility already has an established maintenance plan with criteria standard to each industry and permissible by law. Thus, utilities that converge upon the Barber Reservation are not maintained primarily for ecological functioning. To ensure or enhance ecological health, the negative impact of utility corridors that cross a conservation area (such as the Barber Reservation) need at least to be mitigated. In addition, where possible, utility corridors should serve an ecological function. A successful management plan should allow for the maintenance of utility corridors while increasing the ecological functioning of those corridors, on the reservation and in the region. Rail-Trail potential The town has already purchased two-and-a-half acres of the railroad corridor (south of the reservation just beneath Whitney Street) with plans to establish a rail trail. Extending the rail-trail north into the Barber Reservation would create additional access, complete recreational loop trails, highlight the beaver pond with exceptional views, and re-purpose an industrial corridor as an animal-migration and human-recreation corridor. Extended even further north, the rail-trail can directly link environmental justice populations in Framingham to the reservation. The Barber Reservation has the potential to re-establish trail linkages in the region. Accessing and traversing the landscape Steep slopes represent only about one-tenth of the land area of the Barber Reservation, but limit pedestrian access to the site from Western Avenue (see Figure 8.1). The only formalized or official access onto the reservation is through a small parking lot off Western Avenue. Although the property has approximately 15,000-feet of frontage along this busy town road, the steep slopes on the eastern edge of the property prevent easy access. Also, the parking area is difficult to see when driving along Western Avenue, and hedgerows along the road boundary prevent any views into the open hayfields from the road. Many drivers pass the reservation, and increasing the views into the property or improving the curb appeal of the parking lot may help bring awareness to the property and its recreational opportunities. On the reservation, a series of unmarked trails emanate from the homestead area. The most common trail taken by visitors is an unimproved utility road, cut into the hillside at a gentle slope and heads into the divided hayfields. This provides the easiest access into the interior of the site. Built well and able to provide multi-use access, this trail serves as the main trail for all of the reservation’s user groups. In the hayfields the land falls away into lowland crests and depressions. Trails taper off into areas that are seasonally harvested, resulting in a diminished trail hierarchy and site disturbance from dispersed foot- and equestrian traffic. There are many trails in the Barber Reservation; most are unmarked and many are redundant. The trail system can be confusing to some visitors unfamiliar with the site, and also potentially leads to mis-use of trails by expanding corridor widths or rutting wet soils that are erosion-prone with saturated conditions. Bay Circuit Trail connections The Bay Circuit Trail was originally routed through the Barber Reservation, but the combination of lowlands, a high water table, a railroad embankment, and an expanding beaver pond have conspired to reroute the trail numerous times. The Bay Circuit Trail is a 205-mile-long trail that circumnavigates the landscape just outside of the greater Boston metropolitan area. It connects the Barber Reservation to the town’s and region’s open spaces (see Figure 8.2). The current route replaces the reservation’s one-mile section into a two-mile road walk along busy state roads, which avoids the reservation entirely and loses the reservation’s cultural and physical connection to other open spaces. FIGURE 8.1: Trails on the Barber Reservation lack clear structure and hierarchy. The slopes on the site are generally gentle, except along the eastern edge of the property, including near Western Avenue. These steeper slopes restrict access from the current parking lot. FIGURE 8.2: (A,B) The Bay Circuit trail connects several regional open spaces, originally including the Barber Reservation. (C) Unfortunately, the current re-route of the Bay Circuit Trail is a lost opportunity for people to experience Barber and its habitat diversity. The old homestead is the primary entrance to Barber, but is underutilized and unattractive. Existing conditions of the old homestead area The old homestead is the main access point onto the Barber Reservation and serves as the center of human activity as people come and go from the parking lot. Remnants of the historic homestead, such as an old foundation, a barn, and the area of a former tennis court, no longer serve their original functions, leaving this area underutilized. Tree species typical of a homestead, such as black walnuts and apples, also remain on the site. These old homestead features could be salvaged or re-purposed, so that they function as an integral space. Partly dry upland and partly wet lowland, the homestead landscape reflects that of the overall reservation. Water drains from east to west and pools on top of poorly drained soils, as is indicated by the prevalence of cattails and skunk cabbage in the wet lawn. The slopes and saturated conditions hinder people from accessing much of the old homestead, including most of the fruit and nut trees, although the homestead infrastructure remains accessible on fairly flat, dry land. Lawn A lawn dominates the vegetation of the homestead area, and without frequent maintenance the grass is allowed to grow high throughout the summer season, discouraging access to many parts of the homestead that are not on the main trail. When the grasses are mown, stormwater volume increases into the adjacent stream and wet lawn. Trails The utility road that serves as access to the hayfields is the most predominant trail from the parking lot, although three other trails lead off into different directions, two of which are obscured by vegetation and saturated soils. A small trail leading just around the homestead area could help make use of this space while improving the reservation’s “curb appeal.” Slopes Steep slopes characterize much of the old homestead area. No trails traverse these slopes and most of the areas downhill are unvisited. These slopes are also vegetated by mown grasses, with increased stormwater runoff volume and velocity from the homestead into the adjacent intermittent stream. Invasive Species Many invasive plant species have responded to the previous disturbance of the homestead by out-growing the native plant species. Eradicating invasive plants requires keen observation and diligence. Establishing some kind of management of this area can support efforts to control the spread of invasive species. Old Foundation A small stone foundation still exists where the old farmhouse once stood. Currently, it serves no function, and needs to be regularly mowed to manage the invasive plant species that occupy this footprint. It is facing towards and level with the main trail, potentially making the foundation a valuable trail structure to be used for sitting, gathering, or hosting outdoor classes. Main Trail to Hayfields This main trail is also a utility road, and acts as the primary entrance into the interior of the reservation. It is used by trucks (during haying operations), equestrians, hikers, and dog-walkers. This is a direct route, and does not encourage visitors to spend time in the homestead. Gravel Parking Lot The gravel parking lot can hold five to six small cars, or one truck with a horse trailer, at a time. There is a consistent flow of vehicles in and out of the parking lot throughout the day, although mid-day visitors generally use the parking lot for a lunch or work break, and rarely wander beyond the gravel lot. If the number of visitors to the reservation were to increase, this parking area may need to be redesigned to accommodate more vehicles. Barn The old homestead’s barn is still standing. Members of the Land Management Task Force are pursuing renovations for the barn, and hope the barn can serve the reservation more meaningfully than it is currently. Seeps and Saturated Soils A depression captures water draining from groundwater seeps in this wet lawn. The locally occurring poorly draining soils hold the water until it slowly percolates; however, because of the prevalence of moisture-loving vegetation, it is reasonable to believe that the water table is either perched or otherwise naturally high in this area, indicating an ability to hold water through multiple seasons. Intermittent Stream and Resource Area A stream runs near the homestead’s southern woodland edge, and eventually flows down into the beaver pond. This small intermittent stream’s 100-foot resource area (designated by state law) covers the core homestead area, and much of the water draining from the east drains into this stream. There may be an opportunity to slow and store this water as it moves through the landscape, thereby reducing the amount of flow entering the stream, and subsequently the beaver pond. Due to the legal restrictions upon land alterations in wetlands habitats, permitting may be needed for certain projects in the homestead area. The vision for Barber’s future guides its management. A successful management plan is only accomplished with a clear vision of land use; therefore, vision precedes management. The Conway team prepared a series of alternatives for the Barber Reservation in respects to the Land Management Task Force’s guiding principles, community feedback, and sound ecological analysis. These alternatives are schematic, and were created as a design exercise to test either the functional or contrasting relationships of different landscape elements. The proposed plan (see Sheet 11) and final management recommendations integrate landscape elements of each conceptual alternative. Ultimately, the design balances the intentions and functions of these three visions in an attempt to accommodate the requirements of utility corridors, the habitat needs of wildlife, and the public’s desire for continued use and recreation. **Alternative 1** “Harvest natural products” - Coppice beneath transmission lines. - Expand hayfields. - Drain beaver pond to restore forest stands. - Harvest black locust near homestead. - Improve access and staging area. - Improve access. **Key Management Strategies:** - Invasive species: Harvest and thin in targeted areas. - Forestry: Thin in sloped and wetland areas. Harvest on uplands. - Recreation: Coppice in areas of early successional. - Hayfield: Intensively manage as no-till agriculture. - Beaver Pond: Drain water into original wetland complex to reclaim forest stands. - Utilities: Integrate utility maintenance with forest management. Use transmission line corridor as an access point. - People: Recreation management is secondary. Promotes education and awareness of local resource heritage, but with potentially high ecological integrity costs for low yields. Impactful on an already impacted site. **Alternative 2** “Promote public use” - Re-route multi-use trails and Bay Circuit Trail through the site. - Re-establish horse jump area. - Access new rail-to-trail. - Establish new dog park. - Improve entrance area as park-like, with expanded parking. - Improve access point and trailheads. **Key Management Strategies:** - Invasive species: Intensively manage around high use areas such as the parking lot and in a proposed dog park. - Forestry: Clear and thin for trails and access. - Habitat: Replant as native meadow for reclamation and aesthetics. - Utilities: Allow public access through utility corridors. - People: Accommodate mixed user groups, improve access and signage. Maximizes social and cultural value, while reconnecting Barber to other open spaces. However, it is high-impact, expensive, and does not prioritize biodiversity, natural resources, or ecosystem function. **Alternative 3** “Promote biodiversity” - Re-route multi-use trails. - Thin white pine stand. - Connect native meadow fragments. - Access rail-to-trail. - Move trails to the periphery, and limit them to hiking only. - Improve views from the road to meadows. - Provide wildlife viewing stands. - Access rail-to-trail. **Key Management Strategies:** - Invasive species: Intensively manage and restore native plant communities. - Forestry: Thin in select areas to release canopy and diversify white pine monocultures. - Hayfield: Expand and replant as native meadow. - Beaver Pond: Allow to develop naturally. - Utilities: Integrate utility corridors with meadow management. - People: Concentrate and limit public access. Maximizes ecological health, in accordance with client’s goals and principles, but only serves hiking and wildlife viewing user groups. Landscape re-wilding is slow to establish and potentially unpredictable. Proposed Plan Promoting restoration & integrity This proposed design accommodates the need for public access and recreation and creates more cultural value for residents by providing facilities, trails, and structures across the landscape, including access to unique landscape features. The beaver pond and the hayfields are allowed to expand, therefore increasing their habitat function, value, and ecosystem services, such as water retention. Finally, utility corridors are used as points of access onto the reservation and their maintenance is integrated into the overall management plan. Re-Routed Bay Circuit Trail The Bay Circuit Trail is reconnected to the Barber Reservation via a route around the northern edge of the beaver pond through the Humphrey’s Conservation Area. This trail alignment has to remain flexible as it is within a potentially dynamic landscape. Retouring to the north may be necessary in response to changes in the beaver pond. Bridge to Rail-to-Trail A bridge is constructed across the northern branch of the beaver pond to connect to the regional rail-to-trail path extending from the south, providing another entrance into the Barber Reservation. Using this route, visitors have easy access to the beaver habitat and the chance to view wildlife. This bridge would help establish permanent regional trail connections to the Barber Reservation via the rail-trail and the Bay Circuit Trail by crossing over the beaver pond instead of traversing the wetlands around it. Beaver Pond Viewing Boardwalk Visitors also have the option to view wildlife from a boardwalk. The boardwalk allows people to step away from the woods edge and out into the edge of the active beaver pond. The boardwalk can be reached from two directions by a footpath that meanders around the interior edge of the pond. Because the boardwalk lies inside of the dynamic landscape buffer, it is movable. Integrating Utility Maintenance with Meadow The meadow is connected to the transmission line corridor to enhance the potential for wildlife migration in and out of the interior of the reservation. This connection could increase the reservation’s wildlife value and biodiversity. Designated Horse Paths The trails on the Barber Reservation are designated for different uses, separating mixed-use and hiking-only trails and minimizing site disturbance by following gentle slopes across contours. Areas of pooling water are avoided and the wildlife blind is buffered, reducing conflict between user groups. Turning radii are kept obtuse to reduce erosion from high-impact use (such as with horses) and to eliminate the occurrence of cut-throughs across steeper slopes. Expanded Native Meadow The hayfields are connected by removing the hedgerows and removing the stone walls between them. They are then re-seeded as a native meadow, thereby increasing the site’s biodiversity and providing habitat for field-nesting birds. The meadow is expanded to include road frontage, allowing views into the reservation and across the fields. New Park-like Entrance The entrance experience is improved by creating a more engaging environment that also improves ecological functioning and presents cultural values. The old homestead lawn is replanted as a community food forest. The parking area is improved to accommodate more visitors, as well as potential staging operations for timber, biochar, and food production (see Sheets 12-14). A community pavilion sits on the impacted site of the former tennis court. As this is the area with the most invasive plant species, impact is concentrated here to reduce their population and help control their spread. (Not for construction. This drawing is part of a student project, and not based on a legal survey.) The old homestead becomes a park. The old homestead, which is the main access point onto the site and the center of human activity in Barber, becomes a day-park. The proposed design builds on existing use patterns to create more recreation, educational, and productive spaces in the homestead, as well as increase the reservation's curb appeal. Visitors now have the option to interact with the landscape immediately upon arrival. Walking paths lead visitors around the homestead to the renovated barn, a lean-to, a forest garden, a wet meadow, a stream, and a staging area for on-site processing of forest products such as timber, biochar, and food. Community Pavilion This structure is built in the footprint of the former tennis court (in the last construction phases of the homestead area), and provides a space for staging or gathering for public or educational events in Barber while offering the area as a focus for intensive invasive plant species removal. Trailhead Lean-to The original stone foundation is rehabilitated, and covered with an open-air lean-to. This allows visitors a shaded place for gathering, picnicking, or resting before or after a walk. Barrier-free Path Most of the paths circulating around the homestead area are placed so they require minimal grading to achieve a 5% slope. The looped trail system in the homestead area is now accessible to many user groups. Wet Meadow Boardwalk A boardwalk is built over the wet area of this lawn, around a groundwater seep. The boardwalk provides water and wetland education opportunities while traversing saturated soils to complete a loop trail. Being inside of the resource area, boardwalk and trail construction will require permitting. Meadow in Original Lawn Meadow plants and wildflowers are seeded in this existing homestead lawn, creating an inviting entrance that reflects the large native meadow in the interior of the reservation. Improved Gravel Parking Lot The parking lot largely retains its existing footprint, but incorporates an informal truck access path just to the north. A new stone wall separates the edge of the parking lot and Western Avenue. The large 4.3’ black walnut tree remains, shading part of the parking area. Staging Area and Renovated Barn The area between the parking lot and the renovated barn is planted with reinforced turf, thereby allowing staging to occur near parked utility vehicles and the barn. This historic barn can be used by community members or coordinators working in the forest forest. Community Food Forest on Contour A productive food forest is planted for community use and education. Swales and berms on contour store and infiltrate runoff down the slope, as fruit and nut trees, shrubs, herbaceous plants, and productive ground covers are planted together to mimic natural plant communities. Permitting would be required to build the swales and berms. A forest garden can be established on contour without swales and berms, but plantings would be limited to moisture-loving species primarily. The existing old apple orchard is revived by understory thinning and pruning and incorporated in this forest garden. Series of Short Loop Trails This one-tenth-mile outer trail allows visitors to walk a short loop in the homestead area that takes them past the pond, the food forest, and the woodland stream, and along the historic renovated barn. A series of inner loops allow for shorter walks. (Not for construction. This drawing is part of a student project, and not based on a legal survey.) Homestead Phasing Phase 1: Late summer - All excavation and berming should be done in late summer when the water table is low and enough growing season remains to establish a cover crop for the fall and winter. A cover crop will stabilize the newly disturbed soil and limit weed growth. - Fill and grading for the staging area and extend the parking lot can also be done at this time while machinery is already on site. Reinforced turf should be dug into place and lightly mulched to prevent erosion. - Building the trailhead lean-to during this initial phase may give community members a sense of progress while construction continues into the next season. Phase 2: Spring - Walking paths should be staked out early in the spring and observed throughout the wettest season so adjustments in the design can be made before the paths are made permanent. - Bare-root trees and shrubs that were ordered during the winter should be planted after having their roots soaked in an all-natural mycorrhizal dip that helps the plant roots quickly establish with the fungi present in the soil. Heavy mulching is recommended to hold in moisture and suppress weed growth. - A light tilling of the soil should be done after seasonal deluges but before the last spring rains, followed by the seeding and matting of native meadow plant species. A polyculture mix of nitrogen-fixing and dynamic-accumulating plant species should be sown throughout the forest garden (see Appendix I for a food forest plant palette). Phase 3: Early summer - Walking paths should be built in early summer once the meadow has begun to establish. If the meadow has grown too high, the paths should be mowed before the tread is dug, lined, and lightly filled with crushed gravel or heavily topped with wood chips from trees chipped on site. Phase 4: Mid-summer to mid-fall - Newly planted trees and shrubs should be watered if rain fall is scarce throughout the summer. End-of-the-season donated plants should be planted in early fall, heavily watered, and thickly mulched to protect against the winter freeze-and-thaw cycle. Listening to the Landscape Managing the Barber Reservation Sherborn, MA DESIGN DETAILS HOMESTEAD PHASING Sheet: 13/27 Figure 13.1: Aerial perspective of the proposed homestead area, featuring the community food forest and pavilion. Figure 13.2: Section A-A’ Existing & Proposed Homestead Area (Not for construction. This drawing is part of a student project, and not based on a legal survey.) Forest garden A forest garden is a perennial polyculture of plants that provides food and (herbal) medicine. Its structure mimics a forest, with canopy and understory trees, shrubs, herbs, roots, and potentially vines (see Figure 14.1). Site conditions determine what plants can be grown, but some specific site conditions can be modified to accommodate the grower’s choice. Swales and berms built on contour capture rain water and percolate it toward the root systems of the crop plants while reducing runoff into the nearby stream. Berms also create microclimates and allow fruit trees to be raised up out of the site’s saturated conditions. The swales, on the other hand, provide water for crop plants that prefer saturated conditions. The proposed area for swales and berms lies outside of the one-hundred-foot stream buffer and would require permitting. A forest garden can be established without swales and berms (eliminating the need for permits and inspections) but would see less species diversity as well as loose the potential to mitigate the homestead’s impact on the nearby stream and the farther away beaver pond. The large black walnuts on site are already the beginning of a forest garden. They create the canopy and provide protein-rich nuts. However, the natural juglone chemical within black walnut roots and leaves alters soil to the detriment of many other plant species. Although a limited array of food and medicinal plants can be grown beneath black walnuts, some thinning of the current walnut stand can open up niches for other valuable plants (see Appendix II for a list of juglone-tolerant forest garden plants). The many wild apple trees on site can also become a part of a forest garden. Thinning the large patches of apple trees would make the stand healthier and more productive. Generally, pruning and thinning is not necessary in a forest garden unless maximizing yields is the goal. Once established with the right mixture of plants, forest gardens can do well with very little maintenance. It is important, though, that plants that fix nitrogen and mine the subsoil for nutrients are included. These plants increase fertility much like a gardener adds compost to her garden beds. Providing compost and mulch while the forest garden gets established, however, may be essential for a healthy, productive start. Wet meadow boardwalk The new boardwalk that is built over a section of the wet meadow in the western side of the homestead area is a part of the meandering short loop trail. The boardwalk may be viewed from the parking area, thus inviting people to walk the trail around the homestead. The boardwalk gives visitors an opportunity to experience the wet meadow (see Figure 14.2) without disturbing it, and also provides views back up-slope to the established community food forest. This boardwalk is also a smaller version of some other features of the site, particularly the beaver pond observation deck and the bridge that routes the Bay Circuit Trail. Along with these other proposed features, the wet meadow boardwalk allows visitors to access the otherwise inaccessible special habitats and unique landscape features of Barber. Staging area and renovated barn The area west of the parking lot is graded and raised with reinforced turf which creates a staging area for forest products near the renovated barn. In this area, there is enough room to run a portable saw mill, and so it can serve as a timber staging area for trees thinned from the forest or cut from the expanded meadow. As other systems are put into place, the staging area can also serve as a holding spot for grazing animals, a managed burn area to make biochar, and an outdoor area for processing forest garden products. The renovated barn can serve many functions as well—for example, forest garden food processing, a gathering area for workday events, or dry storage for cut boards. Goats, biochar, and a natural playground The flat forested area just north of the parking lot is populated with invasive plant species and poison ivy. But beneath these noxious weeds lie large boulders, exposed bedrock, and a thin understory layer ideal for a natural playground. It can be very difficult and expensive to eradicate invasive plant species, but combining multiple methods (such as mechanical removal and targeted grazing) may be an effective way to establish control over their spread with limited resources. For example, once large woody plants are mechanically removed in an area, goats can be used to browse the young shoots beneath the canopy. Goats will eat woody vegetation such as black locust saplings, multiflora rose, and bittersweet vines, as well as poison ivy. With the exception of poison ivy, these noxious species can also be removed by hand and made into biochar. Biochar is the material that results from burning vegetation in a airless environment to produce charcoal. Biochar not only sequesters carbon, but the charcoal can be added to the forest garden to improve the structure, tilth, water retention, and nutrient density of garden soils. Biochar is cheap and easy to make (see Figure 14.3). Native meadows provide integrity and beauty, and are productive landscapes. Because of their size and the declining number of similar fields in the region, Barber’s fields have the potential to increase the reservation’s ecological value if they are maintained according to the needs of wildlife through such actions as expanding the size, limiting woody vegetation, and establishing native meadow plant species. In this proposed design, which focuses on maintaining the integrity of the landscape, the fields are connected by removing the physical barriers (hedgerows and stone walls) between them, and by clearing some forest. This increases the amount of space in the interior of the fields, therefore creating important core meadow habitat for ground-nesting birds and reducing the amount of forest edge. The fields are also connected to the transmission line corridor, which is already functioning as an early-succession species migration route. NSTAR owns and maintains the transmission line corridor that crosses the Barber Reservation. The company’s five-year vegetation management plan includes working with landowners toward alternative land uses (such as meadows): “Wherever practical, as determined by the Senior Arborist or NSTAR management, NSTAR will cooperate with landowners through whose property NSTAR owns easements, to facilitate ‘alternative land use’ practices by the landowner’s that may reduce or eliminate the need for vegetation management by NSTAR,” (NSTAR Electric and Gas, 26 February 2013, section 12, pp. 39). A corridor provides linear migration routes on the landscape, and a node is an area on the landscape that provides contiguous habitat, with certain edge characteristics that help that habitat. Field species, and possibly even rare species from south of the Barber Reservation (see Sheet 7), may be able to arrive at Barber via NSTAR’s corridor, then use the expanded meadow as their core habitat. This design also converts the hayfields to native meadow. This is proposed because the hay currently harvested from the site is not optimal or very valuable due to poor soil conditions, the haying operations are a financial burden on the Town of Sherborn, and the fields do not support rare species habitat. Also, the mixed-use recreation on the site often impacts the quality of the hay (i.e., trails cutting across the hayfields reduce their productivity). Conversely, a native meadow is more suited to the existing soil conditions, helps to meet the ecological functioning goals for the Barber Reservation, and could provide even more recreational opportunities for surrounding communities. For the purposes of increasing biodiversity, creating an efficient working landscape (through livestock grazing and bee-keeping), and improving aesthetic qualities (with views from the road and across the expanse of native meadows), this plan proposes that a native meadow would best serve the Barber Reservation. | pH | 6.4 | near neutral | |--------|-------|--------------| | Nitrogen | 7 ppm | low | | Phosphorus | 4 ppm | low | | Potassium | 27 ppm | low | | Calcium | 337 ppm | low-medium | | Magnesium | 71 ppm | medium | FIGURE 15.2: Soil test results from UMass Extension soil testing services, showing soil chemistry of the hayfields, which are identified as nutrient deficient. FIGURE 15.3: Comparisons of management requirements and yields of native meadows and hayfields. | Meadow | Hayfield | |-------------------------|-------------------------------| | Supports a higher degree of biodiversity | Is a plant monoculture | | Can grow readily from existing soil conditions (requires no input) | Demands inputs (specifically, lime and nitrogen) | | Provides diverse color, texture, and strata (vegetative layers) | Provides little color, few textures, and one strata | | Provides pollinator habitat | Limited pollinator habitat | | Provides rare species habitat | May provide for some ground-bird species if harvest is delayed late into the season | | Dynamic and changing through seasons and years | Harvest is an abrupt change in ecosystem dynamics | | Potential to produce honey, goat milk, meat | Produces lower quality hay | | Managed by rotational grazing or mowing once established | Managed by tractor for soil amendment, fertility, seeding, and harvest each year | Native Meadow Phasing Phase 1: Fall - Any thinning of the surrounding forest that requires using hayfields should be completed before investing time and energy into establishing a meadow. Skidding trees across an establishing meadow can result in patchy growth patterns, invasion of non-native species, erosion, or outright damage to the meadow. - Removing field hedgerows and stone walls should also be done before the meadow is established. Although they provide historical context, stone walls will require on-going maintenance to keep clear of woody vegetation. They can be reused elsewhere where maintenance energies are already focused, such as in lining the parking lot. - Opening up new areas for meadow development should also precede meadow establishment. Stumps of the felled trees can be ground or inoculated with mycelium to expedite decomposition. - Plant a cover crop of winter wheat immediately after the timber harvest, thereby preventing weed establishment at this time in the project phasing. Phase 2: Winter - Cut and lay the winter wheat cover crop in late winter before it goes to seed. Phase 3: Spring - A native meadow established in the spring favors grasses and sedges as opposed to wildflowers. If a meadow dominated by native grasses is desired, this is the time to lightly scarify the land and sow seed. Sow forbs along with the grasses, understanding that wildflowers will generally not begin to grow until the following year and that germination may be poor; plan for acceptable loss of seed sowing more heavily. - If a native wildflower meadow is desired, now is the time to plant summer buckwheat as another cover crop, which will also help suppress weed growth in the meadow. Phase 4: Summer - Cut and till-in the summer buckwheat cover crop in mid to late summer before it goes to seed. Lightly scarify the land and sow seed. Sow grasses along with the forbs, understanding that grass seed germination may be poor; plan for acceptable loss by sowing more heavily. Phase 5: Grazing goats in transmission line corridor - At any time in the process (but after the active vernal pool season in the spring) goats can be grazed on the transmission line corridor. Fence the goats around concentrated areas of invasive plant species such as glossy buckthorn. At the same time, mechanically remove any isolated patches of invasive plant species. - After the invasive plant species have been eradicated, lightly scarify the soil and sow a cover crop according to the season. Cut the cover crop before it goes to seed and sow another cover crop according to the season. Graze goats amongst the cover crop any time that a concentration of invasive species grows up. Otherwise mechanically remove any isolated patches of invasive plant species. - Continue this process until the regeneration of invasive plant species is under control. Then sow the native meadow according to the season. Phase 6: Once the meadow is established - Once the interior and corridor meadow is established, the remaining hedge can be cut to establish the connection between corridor and node. Again, tree stumps can be ground down or inoculate with mycelium to expedite decomposition. - Begin establishing a meadow in this area by repeating Phases 1 through 4. FIGURE 16.1: Bird’s-eye imagery shows the areas of forest and hedge that would be cleared in the proposed plan, as well as sensitive areas that require protection during project implementation. FIGURE 16.2: (A) Annuals bloom in a first-year meadow while biennials focus their energy on establishing deep root systems for perennial growth. (B) Perennials add to the density and strata of a second-year meadow while root systems continue to grow deeper. (C) A third-year meadow blooms throughout growing seasons and establishes high yields of pollen and nectar for bees and butterflies. Foliage and root systems increase in size, height/depth, and density. Nesting season If a field is mowed, mowing should be limited to late in the season (i.e., after August) to reduce impact on nesting ground-birds. Pets should also be kept on a leash or restricted from meadows altogether during ground-bird nesting season because their instinctual nature and curiosity may harm an adult bird or prevent it from tending to its nest. In general, horses should be kept on the trail around meadow habitats that are preserved for wildlife habitat value, so as to minimize site disturbance. Bees and bats Beyond ground-birds, meadows provide habitat for an array of wildlife such as song birds, birds-of-prey, mammals of all sizes, snakes, hundreds of insects, and thousands of important soil microbes. But importantly meadows also serve pollinators such as bees and butterflies, which feed exclusively on nectar and pollen (see Figure 17.2), which is just one reason why it is important for meadows on conservation lands to be managed organically. A native meadow can support these pollinators in a time of colony collapse disorder. Bee boxes set up out of the wind and in the morning sun in a secluded part of the meadow can provide learning opportunities, as well as other value-added products for a local farmer. With an abundance of insects, meadows also offer bats plenty of food. Rotational grazing of small managed areas preserves the habitat needed by meadow insects, and in return provides bats with an abundant food source. Bats can significantly reduce the mosquito populations across the wetland complex. Like bee boxes, bat boxes can be placed around the meadow. A trophic cascade of herbicides ingested by insects, and then ingested by bats has seriously affected New England’s bat populations—which is another reason why the meadow should be managed organically. FIGURE 17.1: Existing and proposed meadow area, with proposed meadow features potentially supporting more wildlife diversity. FIGURE 17.2: Meadows serve pollinators; (A) butterfly feeding on wild bergamot, (B) bumble-bee feeding on milkweed, (C) bumble-bee feeding on wild germander. FIGURE 17.3: Bee boxes house bee colonies in a secluded but accessible area of the meadow. Bees benefit greatly from a wildflower meadow and in return produce value-added honey, which may be harvested for the community. Rotation and grazing Meadows are dynamic and will change in species, color, texture, and strata over time and most forbs are biennials and will not bloom until their second or third year. Meadow disturbances, such as periodic mowing, burning, or livestock grazing, are not only necessary to control the growth of woody shrub and tree species, but also to promote the early-succession growth of meadow species, especially that of forbs. To accomplish this, meadows could be grazed or mowed on a rotation. In this plan, grazing is preferred to mowing in part because it promotes Sherborn’s rural character with traditional agrarian field management techniques commonplace in Sherborn’s historic working landscapes. This form of natural resource stewardship also potentially generates yields from goat or sheep products that can help support a small agricultural business without the inputs or machinery necessary for hay production. Grazing is slower than mowing and can reduce the risk of meadow species mortality (especially for wood and box turtles). Corralling goats or sheep into a small area allows targeted management of woody species or outbreaks of invasive plants. Lastly, unlike mowers, grazing animals deposit waste that fertilizes the meadow. Care should be taken to browse or graze animals in areas of invasive plants that are not yet fruiting. Their digestive systems pass the seeds of many plants, included undesired bittersweet, multiflora rose, and buckthorn. However, if browsing occurs when the plants are still young and have not yet fruited, this is not an issue. Rotational grazing can occur within a single growing season or over an expanse of two to three years, depending on site-specific conditions. As long as woody species are not allowed to grow, the more time between rotations will benefit the meadow, since this allows the meadow to age and develop diversity in species composition and plant structure. A meadow should not be grazed or mowed until the meadow species have firmly established themselves—saving the meadow from patchiness, bare soil, or the invasion of invasive species. If, however, any of the above conditions present themselves early in the meadow’s establishment, repeat the procedure for meadow establishment in that localized area. Rotation can also be done by dividing the meadow into smaller managed areas to be grazed over time in the same year or over an expanse of two to three years depending on the site-specific conditions. This strategy allows wildlife to retreat to ungrazed areas of meadow and preserves the meadow strata (structure provided by varying heights of meadow plants) that is important for wildlife to thrive. Grazing complements this style of rotation well by having the animals graze all plants within an area before moving on. Otherwise, most grazing animals will eat preferred species first and move on without accomplishing the specific management goals. Grazing (or mowing for that matter) should not be overdone. Meadow plants need to rebound from being cut or eaten. Plants will slough off root hairs every time they are disturbed. This promotes healthy soil structure and food web. However, if a plant is overgrazed (which can also happen with careless mowing), the roots may not be able to provide for the foliage, while the foliage may not be able to provide for the roots, and the plant will die. This can be avoided by moving the grazing animals off a plot when the herbaceous plants are grazed to the ground, and then allowing enough time for the plants to regenerate to full size. Success of grazing goats Mass Audubon uses goat grazing on the seven acres of its Habitat Education Center in Weston, Massachusetts. Besides providing the service of meadow reclamation and invasive plant control, the goats have become a major attraction for families and school groups. Moved every two to three weeks to a new 40- to 50-square-foot area, six Nigerian dwarf goats eat and live happily inside a solar-powered electric fence. Property manager Sandy Vorce reports that the dwarf goats successfully feed on buckthorn, bittersweet, and multiflora rose, which suggests that equal success may be achievable in establishing and maintaining a meadow within the transmission line corridor on the Barber Reservation; such a meadow would also comply with the utility maintenance requirements. | Target vegetation | Goat browsing | Sheep grazing | Mowing | |-------------------|---------------|--------------|--------| | Woody shrubs and trees | Forbs and grasses | Woody shrubs, trees, forbs, grasses | None | | Agricultural products | Milk, meat | Milk, meat, wool | None | | Ecosystem services | Fertilizer | Fertilizer | Mulch | | Pollution | None | None | Noise and air | | Wildlife mortality | Rare | Rare | Common | | Rotation duration | Dependent on herd size | Dependent on herd size | Fast | | Set-up maintenance | Yes (water, truck access, strip mowing, fencing) | Yes (water, truck access, strip mowing, fencing) | No | | Necessitates tending | Yes | Yes | No | | Education and fun | Strong | Strong | Weak | FIGURE 18:1 Once field meadows and corridor meadows beneath the transmission lines are established (A), the remaining hedge may be thinned. The established meadows buffer against invasive plant species that may sprout in the wake of the hedge removal. Goats graze in the disturbed area (B) as needed to control the regrowth of woody species and potential invasive plants. With time, the field and corridor meadow are connected (C). FIGURE 18:2 Comparison of goat browsing, sheep grazing, and mowing meadow maintenance strategies. Trails Plan A new trail system establishes sustainable use and minimizes impact. A network of trails is proposed in the Barber Reservation that limits heavy use in impact areas, makes connections to other regional trails, and still creates good recreational opportunities for visitors. Many of the trails are left multi-use as they are currently—with hikers, dog walkers, mountain bikers, and equestrians having equal access. But some trails in sensitive areas, such as the trail that winds along the eastern edge of the beaver pond, is limited to foot-traffic only. The proposed Barber trails also connect to the other regional trails (the proposed rail-to-trail and the Bay Circuit Trail). The Town of Sherborn has expressed interest in obtaining ownership of the railroad right-of-way from CSX, and converting it to a regional rail-to-trail. Although it is understood that this project would require large time and energy inputs to complete, this plan incorporates this feature. The Bay Circuit Trail is routed to the north of the beaver pond, regaining part of its original route through Barber. With time, a bridge across the beaver pond (anchored on high bedrock exposures near the water) would provide a beautiful and educational trail experience for this regional trail. A small footpath around the sensitive wetland area controls the impact on the beaver pond, by restricting access to foot traffic only (excluding uses such as mountain biking or horse-back riding). A wildlife viewing boardwalk is constructed on the higher bedrock features, with views out onto the pond. The future rail-to-trail creates a potentially significant access point directly into a scenic area of Barber, and also reduces the amount of traffic into the reservation from Western Avenue. The Bay Circuit Trail is rerouted to the north, through Barber and the Humphrey’s Conservation Area, and within the delineated “dynamic landscape buffer” (see sheet b). This means that this trail may continue to be re-routed until a more permanent route across the pond is established. A long bridge spanning the beaver pond allows the Bay Circuit Trail to be re-routed through Barber and over the beaver pond. This gives visitors a chance to view this scenic and beneficial habitat. This bridge would require intensive planning and design, and it would be a late-phase project. Horse trails around the property are designed and constructed to reduce site disturbance by minimizing erosion associated with equestrian activities. Creating distinct trail loops can lead to pleasant recreational opportunities for cross-country horse-back riding, and clear trail signs reduce confusion or potential trail misuse. A short loop trail and other accessible paths are located in the homestead area and around the food forest. Horse use is limited in this area, because of potentially erosive (steep and wet) trail conditions. The existing network of footpaths may be causing additional disturbance in this area of concentrated invasive species. Unless actively maintained, they should be closed. (Not for construction. This drawing is part of a student project, and not based on a legal survey.) Trails Phasing Phase 1 Begin working with equestrians to direct their use to new trail patterns. Re-establish equestrian infrastructure before spending the time and energy on establishing a meadow. Moving and restoring horse jumps will require equipment that may negatively impact a meadow and can result in patchy growth patterns, invasion of non-native species, erosion, or outright damage to the meadow in its early stages. Phase 2 Unlike the trails concentrated around the homestead area, trails across the reservation traverse a more gently sloped landscape and do not necessitate a built tread. Instead, blazed posts should be erected to make new trail patterns obvious. Meadow trails should be kept defined by laid out brush, mowings, or low-cost wooden ballards (especially along climbing turns) until both the trails and meadow become more established. Phase 3 Trails that currently exist but are not included in the proposed design should be closed and restored to natural forest through soil de-compaction and revegetation. This is a good time to address erosion issues on trails to be closed. Dig drainage swales or construct water diversion structures (such as water bars or check steps) to assist in restoration efforts. Phase 4 Build and designate hiking-only trails. The corridors for these trails should be significantly smaller than they are now, so they encourage human-scale trail use only. The beaver pond loop trail should be built before the implementation of the observation deck. The observation deck can be built in sections as funding becomes available and incorporated into the loop trail. The section of trail bypassed by the completed observation deck can be restored through soil de-compaction and revegetation. As specific-use trails are developed, signage becomes important to define trail use. A trailhead kiosk should provide a trail map of the reservation and trail junctions should be signed for type of use, direction, and location of landscape and built features. Phase 5 Redirecting the Bay Circuit Trail through the reservation should begin once the interior trail system is established. All trails should be considered and accepted as dynamic structures, that may change in response to environmental conditions. This is especially true for the beaver pond loop trail and the redirected Bay Circuit Trail. The beaver pond may expand to the north, continuing to redirect the Bay Circuit Trail around the northern edge of the pond, where there is enough space for the trail to migrate into the Humphrey’s Conservation Area (as pond expansion necessitates) without losing the connection between the Barber Reservation and the trail’s original route. A partnership between the Appalachian Mountain Club, Sherborn Forest and Trails Association, and Sherborn’s equestrians would make this dynamic trail design within the reservation much more successful, since coordinated efforts are generally more effective. An agreement should be made to allow the Bay Circuit Trail to cross the railroad switchyard to avoid re-routing it to Whitney Street and subsequently Route 126 in Ashland. Securing an easement with the property owner just south of the reservation as well as with the CSX railroad company would be necessary to redirect the Bay Circuit Trail through the reservation if crossing the switchyard in the north is unacceptable. In either case, reestablishing the Bay Circuit Trail in the Barber Reservation is contingent upon agreements with the CSX railroad company. In addition Once an agreement is reached to allow the Bay Circuit Trail to cross the railroad switchyard, a one-hundred-foot-long footbridge should be built to make the new route of the Bay Circuit Trail permanent on the reservation’s landscape than what a dynamic trail design can provide, thus avoiding continuous re-routing. This, again, may be most successful through a partnership between the Appalachian Mountain Club and the Sherborn Forest and Trails Association. Because of the persistent nature of many invasive plant species, it is often impractical to expend energy in efforts to fully eradicate them. Instead, it may be more effective to identify areas where focused attention should be directed, and where management is likely to be successful. To begin to identify focus areas, ecologically sensitive, vulnerable, or valuable areas are identified. In this case, the wetlands, beaver pond, and meadows have the most ecological integrity on the site, due to their size and habitat value. Therefore, it would be appropriate to focus efforts on maintaining these habitats. Next, invasive area “hot spots,” or disturbed areas with high invasive plant concentrations, should be located. The hot spots are mapped in relationship to the ecologically sensitive areas, to determine if the invasive plants threaten to migrate into those places. It would be best if efforts were focused on invasive plant management in these areas. Buckthorns beneath the transmission line corridor, Asiatic bittersweet in the meadow, and Japanese knotweed along the railroad adjacent to the beaver pond all threaten to migrate into ecologically valuable areas. By examining those plant species’ ecologies, prevalence on the Barber Reservation, and proximity to vulnerable areas on the property, priority management has been identified for Barber (Figure 21.1). See Appendix III for a table of more information on invasive plant species’ ecologies, and their priority ranking on the Barber Reservation. Phase 1: Focusing efforts The proposed invasive management plan is integrated with other proposed management solutions, such as a developed and concentrated homestead redesign, the meadow establishment, and rotational livestock grazing. These activities will concentrate human energy in a given area, and therefore make land management more efficient and effective. Management strategies in the homestead area (see Sheet 14) and native meadow (see Sheet 16) are proposed so that they can be integrated with a holistic invasive species management program, and reduce the growing capacity of the identified invasive plant species of concern within them. The invasive plants that require focused attention are: - Buckthorn in the small old field and beneath the transmission lines. - Asiatic bittersweet in the old hedgerow in the center of the proposed native meadow. - Asiatic bittersweet and multi-flora rose in the homestead area, and especially around the proposed community pavilion area. - Japanese knotweed adjacent to the beaver pond, which should be monitored closely if beaver pond water levels change. These plants in the proposed priority areas are chosen for focused attention because of their proximity to sensitive or vulnerable habitats, their aggressive spreading mechanisms, and the feasibility of effective management on Barber. Mechanical (hand) removal is recommended in the first phase, since it would be more effective in removing the large woody masses of the plants (especially large bittersweet vines), and would properly remove any fruit or seeds on the plants. When these larger plants are removed, their biomass can be used in the creation of biochar on site. This is an effective method for recycling the plant’s nutrients and reducing the costs of compost or fertilizer (see Sheet 14 for more details). Phase 2: Following through After large-scale removal in the first phase, annual cutting or removal will be required for long-term management. This would remove the species that are migrating into areas of forest, wetland, or meadow, thereby concentrating their populations in the highly impacted or managed areas (such as the homestead area). This phase can be done with targeted rotational grazing and/or mechanical removal. Goat browsing can target undesired plant species while improving soil fertility. Once the large woody plants are removed with their attached seeds, livestock grazing or browsing in managed areas will continue to keep the young plants cut, therefore reducing their growing capacity. Letting the animals browse in the late spring (or during the flowering phase, before the plants fruit) will ensure that they do not consume (and therefore spread) the plant’s seeds. Additionally, this stage of the plant’s lifecycle is when energy in the form of plant carbohydrates is sent from the roots and into the new growth. A plant is greatly weakened when it is cut or eaten at this time. Phase 3: Monitoring & continued management Finally, a continued monitoring program is recommended for invasive species management. The Land Management Task Force should decide on the extent of invasive species management for the Barber Reservation (i.e., a monitoring program or attempted small-scale eradication). But with any management plan, care should be taken to ensure that base-line species data is created, a more detailed and specific management plan is developed, and a monitoring program is established. More information and study would be needed to develop a detailed and comprehensive invasive species management plan. FIGURE 21.5: (A) Sumsac seeds grow in conical clusters and are favored by birds and insects. (B) Sumsac hedges grow and spread readily by lateral root systems which can be established to compete with aggressive invasive vegetation such as glossy buckthorn. Beaver habitat & lifecycles Beavers, like humans, are ecosystem engineers who alter their surroundings to best meet their needs. They do this solely for the sake of establishing a home and securing food supplies. Merely by attending to their needs, beavers engineer landscapes. Beaver ponds sequester carbon, trap sediment, and improve soil conditions. They also capture and store water, slowing its runoff, filtering environmental toxins, replenishing aquifers, and preventing erosion and downstream flood damage (beaversolutions.com). Forested lowlands serve as optimal beaver habitat as water naturally drains into these areas and makes trees in close proximity readily available. Beavers rely on water for movement and protection. It is not uncommon for beavers to take advantage of natural or man-made dams (such as bedrock or railroad impoundments) to establish their dams, lodge, and foraging grounds. Once a beaver finds these ideal conditions it will work to build a dam. In a man-made environment, building a dam may be as easy as blocking culverts. It is a daily chore to keep culverts unblocked once a beaver establishes itself and afterwards it is illegal to remove a beaver dam without the consent of the conservation commission, which also needs to adhere to state regulations. There are two types of beaver dams. One works to hinder the flow of water to add depth to the pond. A deep pond is important for winter shelter and food storage. A low pond can freeze a beaver or ruin its winter cache of stored branches and leaves. Another type of dam works to distribute a stream out of its channel. This adds width to the pond. A wide pond fills in other channels that have intentionally been dug by beavers to provide direct access to forage farther from the lodge. Eventually a beaver will eat itself out of a home and need to move on. Subsequently, the dam will break down since the beaver will no longer be tending to it. Barber is good beaver habitat Accommodating beavers on the Barber Reservation is convenient because the natural lay of the land minimizes the potential flooding of private property elsewhere. And even if beavers were removed from this location, more beavers would likely move in from the neighboring wetland complex. Flow devices may be installed to control the depth of the pond but this would most likely just displace beavers to other areas of the reservation or to the conservation land to the north, since all of these areas are lowlands dammed by the same railroad impoundment. In addition, the height of water in the Barber beaver pond in particular contains and drowns Japanese knotweed along the railroad corridor. Beaver ponds attract other wildlife, including mammals, birds, fish, and obligate species—some of which may be rare or endangered. Once a pond is abandoned and the dam breaks down, the landscape will convert to a meadow ecosystem providing habitat for new populations of plants and animals (see Sheet 6). However, in most parts of New England a forest will eventually reemerge and the cycle will begin anew. The ability to access the beaver pond by trails and observation platforms can provide an exceptional opportunity to witness a moment of living natural history on the Barber Reservation. PHOTO 22.1: More and larger animals, such as osprey and bald eagles, will be attracted to the beaver pond as it continues to grow and mature, since it provides them with great habitat and food sources. PHOTO 22.2: Meadows, shrubs, and trees will regrow in the wake of beaver activity. The proposed plan incorporates elements of timber harvesting and forestry practices, largely based on recommendations outlined in the 2012 Benjamin/Farrell Forest Stewardship Plan, prepared for the Town of Sherborn Conservation Commission. The plan adopted an all-ages management approach, which develops varying age classes within forest stands, thus improving habitat value and overall biodiversity. The plan identifies 74 individual forest stands and develops a ten-year forest stewardship program based on the improvement of those stands for habitat enhancement. The proposed plan does not incorporate all of the recommendations of the Benjamin/Farrell management program, since some of the recommendations are not aligned with the design strategies and management goals of this project (such as the salvage of timber from the sensitive beaver pond). But in some cases, the forestry plan does include recommendations for individual selection harvest and improvement thinning for increased stand health that are in accord with the proposed plan. In the following areas, the Benjamin/Farrell recommendations can be adopted, based on their access (especially along the transmission line corridor), their ability to withstand site disturbance cause by timbering, and the need for forest clearing for native meadow establishment. Light harvest in mixed oak stand (Stand 9) Mixed oaks are the primary species in this upland forest stand. To improve the growing conditions for some of the younger hardwoods and white pines, this stand has been identified for light individual selection harvest and improvement thinning for crown release. It is possible that some of the timber products produced from this stand could be sold to mitigate some of the other management costs on the property. This stand can be accessed via utility access routes beneath the transmission lines, or by multi-use trails from the homestead and across the meadow during non-nesting times. Forest cleaning for meadow establishment The existing forest in this area is cleared to give way to an expanded native meadow. Currently, this forest stand (Stand 27) contains white pine and mixed oak for light harvest, which could bring some financial return. The forest here is generally well-drained upland, and timbering operations won’t negatively impact any sensitive habitats. Light harvest in white pine stand (Stand 13) White pines and a few young mixed hardwoods are found in this forest stand. A light individual harvest would stimulate the natural regeneration of the younger hardwoods beneath the tall white pine canopy. The white pine and mixed oaks were identified by Benjamin/Farrell to have some long-term commercial value, and so timbering in this stand could help mitigate some of the costs of land management for the rest of the site. Access to this stand that prevents erosion or site degradation of high-impact utility vehicles is from the mixed-use trail that follows the western side of Western Avenue. Forest cleaning for meadow establishment The existing forest in this area is cleared to give way to an expanded native meadow, which meets the edge of Western Avenue. Currently, this area (Stands 30 and 31) offers some mixed white poles for light harvest. These forest edges and hedgerows are composed of early successional species and many invasive species such as glossy buckthorn, bittersweet, and barberry grow in the understory. Much care would have to be taken with their removal and management, as this area becomes native meadow. No forestry or cutting in black locust stand Black locust was a popular tree to plant in old homesteads, since it bears very hot, grows quickly to provide good fencing poles, and provides firewood from the roots and stumps when cut. For this reason, it would be best to not disturb the black locust trees in this area to help prevent their suckers from shooting up in other areas of the reservation. Although this plant is considered invasive in parts of Massachusetts, it should remain undisturbed and left to complete its natural lifecycle. Next Steps The Barber Reservation is complex and contains multiple ecosystems and habitats. The focus of this management plan is to assess the landscape and develop a general plan to protect or enhance its functions, including the social aspects of the site, such as recreation and agriculture. The Conway design team has identified broad phasing and maintenance plans conducive to the site (see sheets 11-23) in support of the overall vision for the reservation. Initial steps to implement this plan must include detailed plans for the homestead, meadow, trails, and beaver pond areas. Because there are no urgent problems, the reservation could be managed much as it is now while the design and planning process continues until a more appropriate time for implementation. First steps Develop detailed designs for the homestead, including: • barn renovation. • parking lot expansion and staging area development. • forest garden design and planting plan. • pond/pool details. • browsing plan for invasive species. Develop detailed plans for the meadow, including: • planting plan. • rotational grazing plan. Develop a detailed trails plan. Monitor beaver population and expansion of pond. Modify the forestry plan by: • inventorying and protecting vernal pools. • adhering to site restrictions identified in this plan. References HOMESTEAD AREA Jacke, Dave and Zaltzberg, Keith. *The Edible Teaching Garden: Wellesley College Botanical Gardens*, Wellesley, MA. 2011. www.edibleforestgardens.com Korfel, Chelsea A., et al. “Hydrology, physiochemistry, and amphibians in natural and created vernal pool wetlands.” *Restoration Ecology* 18.6 (2010): 843-854. Lichko, Lesley E., and Aram JK Calhoun. “An evaluation of vernal pool creation projects in New England: project documentation from 1991–2000.” *Environmental Management* 32.1 (2003): 141-151. Sohi, S. P., et al. “A review of biochar and its use and function in soil.” *Advances in Agronomy* 105 (2010): 47-82. Warnock, Daniel D., et al. “Mycorrhizal responses to biochar in soil—concepts and mechanisms.” *Plant and Soil* 300.1-2 (2007): 9-20. Zedler, Paul H. “Vernal pools and the concept of “isolated wetlands”.” *Wetlands* 23.3 (2003): 597-607. NATIVE MEADOW Ecological Management of Grasslands: Guidelines for managers. Trustees of Reservations. 2009. Fahmy, Amy. “The Dirt: Confessions of a meadow maker”. Web September 3, 2008. http://mountainx.com/living/farm-garden/080308the_dirt/ Neal, Catherine and Papineau, Amy. Wildflower Meadow Establishment Methods and Seedling Identification Guide. University of New Hampshire Cooperative Extension. June 2012. Perry, Dr. Leonard P. Successful Wildflower Meadows. University of Vermont Extension, Department of Plant and Soil Science. January 2005. Richards, N. A. “Old field vegetation as an inhibitor of tree vegetation.” *Proceedings of the Colloquium Biotic Management Along Power Transmission Rights of Way*. Vol. 21. 1973. Worce, Sandy. Property manager of the Mass Audubon Habitat Education Center and Wildlife Sanctuary. Personal communication. June 10, 2014. TRAILS Birkby, Robert C., Lucchetti, Peter, and Tempest, Jenny. *Lightly on the Land: The SC-A Trailbuilding and Maintenance Manual*, 2nd edition. Mountaineers Books, 2005. Hesselbarth, Woody, Brian Vachowski, and Mary Ann Davies. *Trail construction and maintenance notebook*. USDA Forest Service, Technology & Development Program, 1996. Jensen, Peter. Jensen and Associates, LLC. Personal communication. June 23, 2014. BEAVER POND Beaver Solutions, LLC. Beaversolutions.com (June 2014). Naiman, Robert J., Johnston, Carol A., and Kelley, James C. (1988) Alteration of North American Streams by Beaver: The structure and dynamics of streams are changing as beaver recolonize their historic habitat. *BioScience*: December 1988, Vol. 38, No. 11, pp. 753-762. Richard B. Chandler, David I. King, and Stephen DeStefano (2009) Scrub-Shrub Bird Habitat Associations at Multiple Spatial Scales in Beaver Meadows in Massachusetts. *The Auk*: January 2009, Vol. 126, No. 1, pp. 186-197. Simon, Laura J. (2006) Solving Beaver Flooding Problems through the use of Water Control Flow Control Devices. University of California, Davis. pp. 174-180. ### Juglone Intolerant Species for Well-Drained Soils | Latin name | Common name | Characteristics | |---------------------|-----------------|------------------------------------------------------| | *Achillea millefolium* | yarrow | dynamic accumulator, medicinal (naturalized) | | *Astragalus spp.* | vetch | nitrogen fixing | | *Baptisia spp.* | wild indigos | nitrogen fixing | | *Castanea spp.* | chestnuts | choice nuts (hybrids are blight resistant) | | *Chamaemelum nobile*| chamomile | dynamic accumulator, tea (naturalized) | | *Ceanothus americanus* | New Jersey tea | nitrogen fixing, tea | | *Comptonia peregrina* | sweet fern | nitrogen fixing, tea | | *Lespedeza spp.* | bush clovers | nitrogen fixing | | *Malus spp.* | apples | choice edible fruit (naturalized) | | *Morus spp.* | mulberries | choice edible fruit (naturalized) | | *Pyrus spp.* | pears | choice edible fruit (naturalized) | | *Ribes spp.* | currants | choice edible fruit | | *Ribes spp.* | gooseberries | choice edible fruit | | *Rubus spp.* | blackberries | choice edible fruit | | *Rumex spp.* | docks | dynamic accumulator, edible, medicinal (naturalized) | | *Symphytum spp.* | comfrey | dynamic accumulator (naturalized) | | *Taraxacum officinale* | dandelion | dynamic accumulator, edible, medicinal (naturalized) | | *Tilia spp.* | basswood | edible leaves | | *Viola spp.* | violets | edible leaves and flowers | ### Juglone Intolerant Species for Poorly-Drained Soils | Latin name | Common name | Characteristics | |---------------------|-----------------|------------------------------------------------------| | *Allium tricoccum* | ramps | choice edible leaves and bulb | | *Alnus spp.* | alder | nitrogen fixing | | *Aronia spp.* | chokeberry | choice edible | | *Laportaea canadensis* | wood nettle | dynamic accumulator, tea | | *Vaccinium spp.* | blueberry | choice edible | ### Juglone Tolerant Species for Well-Drained Soils | Latin name | Common name | Characteristics | |---------------------|-----------------|------------------------------------------------------| | *Amalanchier spp.* | serviceberry | choice edible fruit | | *Carya spp.* | hickory | edible nut | | *Cercis canadensis* | redbud | nitrogen fixing | | *Corylus spp.* | hazelnut | choice edible nut | | *Crataegus aestivalis* | mayhaw | edible fruit | | *Cydonia oblonga* | quince | edible fruit (naturalized) | | *Morus alba* | white mulberry | choice edible fruit (naturalized) | | *Prunus spp.* | some cherry varieties | choice edible fruit | | *Rosa spp.* | wild rose varieties | edible fruit, medicinal | | *Rubus occidentalis* | black raspberry | choice edible fruit | | *Trifolium repens* | white clover | nitrogen fixing (naturalized) | | *Viburnum spp.* | most viburnums | edible fruit | ### Juglone Tolerant Species for Poorly-Drained Soils | Latin name | Common name | Characteristics | |---------------------|-----------------|------------------------------------------------------| | *Asimina triloba* | pawpaw | choice edible fruit (naturalized) | | *Crataegus spp.* | hawthorn | edible fruit, medicinal | | *Lindera benzoin* | spicebush | spice, tea | | *Polygonatum biflorum* | giant solomon's seal | edible shoots | | *Sambucus canadensis* | elderberry | medicinal, edible | | *Viburnum trilobum* | highbush cranberry | edible | ### Mushrooms | Latin name | Common name | Substrate | |---------------------|-----------------|-----------------------------------------------------| | *Pleurotus spp.* | oyster | dead soft-hardwoods, straw | | *Lentinula spp.* | shiitake | dead hardwoods | | *Stropharia rugosannulata* | wine cap | woodchips, straw | | Flowering time | Scientific name | Common name | Bloom color | Height | Soil | Pollinator | Larval host | |---------------|--------------------------|------------------------------|-----------------|----------|------------|-------------------------------------------------|--------------------------------------------------| | Late Spring | Aquilegia canadensis | red columbia | red/yellow | 12in. | wet | bees, butterflies | Columbine Dusky Wing butterfly | | | Iris versicolor | iris | purple | 2ft. | wet | insects | Canadian Tiger Swallowtail | | | Penstemon digitalis | foxglove beardtongue | white | 18-24in. | dry or wet | bees | Chalcedony Midget moth | | | Viola pedata | bird-foot violet | blue/purple | 6-8in. | wet | bees | Fritillaries butterfly | | | Zizia aptera | heart-leaved golden Alexanders | yellow | 18in. | wet | bees | Eastern Black Swallowtail butterfly caterpillars | | Early Summer | Baptisia australis | false indigo | blue | 4-5ft. | dry or wet | bees, butterflies | | | | Baptisia tinctoria | yellow wild indigo | yellow | 3ft. | dry or wet | bees, butterflies | Wild Indigo Duskywing butterfly | | | Eupatorium maculatum | boneset | white | 4ft. | dry or wet | bees, butterflies | | | | Geran trilobum | prairie smoke | pink | 1ft. | wet | insects | | | | Lupinus perennis | sundial lupine | pale blue | 24in. | dry or wet | bees, butterflies | Frosted elfin, Blue butterflies, rare Kamar Blue butterfly | | | Monarda fistulosa | bergamont | lavender | 5ft. | dry or wet | bees | | | Late Summer | Amorpha canescens | lead plant | lavender | 4ft. | dry or wet | bees | Dog Face butterfly | | | Angelica atropurpurea | purplistem angelica | white | 3-4ft. | dry or wet | butterflies | Short-tailed Swallowtail butterfly | | | Asclepias incarnata | swamp milkweed | pink | 15-24in. | wet | butterflies, bees, insects | Monarch butterfly | | | Erechtites hieraciifolium| loc-Poe weed | pink | 2-8ft. | wet | butterflies, insects | | | | Liatris spicata | blazing star | purple | 2ft. | wet | bees | | | | Lilium canadense | Turk's cap lily | yellow | 5ft. | wet | bees | | | | Monarda didyma | bee balm | red/pink/purple | 30in. | dry | bees, butterflies, hummingbirds | | | | Oenothera biennis | evening primrose | yellow | 4ft. | dry or wet | bees, butterflies | | | | Pycnanthemum muticum | clustered mountain-mint | white | 2-3ft. | dry | bees, butterflies, moths | Spring Azure butterfly | | | Solidago canadensis | axillary goldenrod | yellow | 24in. | dry | bees, butterflies, insects | Spring Azure butterfly | | | Spicata tomentosa | rosy meadowsweet | pink | 24-36in. | wet | bees, butterflies, birds | Columbia silkmoth | | | Teucrium canadense | American germander | white/violet | 24-36in. | dry | bees | | | | Verbena hastata | vervain | blue | 5ft. | wet | bees, butterflies | | | | Vernonia noveboracensis | New York ironweed | pink | 3-4ft. | wet | butterflies | | | | Vernonia virginiana | Currier’s root | white | 5ft. | wet | bees | Buckeye butterfly | | Early Fall | Asclepias tuberosa | butterfly milkweed | orange | 12-18in. | dry or wet | bees, butterflies, hummingbirds, insects | | | | Aster cordifolius | blue wood aster | lavender | 4-5ft. | moist | bees, butterflies, insects | Silvery Checkerspot butterfly | | | Echinacea purpurea | Purple coneflower | purple | 24-36in. | dry or wet | bees, insects | | | | Liatris spicata | blazing star | lavender | 18-24in. | wet | bees, butterflies | | | | Loncatis lineariloba | flax-leaf ankle-aster | lavender | 12-18in. | dry or wet | bees | Chalcedony midget moth | | | Teucrium virginiana | spiderwort | blue | 12-24in. | dry or wet | bees | | | Late Fall | Symphyotrichum novae-angliae | New England aster | white/pink | 12.30in. | dry or wet | bees, butterflies, birds | Crescent butterfly, Silvery Checkerspot butterfly | Grasses | Scientific name | Common name | Bloom color | Height | Soil | Pollinator | Larval host | |-----------------|-----------------|-------------|----------|------------|-------------------------------------------------|--------------------------------------------------| | Andropogon gerardii | big bluestem | | 4-5ft. | dry | Delaware skipper butterfly | | | Elymus virginicus | wild rye | | 3ft. | dry | | | | Panicum virgatum | switchgrass | | 3-6ft. | dry or wet | Leonard’s skipper butterfly | | | Scirpus americanus | little bluestem | | 3ft. | dry | Delaware skipper butterfly | | | Sorghastrum nutans | indian grass | | 3ft. | dry | | | APPENDIX II: Meadow plant palette compiled from materials by the New England Wild Flower Society and Plants for a Future. www.newenglandwild.org, www.pfaf.org | Species | Prioritization Rank (from the USDA Invasive Species Impact Rank) | Prioritization Rank (as proposed for the Barber Reservation, see Sheet 1) | Ecology | Habitat | Potential Ecological Impacts | Spreading Mechanisms | Flowering & Fruiting (Ideal Timing for Control) | Recommended Action for Barber Reservation | Recommended native replacements | |-------------------------|------------------------------------------------------------------|--------------------------------------------------------------------------|------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|-------------------------------------------------|----------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------| | Glossy Buckthorn | High | Medium | Tall woody shrub or small tree with a spreading crown. When cut, they resprout vigorously. | Shade tolerant and can be found in moist meadows and wetlands, thickets, hedgerows, abandoned fields, roadsides, and forest understories. | Glossy buckthorn can aggressively colonize disturbed areas. It competes with other species for soil nutrients, creates a dense thicket, and shades other understory plants. | The abundant fruits are eaten by birds with long-distance dispersal ability. Seeds are quick to establish in sunny areas. | Flower: late May-first Fruit: early July-September | Mechanical removal or grazing of individual species within the forest understory. Establishing a shaded canopy in infested areas may help reduce populations, as plant vigor is correlated to sunlight. | Nannyberry (Viburnum lentago), hazelnut (Corylus spp.), chokecherry (Prunus virginiana), Aronia (Aronia melanocarpa) | | Rhamnus frangula | | | | | | | | | | | Common Buckthorn | High | Medium | Tall woody shrub or small tree with a spreading crown. When cut, they resprout vigorously. | Shade tolerant, and can be found in thickets, hedgerows, pastures, abandoned fields, roadsides, and forest understories. | It competes with other species for soil nutrients, creates a dense thicket and shades other understory plants. | The abundant fruits are eaten by birds with long-distance dispersal ability. Seeds are quick to establish in sunny areas. | Flower: May-June Fruit: Aug.-September | Mechanical removal or grazing of individual species within the forest understory. Establishing a shaded canopy in infested areas may help reduce populations, as plant vigor is correlated to sunlight. | Nannyberry (Viburnum lentago), hazelnut (Corylus spp.), chokecherry (Prunus virginiana), Aronia (Aronia melanocarpa) | | Rhamnus cathartica | | | | | | | | | | | Asiatic Bittersweet | High | High | Deciduous vine | Shade tolerant, but begins by invading sunny areas, such as open fields, along field road, and path edges, and in any other areas that are sunny. | Where it grows in dense thickets, it replaces surrounding vegetation, especially in old fields and pastures. | High seed production, with long seed viability. Seed is dispersed by birds and other berry-feeding animals, and to a lesser extent, wind and water. | Flower: May-June Fruit: July-October | Small patches and new sprouts can be hand-pulled or grazed before the plant fruits. Complete control may depend on repeating control methods for several years. | American bittersweet (Celastrus scandens), Virginia creeper (Parthenocissus quinquefolia) | | Celastrus orbiculatus | | | | | | | | | | | Multiflora Rose | Medium | Medium | Dense spreading shrub in the rose family, with arching canes and thorns. | Old fields, pastures, roadsides, and forest edges Thrives in sunny and well-drained soil. | Where it grows in dense thickets, it replaces surrounding vegetation, especially in old fields and pastures. | High seed production, with long seed viability (10-20 yrs). Birds and mammals eat the rose hips, dispersing the seeds. | Flower: May-June Fruit: July-August (Fruits remain until following spring) | Grazing or mechanical removal before plant fruits. | Native roses (pasture rose - Rosa canina, prairie rose - Rosa arkansana sspultifolia) | | Rosa multiflora | | | | | | | | | | | Bush Honeysuckles | High | Low | Dense, upright deciduous shrubs with shallow roots. | Broad range of forest communities with varying levels of moisture and shade levels. Disturbed woodlands are generally more affected. | Vigorous growth in forest understory inhibits growth of woodland shrub and understory species. | The abundant fruits are eaten by birds with long-distance dispersal ability. | Flower: May-June Fruit: July-October (For L. missouriensis) Fruit: July-August (For L. staminea) | Because of abundance on site and lack of feasible control none (except monitoring for spread in sensitive ecological areas). | Shrub honeysuckle (Amelanchier canadensis), Carolina allspice (Calycanthus floridus), Elderberry (Sambucus spp.), Trumpet honeysuckle (Lonicera sempervirens) | | Lonicera spp. | | | | | | | | | | | Winged Euonymus-Burning Bush | Low | Low | Large deciduous shrub. | Open woodlands, second growth upland forests, open second growth lowland forests, small ravines in valley floor forests. | Forms a broad, closed crown and creates dense thick-like shrub layer; shades out native herbs and crowds out native shrubs. | The abundant fruits are eaten by birds, with long-distance dispersal ability. | Flower: May-June Fruit: July-October | Because of small population clustering in already disturbed areas, none (except monitoring for spread in sensitive ecological areas). | Large fothergilla (Fothergilla major), Aronia (Aronia spp.), Virginia sweetspire (Itea virginica), blackhaw (Viburnum prunifolium), bluebead lily (Clintonia borealis), Virginia snakeroot (Ampelopsis virginiana) | | Euonymus alatus | | | | | | | | | | | Japanese Barberry | High | Low | Compact, spiny shrub. | Prefers well-drained soils. Found in woodland edges, roadsides, old fields, and open woods. | Competes with native woodland species, and adversely increases soil pH to become more acidic. | Seed and creeping roots. Branches root freely without contact to the ground. Birds and mammals eat and disperse the seeds. | Flower: May-June Fruit: July-October (Fruits remain on plant through winter) | Because of low population densities on the site, none (except monitoring for spread in sensitive ecological areas). | Large fothergilla (Fothergilla major), winterberry holly (Ilex verticillata), currant (Ribes americanum), blue beaked lily (Clintonia borealis), fragrant sumac (Rhus aromatica) | | Berberis thunbergii | | | | | | | | | | | Black Locust | High | Low | Leguminous deciduous tree. | Prefers well-drained and sunny wooded areas commonly found in disturbed sites, degraded woods, thickets, old fields, and roadsides. | Dense closed stands shade out understory vegetation. | Reproduces vegetatively by root sprouting and stump sprouting. They can form dense groves of clones. | Flower: June Fruit: Fall seed pods stay on plant until winter | Because of prolific suckering when cut or disturbed, none. | Honey locust (Gleditsia triacanthos) | | Robinia pseudoacacia | | | | | | | | | | | Poison Ivy | n/a (not considered invasive) | Low | Vine. Can climb up trees and shrubs, or grow along ground. | Prefers disturbed areas, especially woodlands and forest edges. | Though the vine can be competitive it is generally not harmful to other native flora. | Propagates by seed, by leafy shoots sent up from the roots, and by stems that can take root where they touch the soil. | Flower: May-July Fruit: Aug.-September | Because of abundance on site and lack of feasible control none (except for management with rotational grazing if possible in areas of potential human contact). | Poison ivy is native to the northeast. | | Toxicodendron radicans | | | | | | | | | | | Japanese Knotweed | High | Low | Large herbaceous perennial plant, with hollow stems and distinct raised nodes. | Stream-side berks, ditches, wetlands, roadsides, and disturbed areas. | An extremely competitive invader of significant riparian and wetland habitats, as well as lower-quality sites. Infestations can replace native species and degrade aquatic habitat. Once established, control can be labor-intensive. | Propagates via vigorous rhizome spread and shoots. Reproduces to a lesser extent with seeds that spread primarily by waterways. | Flower: July-September | Because of lack of proper access and feasibility of control, currently raises the lake level pond water levels lower, it may allow knotweed’s spread down to the edge of the pond. It may be possible to grow sumac to prevent knotweed spread, since it’s dense and dense root structure prevents knotweed rhizomes from laterally spreading. | Goats beard (Aruncus dioicus), red-stemmed dogwood (Cornus sericea) | | Fallopia japonica | | | | | | | | | |
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STEAMigPOWER STEAM approaches at higher education for mIGrants, refugees and asylum seekers' emPOWERment 2022-1-PT01-KA220-HED-000088221 A2: Guidelines for the Digital Storytelling course WP2: STEAMigPOWER Introductory Blended Intensive Program December, 1st 2023 ## PROJECT INFORMATION | Acronym | STEAMigPOWER | |------------------|--------------| | Project Title | STEAM approaches at higher education for mIGrants, refugees and asylum seekers’ emPOWERment | | Agreement Number | 2022-1-PT01-KA220-HED-000088221 | | Start Date | 1 December 2022 | | Duration | 36 months | ## DELIVERABLE INFORMATION | Deliverable Number | A2 | |--------------------|----| | Deliverable Title | Report on activity A2 of WP2 | | Submission Due Date| 30 October 2023 | | Actual Submission Date | | | WP Number and Title | WP2: STEAMigPOWER introductory Blended Intensive Program | | Activity Number and Title | A2: Guidelines for the Digital Storytelling course | | Author and Organisation | Elizabeth Tzialla, SEAL CYPRUS | | Dissemination Type | Public | ## DISCLAIMER Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. # Contents | Section | Page | |------------------------------------------------------------------------|------| | Abstract | 3 | | 1. Introduction | 4 | | 1.1. Learning Outcomes | 5 | | 1.2. Pedagogical Approach | 6 | | 2. Getting Started: Digital Storytelling, Digital Storyteller and Types of Digital Storytelling - The Role of the Facilitator | 8 | | 2.1. Digital Storytelling | 8 | | 2.2 Digital Storyteller | 9 | | 2.3 Types of Digital Storytelling | 9 | | 2.4 The Role of the Facilitator | 10 | | 3. Making your Digital Story: A How-to Guide for Digital Storytelling | 1 | | 3.1. Ethics and ethical considerations within a Digital Storytelling Project | 12 | | 3.2. Developing the Storytelling Idea | 14 | | 3.3. Planning Thoughts and Resources | 18 | | 3.4. Developing the Outline and Script | 21 | | 3.5. Creating the Storyboard | 25 | | 3.6. Filming and Recording the Story | 27 | | 3.7. Editing and Finalising the Story | 31 | | 3.8. Publishing and Sharing the Story | 33 | | 3.9. Impact of the Digital Story | 35 | | 4. Concluding Remarks | 38 | | 5. References | 39 | | 6. Annex 1 - Digital Storytelling workshop lesson plan | 41 | ABSTRACT WP2 STEAMigPOWER Introductory Intensive Program aims to contribute to social inclusion and engagement of refugees and migrants in their host community (understanding this host community not only at the local level but also at the national and European levels), and to develop their digital skills, while fostering their critical and interpretive thinking and enhancing their learning experience. The programme aims to develop critical knowledge (in the line of civil integration), individual competencies and skills (communication, intercultural and language skills). On the other hand, at the end of the STEAMigPOWER Introductory Intensive Program, participants should be ready to create and record their digital stories, sharing their own learning experiences. The digital stories will allow the participants to tell their experiences meaningfully for their communities, thus bringing other migrants, refugees and asylum seekers closer to the engineering, sciences, arts and mathematics study fields. Knowing the importance and reach of social networks and media technology, digital stories can be a valuable tool to reach our target group (women, students, and other refugees/asylum seekers) worldwide. Digital storytelling persuades the brain and the heart: Digital stories can teach learners the value of emotional rhetoric, allowing them to explore new ways of acting or thinking differently. These stories can stimulate emotional responses in students and encourage them to pursue STEAM courses they are passionate about and were reluctant to do so. Activity 2 is the creation of the Guidelines to create Digital Stories, i.e., a How-to Guide for Digital Storytelling, which will be available in English and all partner languages. The Guide is designed to help the participants construct their own digital stories and share their personal experiences during the STEAM Intensive Programs using a digital format, allowing the learners to choose the story idea, frame the message and write the outline. It includes step-by-step planning tools and tips for video recording with mobile devices. 1. INTRODUCTION The STEAMigPOWER project addresses four main objectives during the project's lifetime: 1. Development of the 2-day STEAMigPOWER introductory Blended Intensive Program (to be delivered at the partners HEIs to at least 250 migrants, refugees and asylum seekers, focusing on women and pupils in upper secondary school (15 – 18 years old) on EU Civic Integration and Digital Storytelling. 2. Development and delivery of the 5-day on-site STEAMigPOWER Intensive Program (5 STEAM courses on Environment and Fight against Climate Change) 3. Development of an open-access VLE platform to deliver the online courses created within the project, also aiming at the participation and content maintenance by other European and worldwide institutions who are interested in contributing to this cause after the project’s lifetime; 4. Development and delivery of the STEAMigPOWER Intensive Program Modules in an online format to be available on the VLE platform (aiming at reaching at least 500,000 migrants, refugees and asylum seekers). Digital storytelling uses technology to tell stories. There are many ways to tell digital stories, such as through text on a social media platform or website, images and narration in a video or narration in a podcast. Digital stories are narratives designed to take the viewer on a journey, not just facts with accompanying images. Digital Stories have a plot, characters, and themes, just like a book or a movie. The act of telling and listening are the cornerstones of any narration. The ability to say to one’s own story and develop the ability to listen to another person’s story is based on freedom of expression that respects each person’s point of view. The capacity to recall memories is essential to preserve shared identities and customs. For migrants, refugees, and asylum seekers, storytelling has developed into a vital tool that helps them maintain their spirits and share their trauma of relocation and, most of the time, conflict with the world. There is a gap between how those outside and those experiencing conflict perceive it. In general, migrants, refugees, and asylum seekers must relate their stories in their own words. It can aid them in processing their experiences and recovering from them. Additionally, it gives others a more nuanced understanding of “other” cultures and the distress of displacement. For others who have not felt the anguish of losing their home, hearing about these experiences is equally crucial. This document is a How-to Guide for teaching Digital Storytelling development. It explores the basic steps of Digital Storytelling in a workshop format, which is helpful for trainers and educators. who want to apply this non-formal learning methodology in their work with migrants, refugees and asylum seekers. The How-to Guide explores the basic developing steps of Digital Storytelling, providing facilitators with the resources to use with their learning groups. Watch the video: The magical science of storytelling | David JP Phillips | TEDxStockholm 1.1. Learning Outcomes 1. Understanding of storytelling and narrative building as teaching and learning styles, 2. Developing communication, collaboration, presentation, problem-solving, negotiation, critical and creative thinking skills, 3. Enhancing understanding of the potential storytelling and narrative building have in education and the opportunities they provide, 4. Enhancing professional skills through mastering tools for virtual communication and collaboration, 5. Providing and exercising creative ideas and practical resources for the successful implementation of digital storytelling in education, 6. Improving English fluency (the official language of the course), 7. Improving the participants’ digital competences, 8. Promoting intercultural awareness, 9. Strengthening the European collaboration among people using digital storytelling in different contexts. 1.2. Pedagogical Approach It can be powerful to use stories to help people picture and understand the experiences of migrants. We may combat damaging prejudices and highlight our shared humanity by listening to individual migrants, refugees, asylum seekers, and community residents who accept them and share their stories. General Objectives: 1. Provide space for migrants, refugees and asylum seekers to share their own stories and participate in creating their own digital stories, 2. To stress the importance of migrants, refugees and asylum seekers sharing their own stories, which are multi-dimensional and can have great appeal, 3. Built up Facilitators’ competences in planning and delivering a Digital Storytelling Course. Core Values: - Student-focused - Interculturality - Diversity - Inclusion - Respect A student-focused pedagogical approach that will incorporate experiential methods through interactions and: - Provides a framework (theory) and practice with real-life examples that will allow connecting concepts and concrete practice, - Uses different instructional strategies to meet the needs of diverse learners: activities, videos, digital tools, etc - Takes into account the multilingual and multicultural diversity within learners, together with the diversity in terms of ages and psychosocial needs, - That is focused on motivating and engaging learners, - Within an inclusive and safe environment. Pre-Requisites Facilitators should have knowledge of the following: - intercultural communication, - socio-cultural diversity, - cultural awareness and sensitivity training, including self-assessment of cultural bias, - culturally responsive approaches, - intercultural conflict management, - technology literacy and use of new technologies; digital media software for creating and editing photos and videos. Self-assessment for potential learners in terms of evaluating their access to the courses. Age: minimum age allowed to participate in a non-formal training Status: Migrant/Refugee/Asylum seeker Language: minimum language skills (B1) Literacy: even though the course will try to adapt to different literacy levels, there is a need for a minimum standard Digital literacy: minimum standard Accessibility: to electronic devices Expectations: it will serve to match the expectations of the participants and the expected outputs of the course 2. Getting Started: Digital Storytelling, Digital Storyteller and Types of Digital Storytelling - The Role of the Facilitator 2.1. Digital Storytelling 1. Digital Storytelling is a short form of digital media production that allows everyday people to share experiences and stories. Digital storytelling refers to various emergent new forms of digital narratives, e.g. web-based stories, interactive stories, hypertexts, narrative computer games (such as Neverwinter Nights), audio and video podcasts, etc. 2. A digital story is a multimedia presentation combining various digital elements within a narrative structure (a story). Media may include text, images, video, audio, social media elements (e.g. Tweets) and interactive elements (e.g. digital maps). 3. The pioneer in the field, British photographer, author, and educator Daniel Meadows, defined digital stories as ‘short, personal multimedia tales told from the heart.’ 4. Digital storytelling describes a simple, creative process through which people with little or no experience in computer film-making gain the skills needed to tell a personal story as a few-minute film using images and voiceover. 5. In its simplest form, digital storytelling refers to using computer-based tools to tell stories or present ideas. 6. Digital stories have also been defined as multimedia presentations that combine various digital elements within a narrative structure. 7. On the surface, digital stories are all singular, personal audio-visual accounts of an individual’s story, yet the collaborative experience in the workshop shapes their making. Each story shows how someone envisages their place in a personal and a public world. 2.2 Digital Storyteller 1. A digital storyteller can be anyone who wants to document life experiences, ideas, or feelings through the use of stories and digital media. 2. People who share their life stories and creative imaginings with others. In the case of the STEAMigPOWER project, the storyteller is identified as the migrants, refugees and asylum seekers who will participate in its activities. Therefore, in the following chapters, whenever the term ‘storyteller’ is mentioned, it implies the project’s leading target group: migrants, refugees and asylum seekers. 2.3 Types of Digital Storytelling 1. Personal Narratives One of the reasons for producing a digital story is to create a personal narrative. An individual who wants to share a perspective, an event, a significant incident, or a part of their life makes a story addressing the public. 2. Digital Stories that Examine Historical Events Digital stories about an important historical figure, event, or discovery that are either real or fictitious. 3. Stories that Inform or Instruct Digital stories transmit instructional material in different content areas like medicine, science, technology, social sciences, art, language education, etc. STEAMigPOWER will focus on Personal Narratives. Watch the videos: What is Digital Storytelling? | University of Wollongong, Australia Why storytelling is so powerful in the digital era | Ashley Fell | TEDxUniMelb 2.4 The Role of the Facilitator A Facilitator is not an expert. A facilitator is a person who assists in leading and overseeing group conversations and activities to accomplish particular objectives or results. They serve as an impartial third party that encourages open dialogue, communication, and teamwork and make sure that each individual’s voice is heard and their contributions are valued. A Facilitator helps the learners free themselves from internal obstacles or difficulties to accomplish their goals more efficiently and effectively. A Facilitator guides the work without directing it, allows the participants to discover ways to address challenges and maintains safety and trust among members. 3. Making your Digital Story: A How-to Guide for Digital Storytelling Digital Storytelling has become a powerful instructional tool for facilitators and learners (in this case, migrants, refugees and asylum seekers), as it can be used in non-formal education in numerous ways. An engaging, multimedia-rich digital story can be an anticipatory tool to capture the audience’s attention and increase their interest in exploring new ideas about migrants’, refugees’, and asylum seekers’ stories. Digital Storytelling can generate interest, attention and motivation in today’s learning environments. In addition, migrants, refugees and asylum seekers who participate in creating digital stories may develop enhanced communication skills by learning to organise their ideas, ask questions, express opinions, and construct narratives to share their personal experiences during the STEAM Intensive Programs. It can also help them as they learn to create stories for an audience and present their ideas and knowledge individually and meaningfully. In addition, when digital stories are published on the Web, migrants, refugees and asylum seekers share their stories with a more significant and diverse audience and gain valuable experience interacting with the public, which can promote advantages in emotional intelligence and social learning. This document is a How-to Guide for teaching Digital Storytelling development. It explores the basic steps of Digital Storytelling in a workshop format, which is helpful for Facilitators who will apply this non-formal learning methodology. The How-to Guide explores the basic developing steps of Digital Storytelling, giving Facilitators the tools to apply with their learning groups. 1. Developing the Storytelling Idea 2. Planning Thoughts and Resources 3. Developing the Outline and Script 4. Creating the Storyboard 5. Filming and Recording the Story 6. Editing and Finalising the Story 7. Publishing and Sharing the Story 8. Impact of the Digital Story 9. Examples of Digital Storytelling 3.1. Ethics and ethical considerations within a Digital Storytelling Project An essential responsibility of the Facilitator is to ensure that all activities of this course are done fairly, respectfully and ethically. All potential participants must get thorough information about the Digital Storytelling process from the Facilitator. Participants must be given a chance to decide whether or not to commit to the project after receiving complete and accurate information about its benefits and drawbacks. Additionally, it is advised to decide a set of rules at the beginning of the course on which all participants will have a say and agree upon them. Establishing clear rules is crucial for maintaining a productive and respectful environment during a workshop. Some rules are the following: - Treat everyone with respect, including their ideas and opinions - Everyone’s opinion is valued and respected - Avoid interrupting others while they are speaking - Be open to different perspectives and viewpoints - Listen attentively when others are speaking - Avoid side conversations that may distract you or others - Encourage others to share their thoughts and ideas ✓ Do not share personal stories or workshop content outside the group without permission ✓ Provide feedback in a constructive and respectful manner ✓ Focus on ideas rather than personal attacks The participants, along with the support of the Facilitator, can customise the rules based on the specific nature of the workshop and the group dynamics. Establishing a positive and respectful atmosphere will contribute to a successful and enjoyable workshop experience for everyone. **Key Ethical Considerations** **Informed Consent** Obtain informed consent from individuals featured in the story, especially if personal or sensitive information is disclosed. Clearly communicate the purpose and potential impact of the story to participants. Obtaining consent and respecting the right to privacy and image is crucial. To obtain informed consent from people when photographing and filming them, storytellers must thoroughly understand the concept of personal privacy. Written consent and permission are secured from the subjects of the photos, film, and recordings, which must be appropriately obtained. This procedure makes sure that the storyteller does not violate anyone’s privacy. The available [Consent form for Photographing and Filming People](#) can be modified accordingly. **Authenticity and Truthfulness** Information should be represented truthfully and accurately by avoiding misleading or deceptive practices that could manipulate the audience's understanding. **Cultural Sensitivity** Storytellers should be culturally sensitive, respectful of diverse perspectives, and avoid stereotypes and misrepresentations that could perpetuate bias. **Respect for Diversity and Inclusion** It should be ensured that diverse voices and perspectives are represented in digital storytelling by avoiding perpetuating biases and stereotypes and striving for inclusivity. **Impact Considerations** The storytellers should anticipate and consider the potential impact of their story on individuals, communities, and society. They are encouraged to create positive social impact and avoid harm. **Accessibility** It must be ensured that digital stories are accessible to a diverse audience, including those with disabilities, by providing captions, transcripts, and alternative formats as needed. **Transparency** Potential conflicts of interest that may influence the story should be avoided. Never claim any material not created by the storyteller, and always give credit to the creator. **Avoiding Exploitation** Storytellers are refrained from using manipulative techniques or creating content solely for shock value. It must be ensured that the storytelling process is collaborative and respects the well-being of all involved. ### 3.2. Developing the Storytelling Idea Digital Storytelling is all around; videos, podcasts, and commercials use words paired with images to share meaningful stories with a wide range of people. Stories captivate audiences by helping them relate to a topic. Video, music, and images are all used in digital storytelling to tell a story distinctively. The style and sharing options of digital stories foster an emotional connection to the subject, encouraging viewers to interact with the story and act as a result of witnessing it. There are many stimulating and diverse media available for imaginative Digital Storytelling. When choosing the ideal narrative technique, the Storyteller should consider the audience and where they can be reached (social media platforms). It can be powerful to use stories to help people picture and understand the experiences of migrants, refugees and asylum seekers. Stories bring intangible ideas to a human level, increasing empathy and comprehension in an audience. Storytelling can combat biased preconceptions and stereotypes and highlight a shared humanity. People utilise stories in narratives to help them understand and manage the world. Digital Stories are not just facts presented with accompanying images; they are narratives that take the viewer on a ride. Digital stories have a plot, characters, and themes like a novel or a documentary. When creating Digital Stories, attention must be given to the following: | Select Stories that: | Avoid Stories that: | |----------------------|---------------------| | Put emphasis on people | Reduce migrants to their "migrant-ness" | | Use shared human experiences | Portraying them as either plain victims or heroes | | Showcase the various aspects of what makes a person special | Put emphasis on the negatives or strengthen narratives based on fear and problems | | Unite shared values | Are based on stereotypes and generalisations | | Are genuine | Are manipulative | The first step to creating a Digital Story is figuring out the story idea the participant wants to share. The participants will already have the basic core of their story, which is their personal experience during the STEAM Intensive Programs. However, the following activities are beneficial to finalise and determine what they truly want to "say": - Brainstorming - Listening and researching - Looking into photos and videos, listening to podcasts - Reflecting on their knowledge, experiences, and life journey - Talking with friends and family When the idea is selected, to articulate better what the participant wants to demonstrate to the audience, the following questions can be used: - What is the person's connection to this idea? - Is it motivating to an audience? - Is it relatable? - Can this story be told in just a few minutes? - What sort of work must be done to tell this story? (e.g., background research or gathering details from other people) - Is there supporting material that can be used to help tell the story? Joe Lambert, the first to conceptualise the idea of Digital Storytelling and founder of the Center for Digital Storytelling (now StoryCenter) in 1994, identified the Seven Elements of Digital Storytelling. 1. **Point of View** Experiencing the power of one's expression is the aim of digital storytelling. Digital stories should be created based on the storyteller's knowledge and expertise. Using the first-person pronoun "I" rather than the further-reaching third-person point of view is crucial. The digital story reveals the storyteller and their experiences rather than providing information about a distant subject. 2. A Dramatic Question A dramatic question that is answered at the story's conclusion characterises a story that keeps the audience’s interest. The central question creates suspense or curiosity in the audience’s mind. It serves as a driving force, keeping the audience engaged. The dramatic question creates anticipation and motivates the audience to follow the story to discover the answer. 3. Emotional Content Good digital stories wake up emotions in the viewer. The audience frequently reacts with joy, tears, or laughter. The emotional core of the story evokes feelings and connects with the audience on a personal level. It involves the storyteller's expression of emotions. Emotional content helps to build empathy and engagement, making the story more relatable and impactful. 4. The Gift of Your Voice Narrating with your voice adds a personal touch to the story’s context and helps the audience better understand the story’s circumstances. The unique tone, style, and manner in which the story is told. It reflects the storyteller’s personality and influences the overall atmosphere. Voice adds authenticity and character to the narrative, shaping the audience’s experience and connection with the storyteller. 5. The Power of the Soundtrack Music enhances and emphasises a good story, giving the narrative more complexity and depth. The use of music, sound effects, or ambient sounds to enhance the emotional and thematic elements of the story. The soundtrack contributes to the overall mood, helping to convey emotions, emphasise key moments, and immerse the audience in the storytelling experience. 6. Economy The intentional selection of details and the omission of unnecessary information. Economy involves focusing on the essential elements to convey the story effectively. Economy ensures the narrative is concise and impactful, avoiding unnecessary details that may dilute the core message. 7. Pacing It is about the story’s rhythm and how slowly or quickly it progresses. The story’s rhythm and flow, including the events’ arrangement and delivery timing. Pacing influences the audience’s engagement and emotional experience. Watch the video: 7 Elements in 4 Minutes | Paul Iwancio Activity #1 Write down your story idea What connects you to this topic? Is it appealing to an audience? Can people relate to the topic? Can this story be told in a few minutes? What kind of preparation activities are needed for this story to be told? Is there available any supporting material that can be used to create this story? 3.3. Planning Thoughts and Resources Following the idea selection comes the planning of thoughts and resources. Creating an action plan helps the storyteller to organise their thoughts and resources. The action plan will help the storyteller set a development timeline, identify milestones to monitor the progress of their storytelling process and develop the resources needed to finalise the story. Purpose of the story Planning the storyteller’s thoughts also includes defining the purpose of the story. What precisely does the story want to do: provoke, inform, convince or question? Additionally, reflection on what the story wants to achieve: raise awareness, give a point of view, or call to action? Establishing goals In the planning process, it is recommended to establish goals. These goals will help the storyteller keep track of their progress and provide a complete picture of the project. The objectives could be as simple as completing an outline or locating a tool or resource. Simple goals will make creating a digital story easier to handle. Selecting audience It is crucial to keep people in mind when the story is developed. Determining the target audience can help tailor the approach and speak to them more directly. In the STEAMigPOWER project, storytellers’ audience is their peers, family, friends, and individuals related to their involvement with STEAM (such as teachers). What are the audience’s characteristics that the story addresses: are they from a specific age group? Do they belong to a particular community? Do they have a specific characteristic? Knowing the target audience is essential in creating a successful story to which someone can relate. Resources Identifying resources means finding the needed material for putting together a story. Resources include people, videos, photos, software, hardware, graphics, etc. People: those who, with their participation in the story, can contribute to its success. Videos, Photos & Graphics: material related to the story idea, created by the storyteller or found in digital libraries. Software: applications to edit the material selected. Free online applications are available or pre-installed on smartphones. Hardware: recorded devices such as a smartphone, a camera, or a microphone. Additionally, the storyteller should think about the accessibility of their story. Accessibility of a digital story means the person who is watching it can understand both the visual and audio parts of it. Therefore, putting subtitles and having a clear narration is essential. Finally, while Planning, the storyteller must consider their exposure to the public. When deciding to share their personal story, the storyteller should consider the following: **Identity**: considering their identity, mental condition, or any other significant life facts that will be revealed to the audience is how they wish to present their individuality. **Costs and Benefits**: to decide whether or how much to share in the story, listing the advantages and disadvantages of doing so is helpful. Costs include potential causes for the storyteller to regret telling their experience because of possible high exposure. **Goals**: what anticipations have when deciding to tell their story publicly. **Expectations**: what do they anticipate will occur once they have shared their story? What positive or negative responses are they expecting from people? How are they going to manage their responses? Activity #2 Purpose: Why are you telling this story? What is the expected impact of the story on other people? Goals: What do you want to achieve by telling this story? Audience: Who is the audience? What are its characteristics? Exposure: Think if you are ready to tell your story. Write down the Cons and Benefits 3.4. Developing the Outline and Script Storytelling involves an interaction between the storyteller and the audience. Delivering a story builds a link between the storyteller and the audience rather than a barrier. Storytelling’s interactive component enables a powerful effect, a strong sense of being in the present, and sharing the same shared understanding of the story. This creates a remarkable connection between the storyteller and the audience: intimacy and similarity. It is essential for the storyteller to “think small” and focus on crucial elements of the story idea to help them not get caught up trying to convey all the aspects of it. They are trying to develop a two- to three-minute work that recounts a personal tale and probably reveals a small truth. The beginning is to create the outline of the digital story: an outline is a pre-writing tool used to organise the narrative. It is a way to visually see the story’s arc and the major points needed to develop it and to have a comprehensive plan for writing the final script. A digital story’s script is a written description of every scene and line of speech that will appear in it. A script typically begins with an introduction that gives background information on the plot and main characters and describes each scene in detail. The dialogues by characters in each scene are also included, along with instructions on how to get different shots, including close-ups and panoramas, that are important for producing the story. Many storytellers may need help formulating a script for several reasons, such as language barriers, expressing their thoughts on paper, etc. The following figure might be helpful to the Facilitator in presenting the script elements visually. Source: Visual Portrait of a Story (Dillingham, 2001), with transformation (Ohler, 2003), retrieved from http://www.jasonohler.com/pdfs/VPS.pdf One goal of digital storytelling is to create engaging stories that appeal to the audience. To achieve this, it is helpful to give details of the storyteller’s views to help people understand them. To create a story script, the following elements have to be considered: **Setting up the story's frame:** since digital stories are only a few minutes long, the storyteller needs to thoroughly consider the most important details to include to communicate their message to the audience. Also, it is essential to be honest when sharing feelings and views with the audience, but at the same time, the storyteller must feel confident and comfortable. **Beginning – Middle – End:** a well-organised story will help the audience understand, believe and remember it. All stories, even short ones, have a beginning, middle and end. The “beginning” tells the idea of the story; it sets up the Dramatic Question that should hold throughout the story. The middle outlines conflicts along the way. The end is the destination, revealing a small discovery, revelation, or insight. **Being honest and open:** honest and authentic stories have a significant impact. It is wise to plan what and how will be disclosed to the audience, even though the goal is for the story to sound genuine. Individuality and voice should come through in the story. A well-planned and organised story makes for easy delivery and will make the story sound professional and authentic. **Showing strength:** Storytellers should share their experiences from a solid improvement foundation so that their stories can affect others positively. When telling a digital story, it is crucial to be truthful about their experience while emphasising their qualities, which have aided their journey to accomplishment. Length: digital storytelling should be simple to watch and inspire viewers to act. Most of them are short, between two to five minutes in length, using no more than 20 images or video clips, and keeping the word count between 250 and 375. That helps create a captivating and engaging digital story, especially when shared on social media. Plot twists: digital storytelling encourages imagination, and good ones include messages of hope. While there is no set structure that all stories must adhere to, a few factors must be considered. These elements are included to engage audiences. For example, impactful stories start with an "attention-getter" that draws the audience in. Maybe the storyteller's experience is captured by a memory or feeling, like "I felt hopeless, but when I realised I had people around me willing to help me, I wanted to move forward". Digital Story Outline Example Jasmine is a young woman in her early twenties who had to leave home due to conflict. She used to be a student at the Math Faculty in her country, but she was forced to abandon her studies and move away with her family. In the host country, she has returned to a university programme run by a local NGO helping young migrants reprise their study interests. Jasmine wants to inspire and reach out to young girls who are willing to return to their studies. Therefore, she focuses her story on the times before leaving her home as a devoted student. After returning to university, she struggled in a foreign country without even speaking a word of the language. She feels that other girls can relate to these parts of her story. Activity #3 Digital Story Outline: What is important about your story? Why do you want to disclose it further with an audience? What are the most important facts to tell within the length of the digital story? Script development preparation: - Tell the story from another person’s point of view - Answer who, what, when, where, why, and how - Draw out your ideas and use them to create a story - Take notes and organise photos, words, and other materials - Select a photo and write a story about it. Scriptwriting Beginning: - Get your audience’s attention and motivate them to listen - Offer some background information about the topic - Highlight your experience - Set the tone for the story - Preview main ideas 3.5. Creating the Storyboard A storyboard is a planning document. It is created before the final digital story is developed and used to illustrate a story or show the changes in scenes. Storyboarding refers to planning for everything that will appear in the digital story, such as music, pictures, words, text, photos, and video. In short, storyboards help storytellers to picture the entire story from start to finish. A storyboard is a visual representation of the shot-by-shot progression of the digital story video. Each shot is represented by a square with a drawing or photograph, along with comments describing what is happening in the scene and what is being stated in the script. A storyboard is a series of images representing each frame of the video and can help the storyteller identify any gaps or missing information and changes in the script, calculate the length of each scene, and make any necessary adjustments. Developing a storyboard can be as easy as a PowerPoint presentation or a Word document, using storyboard templates online like the ones available on Canva.com, or the storyteller can use more advanced software if this possibility exists. A hand-drawn storyboard is as valuable and helpful as a digital one. Even using Post-its to create the scenes is practical. These are the steps to create a storyboard: 1. Establishing the timeline: beginning – middle - end 2. Identifying key scenes: the ones that are most engaging to the audience and can provoke feelings 3. Add explanatory notes to each scene with details 4. Adding the script to each scene 5. Add where the video zooms in to highlight things and where transitions or flow of your video occur. This is an example of a basic storyboard: | EXPOSITION | CONFLICT | RISING ACTION | |------------|----------|---------------| | | | | | CLIMAX | FALLING ACTION | RESOLUTION | |--------|----------------|------------| | | | | This is a list of free online storyboard creators and templates: - Canva.com [https://www.canva.com/create/storyboards/](https://www.canva.com/create/storyboards/) - Studiobinder [https://www.studiobinder.com/blog/downloads/storyboard-template/](https://www.studiobinder.com/blog/downloads/storyboard-template/) - StoryboardThat [https://www.storyboardthat.com/](https://www.storyboardthat.com/) 3.6. Filming and Recording the Story Filming is the step that takes longer than the previous ones, as the storyteller needs to take shots of themselves or panoramas. Considering that they need to become more familiar with the process, they will be required to take multiple shots before reaching the best result. Filming and recording include creating original material (video shots, photographs, interviews, etc.) and adding audio and visual parts from other sources. Original Material This step requires equipment for filming and recording. The storyteller can use one of the following: - A smartphone with a built-in camera - A tablet with a built-in camera - A video camera - A microphone Storytellers can use their smartphones as they are more accessible, and everybody can access one. However, using a video camera and microphone always results in better material. Practising using the tools to become familiar with the recording equipment before recording is advised. Filming needs to be in a peaceful area with bright lights to see the person, but not so bright that they appear washed out. Adjust the distance from the speaker’s mouth to achieve the optimum sound when using a microphone. When filming someone else, show them where to look at the camera (lens), discuss how the recording will start, and stop with them. Try filming some test shots for sound and video or identify any issues that need fixing before the final filming and recording. Minor errors will not matter because they can be fixed later while editing. **Tips for appearing on camera:** - Practice your lines before filming. Besides taking the stress away, the storyteller can find the best talking pace, where to give emphasis, when to pause, and so on, - Wear simple clothes. Extreme clothes are not advised, - Avoid loud accessories or clothing since they can interfere with microphones and distract viewers, - Have a relaxed posture. Holding a firm body position reveals uneasiness and tension. **Adding audio and visual parts** Digital stories can include various visual and audio elements, including photos, video clips, sound effects, music, text on the screen, voices, and even a video of the storyteller telling the narrative. These elements brighten a story and draw the audience’s attention to particular details. **Visual parts** are photos, videos, infographics, diagrams, designs, etc. **Audio parts** are music, recording voices, sound effects, and any other audio element needed. The final video should be vertical in form to be quickly posted on social media like Instagram, so any visual material needs to be cropped accordingly. Photo size should be in the 720×540-pixel range; the details will be lost if further reduced. Also, not sweating the dimensions too much should be applied: all video-editing programs shrink images to their proper dimensions. Another important fact that needs to be considered is the **copyrights**. Many photos, sounds, and videos found online might be covered by copyright. Permission should be requested from the copyright owner before using anything found online. Referencing all sources must be included to give credit to the author and let the audience know where the information came from. Depending on the story’s format, there are numerous ways to cite work, adding a caption to a picture or a list at the end of the video. Copyright (or author's right) is a legal term used to describe creators' rights over their literary and artistic works. Copyright covers books, music, paintings, sculptures, films, songs, databases, advertisements, maps, and technical drawings. Here is a list of copyright-free music hubs: 1. MusOpen 2. Sound Bible 3. Free-loops 4. The Freesound Project 5. Jamendo 6. Magna Tune 7. Purple planet 8. Partners in Rhyme Activity #5 Filming and Recording Equipment: What tools do you have available? Visual and Audio parts: What type of visual and audio parts are you planning to add to the video? Where did you find them? How are you going to receive them? Are there copyrights? How are you going to incorporate them into the video? Prepare and test: take some testing shots. Make adjustments if needed. 3.7. Editing and Finalising the Story Editing is the process of rearranging the video shots taken and adding audio and video parts to have a complete video work. In this stage, the storyteller will combine all their resources to create a final product, their digital storytelling product. Photo editing can be done with the use of the available applications on a smartphone or with the help of free online applications such as Aviary Photo Editor (downloadable from Google PlayStore and App Store), which is an application for Android and iOS smartphones, Pixlr and Canva. Audacity is a free, open-source software for editing audio that is easy to use even by beginners. Also, Editor Audio and AudioMass. Video Editing can be done with simple software like the ones most smartphones have built-in, and all social media platforms have their own video and photo editing tools. However, free online tools like Windows Movie Maker, Adobe Express, Pixton, Pawton, Smile Box, WeVideo, and Canva exist for a more elaborate result. Here is a list of editing tools according to the type of editing needed. Of course, many available options work on different platforms, such as Mac, PC, smartphones and tablets, for beginners to intermediate users. With the Facilitator’s support, the storyteller will decide which editing tools to use, depending on their knowledge, skills and technology literacy level. | Audio Editing | Audacity | | AudioMass | | Editor Audio | | Photo Editing | Aviary Photo Editor | | Pixlr | | Canva | | Video Editing | Windows Movie Maker on Windows | | Adobe Express | | Pixton | | Pawton | | Smile Box | | WeVideo | | Canva | | Clips on iOS | | iMovie on Mac | Websites like Video Copilot, Skillshare, and Red Giant tutorials offer many specific tutorials to help improve digital storytelling video content for participants who want to take their Digital Storytelling skills to an advanced level. **Using the correct tool** Making and sharing digital stories can be done using various tools, which is possible with specific technologies. For STEAMigPOWER Storytellers, a smartphone or a video camera will do the job. Free online applications will typically fit the storyteller’s needs better than the premium paid ones. Instagram editing tool best suits the project’s goals, the storytellers’ abilities, the resources at hand, and the intended audience's needs. In the case of the STEAMigPOWER target group, a smartphone and the applications freely available online on social media platforms will work to deliver the Digital Storytelling course. Specific devices, tools, or applications may already be familiar to some storytellers. Others may need to become more familiar with digital storytelling and anxious about learning new things. However, there are many tools available on social media for digital storytelling that offer fundamental features a beginner can usually grasp in no time. Most of the social media platforms have recommended video settings: | Video Setting | YouTube | Vimeo | Facebook/Instagram | |------------------------|--------------------------|------------------------|--------------------| | Maximum Resolution | 2160p (4K) | 1080p (HD) | 720p | | Recommended Codec | H.264 | H.264 | H.264 | | Audio Codec | AAC-LC (up to 96kHz) | AAC-LC (up to 48kHz) | N/A | | Bit Rate | HD 8mbps at 24fps, | 20mbps | N/A | | | 4K 45mbps at 23fps | | | | Supported Frame Rates | 24, 25, 30, 48, 50, 60 | 24, 25, 30 | < 30fps | Video editing is a skill that needs time and effort to learn. Nevertheless, available applications are easy to use, even with minimum or moderate knowledge of video editing techniques. Also, many online tutorials provide a step-by-step guide to creating a digital story, like this one Video Editing For Beginners: Learn How To Edit by Christian Figueroa on Udemy. 3.8. Publishing and Sharing the Story Social media is an excellent platform for distributing digital stories to people. Social media postings containing videos get more involvement and engagement, such as likes, comments, and shares, than ones with just text or images. There are plenty of social media platforms a storyteller can share their digital story: - Facebook - Twitter - Instagram - LinkedIn - Tumblr Choosing the best social media platform to share the digital story also depends on the story’s content and the audience it wants to reach. Storytellers can publish digital stories on several social media channels, depending on their objectives and target audience. During the STEAMigPOWER Coursed, Instagram will be used. Another helpful tool is the use of hashtags. Hashtags (#) on social media mark keywords or topics and categorise posts. Several hashtags can link digital stories to relevant conversations on social media or create a hashtag for their own stories. Activity #6 What are some reasons to share your digital story on Instagram? Which hashtag do you plan to use? Write the Description of your Digital Story, which will accompany it on Instagram Who can help you share your video widely? 3.9. Impact of the Digital Story Impact means how someone’s action makes other people feel. Storytellers may have a remarkable impact by sharing their knowledge, providing honest comments, and sharing their resources. A person’s life can be profoundly altered by an influence that is so powerful that it serves as a catalyst for transformation; this is the greatest goal of a digital story, and this is the main reason a storyteller dedicates time and effort to creating it. At this stage, the storyteller will want to assess the impact of their digital story. The impact can be evaluated by collecting data and feedback from publishing and sharing the digital story. A single measurement system cannot determine the level of engagement in the digital tale. But there are other ways to check whether the digital story has the desired effect. Reviewing the digital story’s impact means investigating how effectively it has achieved the initial goals and objectives. The first thing that needs to be examined is if the digital story has reached the audience set at the beginning of the creative process. The level of effectively reaching out to the right people can show whether the digital story fulfilled one of its primary goals. This can be done by using some tools like the following: **Social media statistics:** most platforms have tools to help users understand how people react and engage with their online content (posts, videos, photos, reels, stories, etc.). Some simple measures include the number of likes, retweets, shares, or comments received when they post something. More complex measurements like Twitter Analytics, Instagram Insights and Facebook Audience Insights are also available for advanced users. Regarding the **qualitative** results of the digital story, the easiest way is to ask questions to those with whom the storyteller has shared their story. After watching it, investigating what people got from the story and what they remember can be done by creating a small poll or survey or by starting a dialogue via the comments section on Instagram. - How well did the message go over to the audience, and how did it get across correctly? - How well did the communication alter their thoughts, behaviours, beliefs, etc.? - What changed their perspective on migration, inclusiveness, etc., due to the story? When creating the impact poll, the storyteller needs to have the following questions in mind as they will help them understand the impact they had in terms of changing thoughts, behaviours and attitudes: 1. What did you hope people would learn from your story and do from viewing it? 2. Are they inspired to act, reflect and change attitudes? 3. Do those who viewed the digital story feel they can participate in a STEAM Course? 4. Will they change their perspectives on migrants, refugees and asylum seekers in education in their hosting country? 5. Do people identify with your digital story, and does this give them a sense of support? Digital Stories help people understand each other. People learn about others through their Digital Stories and can develop empathy for them and their circumstances. Watch the following videos: - Digital storytelling – changing people, perceptions, and lives: Jim Jorstad at TEDxUWLaCrosse - Telling the Story in 1/60th of a Second: David Hume Kennerly at TEDxBend Activity #7 What were your original objectives for creating your Digital Story? Is your Digital Story reaching your target group? How are you going to collect this information? What are the results of the quantitative data? Has your story inspired viewers to act, reflect and change attitudes? How are you going to collect this information? What are the results of the qualitative impact data? 4. Concluding Remarks By telling the experiences of migrants, refugees and asylum seekers in the STEAMigPOWER Courses, people may dismiss negative preconceptions and biases and highlight people’s shared humanity and empathy. It is critical to avoid reducing migrants to their “migrantness” and to give them room in the narrative to tell their whole story, which goes beyond how and why they got to be a person on the move but focuses on their will to overcome obstacles and are determined to progress and self-empowerment. However, another issue needs to be considered when Facilitating a Digital Storytelling Course: although many refugees are computer literate, many others face socioeconomic, language, and cultural challenges that might make it difficult to participate. As such, the person who tells the Digital Story, the Storyteller, is as important as the story itself and deserves the utmost respect for their courage to expose themselves. 5. References 13 best video editing tips for Beginners - 42 west, the adorama ... 13 Best Video Editing Tips for Beginners. (n.d.). https://www.adorama.com/alc/video-editing-tips-for-beginners/ Alencar, A. (2020). Mobile communication and refugees: An analytical review of academic literature. Sociology Compass, 14(8), e12802. https://doi.org/10.1111/soc4.12802 Belle Wong, J. D. (2023, May 18). Top social media statistics and trends of 2023. Forbes. https://www.forbes.com/advisor/business/social-media-statistics/#:~:text=Social%20media%20usage%20has%20typically,least%20one%20social%20media%20site. Bruce, Block, 2007, The Visual Story, Focal Press Klanten, Robert, Ehman, Sven, 2011, Visual Storytelling: Inspiring a new visual language, Gelstanten Bryan, Alexander. 2017. The New Digital Storytelling: Creating Narratives with New Media. Praeger. (2nd edition) Copyright What is copyright? WIPO. INT. (n.d.). https://www.wipo.int/copyright/en/:text=Copyright%20(or%20author’s%20right)%20is,%2C%20maps%2C%20and%20technical%20drawings. https://blogs.brighton.ac.uk/digitalstorytelling/what-is-digital-storytelling/ https://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27 https://research.com/education/digital-storytelling https://www.uow.edu.au/student/learning-co-op/assessments/digital-storytelling/ https://www.youtube.com/watch?v=jIix-yVzheM Lambert, Joe. 2018. Digital Storytelling: Capturing Lives, Creating Community. Routledge. Libguides: Digital storytelling: Essential elements. Essential Elements - Digital Storytelling - LibGuides at Atlanta University Center - Robert W. Woodruff Library. (n.d.). https://research.auctr.edu/c.php?q=197213&p=1297353 Miller, Carolyn Handler. 2014. Digital Storytelling: A Creator’s Guide to Interactive Entertainment. Routledge Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 709-716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2023, from https://www.learntechlib.org/primary/p/22129/ When we share, everyone wins. Creative Commons. (2023, January 5). https://creativecommons.org/ 6. ANNEX 1 - DIGITAL STORYTELLING WORKSHOP LESSON PLAN Digital Storytelling Workshop Lesson Plan Total Time Requirements | 1 Day Workshop Introduction Participants become storytellers by documenting and sharing personal perspectives on a story they choose to narrate and disclose to an audience about their experiences during the STEAMigPOWER Courses. During the process, the participants will learn about storytelling's role in self-expression and preserving community knowledge while seeking to gain personal perspectives and experiences collectively. Participants create original stories, including text, photos, animation, audio, and video. They use their smartphones to bring their stories to life. The Facilitator should use the How-to Guide to navigate the participants through the basic developing steps of Digital Storytelling. Learning Goals 1. Improving the participants' digital competences, 2. Understanding of storytelling and narrative building as a learning tool, 3. Developing communication, collaboration, presentation, problem-solving, and critical and creative thinking skills, 4. Enhancing understanding of the potential storytelling and narrative building have in education and the opportunities they provide, 5. Providing and exercising creative ideas and practical resources for the successful implementation of digital storytelling, 6. Improving language fluency, 7. Promoting intercultural awareness, 8. Learn how to express personal perspectives through digital storytelling, Learn how to engage with an audience. **Materials – Technology Tools** The Facilitator should choose the needed materials and technology tools in advance, according to the learners’ level. 1. Smartphones or Digital Cameras. 2. Editing Tools: they are mainly built-in to Smartphones and social media platforms, but they are also available on GooglePlay and Apple Store 3. Post-it notes or plain paper cards and poster paper (Flipchart or Cardboard paper) to use for creating the storyboards 4. Pens, pencils, coloured markers 5. Projector or TV for presentations 6. Digital jamboard to collect answers and feedback from participants like Jamboard, Miro or Slido 7. Internet access **Preparation** The Facilitator should read and become familiar with the Guidelines for the Digital Storytelling course and make an Instructions Guide/Presentation with the main steps and points needed to create a Digital Story. The Facilitator should identify the technology skills of the learners and select the appropriate technology tools to use. The Facilitator should be familiar with the technology tools to be used or ask for support from a colleague or a volunteer. Volunteers can be anyone who is already familiar with Digital Storytelling or willing to act as Assistants to the group of learners. Ask participants to introduce themselves and ask the following or similar questions: - What are your expectations from this workshop? - What do you expect to gain today? - How do you feel Digital Storytelling will be a helpful tool for you? Digital online tools like Jamboard, Miro or Slido are recommended here. Before starting the Workshop, the Facilitator must have the following in mind: | Prefacing | Two primary principles run through all presentations and discussions: (1) Everyone has worth and can contribute, and (2) Everyone is motivated to join and will get different things from the sessions. | |-----------|------------------------------------------------------------------------------------------------------------------| | Reminding | Every participant’s experiences, whether good or bad, are valid. | | Redirecting | Participants occasionally may require some guidance to stay on topic or to improve their ability to express their opinions. It is crucial to validate the participants’ expression, keeping the group on target. Some useful questions for redirecting are: ✓ What aspect of yourself do you perceive in this image? ✓ Have you had this experience before? | | Documenting | Facilitators should write down important words or concepts as participants speak to capture the meaning behind their stories. Before the session, participants should know the goals to prevent any awkwardness or a sense that their presence is being judged. | | Reflections | Participants may experience uncomfortable feelings or recollections when discussing specific topics. Some participants might need more time to reflect immediately. The Facilitator can arrange a follow-up and further assistance and should be ready to check in with participants following the workshop. Participants should be encouraged to comment on the Digital Stories’ significance rather than the images themselves. Digital Storytelling aims to have deeper conversations rather than to criticise filming or photographing abilities. | **Ethics and ethical considerations within a Digital Storytelling Project** An essential responsibility of the Facilitator is to ensure that all activities of the Workshop are done fairly, respectfully and ethically. All potential participants must get thorough information about the Digital Storytelling process from the Facilitator. Participants must be given the chance to decide whether or not to commit to the project after receiving complete and accurate information about its benefits and drawbacks. Obtaining consent and respecting the right to privacy and image is crucial. To obtain informed consent from people when photographing and filming them, storytellers must thoroughly understand the concept of personal privacy. Written consent permission is secured from the subjects of the photos, film and recordings, which must be appropriately obtained. This procedure makes sure that the Storyteller does not violate anyone’s privacy. The Facilitator should thoroughly read pages 12 – 14 of the Guidelines for the Digital Storytelling course and fully explain the Key Ethical Considerations to the participants. ### Discussion Questions The Facilitator may use digital online tools like Jamboard, Miro or Slido for the discussion. 1. Introduce Digital Storytelling to the learners by watching a Video that introduces the power and importance of storytelling or connects to a theme or topic relevant to the group's interests. Suggestion of videos: **The magical science of storytelling** | David JP Phillips | TEDxStockholm **What is Digital Storytelling?** | University of Wollongong, Australia 2. Ask participants what stories they first remember hearing. Who was the storyteller? What were their favourite stories? Which did they like telling themselves? Lead the discussion to digital storytelling. 3. Ask participants what they think Digital Storytelling is. 4. With participants, brainstorm ideas about the role digital storytelling plays in communities. 5. Watch a video about the importance of Digital Storytelling. Suggestion of videos: **Why storytelling is so powerful in the digital era** | Ashley Fell | TEDxUniMelb Note: There are plenty of available videos online from which the Facilitator can choose the appropriate ones to show, depending on the group dynamics. The Facilitator must watch the video/s before showing them in the classroom to ensure they do not pose any ethical restrictions. Facilitator Instructions: Session 1 Pre – Production Phase Time requirement: 90 minutes Developing the Storytelling Idea - Start by explaining the Seven Elements of Digital Storytelling to the participants. - Show a relevant video, like the 7 Elements in 4 Minutes | Paul Iwancio - Proceed with Activity #1 of the Guidelines for the Digital Storytelling course. - Give participants enough time to brainstorm and decide on the topic of their story. Planning Thoughts and Resources - Explain to the participants the importance of planning and creating an action plan where resources needed to develop their digital story will be identified. The action plan will help the storyteller set a development timeline, identify milestones to monitor the progress of their storytelling process and develop the necessary resources to finalise the story. - Explain to the participants the different types of resources they might need. Ask them to brainstorm for any resources not yet mentioned. - Proceed with Activity#2 of the Guidelines for the Digital Storytelling course. Developing the Outline and Script - Explain to the participants what the outline of the digital story is: an outline is a pre-writing tool used to organise the story. Ask them to write down their story outline, using no more than a paragraph. - Explain to the participants what a script is and its content. - Proceed with Activity #3 of the Guidelines for the Digital Storytelling course. Facilitator Instructions: Session 2 Production Phase Time requirement: 240 minutes Creating the Storyboard - Explain to the participants what a Storyboard is and why it is important when developing a story. - Explain the steps of creating a storyboard to the participants. - Show the participants a video of how to create a Storyboard. How to make a storyboard for a video in 6 steps | Video Marketing How To How to Make a Storyboard (even if you can't draw) | Storyboarding for Film & Video | 4 Simple Steps How to create a Story board using PowerPoint | James Kieft - Give them an example of a Storyboard. - Proceed to Activity #4 of the Guidelines for the Digital Storytelling course. Use the STEAMigPOWER Storyboard Template - Ask the participants to present their Storyboards. - Give your feedback. - Allow them some time to make the necessary adjustments and individually consult with each of them to finalise their Storyboards before moving on to Filming and Recording. Filming and Recording the Story - Filming is the step that takes longer than the previous ones, as the storyteller needs to take shots of themselves, other people or panoramas. Filming and recording includes creating original material (video shots, photographs, interviews, etc.) and adding audio and visual parts from other sources. - Give the participants some Tips on how to appear on camera, how to interview others (if included in their script), how to photograph and shoot, and any other tip that will be helpful. - Explain the meaning of copyrights to the participants. Proceed with Activity #5 of the Guidelines for the Digital Storytelling course. Note: Filming and Recording is crucial to creating a Digital Story. Participants might need to go outdoors or have privacy to film and record some parts or interview others. According to the group dynamics and the length of the total Workshop, adjusting the time needed for this activity might be necessary. Editing and Finalising the Story - Explain to the participants what Editing is and how they can use it to finalise their Digital Story. - Present the available software and applications on smartphones to the participants. - Give the participants Editing Tips. Show them some videos about Editing, like editing tutorials. Video Editing for BEGINNERS on WINDOWS PC Updated Tutorial! Primal Video Video Editing Tutorial—Learn How To Edit Videos Fast Even if You’re a Beginner InVideo - Give your feedback. Facilitator Instructions: Session 3 Post-Production Phase Time requirement: 90 minutes Publishing and Sharing the Story - Talk to the participants about the different social media platforms available and present the profiles of their users. - Explain the use of hashtags to the participants. - Proceed to Activity #6 of the Guidelines for the Digital Storytelling course. - Ask the participants to present their Publishing and Sharing Plan. - Give your feedback. - Ask the participants to write a Description of their Digital Story for social media. Ask the participants to Publish and Share their Digital Stories online. Help those who need assistance. **Impact of the Digital Story** - Explain to the participants the importance of creating an impact. - Ask the participants what impact they envisage achieving from their Digital Story. - Explain to the participants how they can check on the quantitative impact. - Explain to the participants what a qualitative impact is. - Show them some relevant videos. *Digital storytelling -- changing people, perceptions, and lives: Jim Jorstad at TEDxUWLaCrosse* *Telling the Story in 1/60th of a Second: David Hume Kennerly* Proceed to **Activity #7** of the Guidelines for the Digital Storytelling course Note: It is more likely that the Digital Stories will not create a significant impact in such a short time. Explain to the learners that they can plan a regular Impact Assessment (e.g. every 10 days) to have more genuine results. **Reflection** The Facilitator has to explain what Reflection is. Encourage participants to reflect on what they learned in the Workshop. Participants can answer some of the following questions regarding reflections: - What were your feelings about developing your Digital Story? - Do you feel better able to raise concerns and propose solutions to issues related to the community? - What did you like most about creating your Digital Story? - What did you like least about creating your Digital Story? - What types of skills did you develop while developing your Digital Story? ✔ Do you feel like your knowledge and experiences were valued? ✔ Do you feel you gained confidence and comfort by participating in this Workshop? ✔ Where your expectations met?
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What Is A Grandparent? (Taken from papers written by a class of 8-year-olds) - Grandparents are a lady and a man who have no little children of their own. They like other people’s. - A grandfather is a man grandmother. - Grandparents don’t have to do anything except be there when we come to see them. They are so old they shouldn’t play hard or run. It is good if they drive us to the store and have lots of quarters for us. - When they take us for walks, they slow down past things like pretty leaves and caterpillars. - They don’t say, “Hurry up.” - They wear glasses and funny underwear. - They can take their teeth and gums out. - When they read to us, they don’t skip. They don’t mind if we ask for the same story over again. - Everybody should try to have a grandmother, especially if you don’t have television, because they are the only grown-ups who like to spend time with us. - They know we should have snack time before bedtime and they say prayers with us every time, and kiss us even when we’ve acted bad. Helpful Anger: Hurtful Anger by Bruce Narramore, Ph.D. Have you ever thought what the world would be like if there was no anger? What if somebody under the influence of drugs ran a red light, killed an innocent child, and nobody was upset? What if a ruthless dictator slaughtered hundreds of thousands of people and nobody was indignant? What if a child was abused, and no one experienced righteous anger? Anger can be a very helpful emotion. It energizes us to act in order to correct wrongs and to right injustices. Jesus was angry with the Pharisees. But anger also breaks relationships, damages sensitive children and destroys marriages. We are told to “put away wrath, anger and clamor” (Ephesians 4:31). How can we reconcile these apparent contradictions? The answer is found in recognizing that there are two types of anger. Helpful anger and hurtful anger. Let’s look at four differences. Anger, continued on page 2 Anger, continued from page 1 First, *helpful anger motivates and enlivens us*. By contrast, hurtful anger is either uncontrolled or freezes us into rigid patterns of thinking or behaving. When Jesus was angry it was nearly always with the religious leaders. His righteous anger motivated him to challenge their pious, insensitive legalism. It encouraged Him to try to change the status quo. Years ago I read three books in preparation for a parenting seminar I was going to lead. I got angry at all three. They were authoritarian and advocated physical spanking as the main form of discipline. They showed practically no sensitivity to the children’s needs for love, security, respect and nurture. Instead, they kept saying that the parent needed to be in control. They had some good points but they were so one-sided that I knew parents would use them in hurtful rather than helpful ways. The books were all about making the parents’ life easier instead of raising children in the nurture and discipline of the Lord. As I read those books I said to my wife, “Christian parents deserve something better than this.” A few days later I flew to New York City to attend a two-week seminar on the Rorschach ink blot test. I had every afternoon free so I decided to try to write a more sensitive book for parents. Every afternoon I holed up in my hotel and wrote and wrote. I didn’t take long to eat. I didn’t study the Rorschach. And I didn’t watch any television. I was so motivated by my frustrations over those one-sided books that I put all of my time and energy into trying to do better. In two weeks I finished the entire first draft. That book, *Help! I’m a Parent* sold more than 150,000 copies. I honestly don’t think that I would have written it unless I was angry. My anger energized me to take on that task. Righteous or constructive anger energizes us this way. It helps us do things that we often wouldn’t do if we weren’t feeling this strong emotion. Hurtful or destructive anger is different. We lose our tempers and self-control or we are frozen into perpetual bitterness. But we don’t do anything constructive. Some people have been angry for 20 years without reaching the point of forgiveness and moving on. Their anger destroys relationships instead of righting wrongs. Here is a second difference. *Helpful anger is directed toward evil*. By contrast, hurtful anger, while sometimes directed toward evil, can also be directed toward anything or anyone. that frustrates our desires, gets in our way, or keeps us from having things the way we want them. Let’s say that you are driving down the highway and are late to an appointment. You are in the fast lane and somebody has taken it on himself to drive precisely the speed limit right in front of you. You pull up behind him and feel righteously indignant because he won’t get out of your way so that you can break the speed limit. That isn’t righteous anger! It isn’t directed toward evil. It is just directed to someone who won’t let you have your way! That is sinful, hurtful anger. Here is a third difference. Helpful anger co-exists with love and a concern for the other person’s best. By contrast hurtful anger seeks revenge. The Bible says that God is not willing that any should perish. Even though we are sinful, Christ died for us because He loved us. God’s anger always co-exists with a concern for the person’s welfare. By contrast, hurtful anger wants to get even. It wants to make the other person suffer. But the Bible tells us “‘Vengeance is mine, I will repay,’ says the Lord” (Romans 12:19). Fourth, helpful anger provides a sense of mastery. If you’ve been abused and mistreated as a child, you may well need to go through a period of anger to regain control of your life and overcome your victim mentality. Anger can energize you to do that. Anger helps us set boundaries and say, “No, I’m not going to do that.” By contrast hurtful anger is driven by a lack of mastery. Hurtful anger says, “I’m angry because I can’t control you,” “I want to try to force you to do what I want you to do.” It reflects a lack of self-mastery and a lack of ability to control others. Hurtful anger also tends to violate other people’s boundaries. We try to force somebody to be or do what they don’t want to be or do. In a nutshell, helpful anger is like God’s anger. It isn’t self-centered, hurtful or abusive. It grows out of His love and concern for the welfare of all. It motivates us to right actual wrongs. It isn’t repressed or harbored as a hidden grudge. It isn’t acted on impulsively. It doesn’t destroy relationships. We act on it for someone’s welfare, get over it, and move on. Note: In the next issue Dr. Narramore will discuss ways of handling potentially hurtful anger. --- **Compassion 101** by Glenda Barrett We shivered in fear at North Georgia College as we performed our clinicals under the ever-watchful eyes of the nursing instructors. Stressed to our limits, we carried bulging book bags crammed with mounting assignments. It was not unusual to have hundreds of pages to read each night, and it felt overwhelming at times especially for those of us who had families at home to care for. I thought this would be the usual day at school but soon learned it would not be. During class lecture that day we had two teachers instead of one. The younger one sat in the back of the class and listened while the other one taught. About halfway through the class the one in the back stood up and said these words. “I promised myself, I’d never let another nursing class go by without saying what I have to say. I’ve not been able to be here for several weeks because I had to have surgery due to cancer. During my hospital stay, friends, family and co-workers did everything they could to make me feel better. They brought fresh cut flowers, magazines, books and heaping plates of home cooked food. But I want you to listen closely because it won’t be long until you will be nurses. As I lay in my bed in the wee hours of the morning alone and afraid, I would have given anything in this world if someone had walked into my room, asked me how I was feeling and let me really tell them.” Glenda Barrett, an artist and freelance writer of poems and essays, lives with her husband in a small town called Hiawassee, Georgia. Living Again After by Dick Innes Like a biting arctic wind, Roger’s note stung bitterly and cut deeply into Holly’s heart. From outward appearances Roger and Holly’s twenty-eight-year marriage seemed to be reasonably happy and secure. One afternoon, however, after a seemingly pleasant lunch together, Holly returned home to find this note on her pillow: “Dearest Holly, you have been a wonderful wife and mother. I could never have asked for anything more.” After more flowery compliments, Roger continued, “But I’m in love with another woman. I’ve left home. You will hear from my lawyer very soon.” Holly was devastated. It took several days to get over the initial shock so that she could even cry. She pleaded with Roger to come home, but her pleas fell on deaf ears. She was left with divorce papers, shattered dreams and a broken heart. Sadly, Holly’s experience is being repeated many times every day, most often by people who are more aware of the shaky state of their marriages. Every year in the United States there are two divorces for every four marriages. Divorce is one of the most painful experiences any family can encounter. It’s not only the death of a marriage, but also the death of dreams and hopes. It cuts at our deepest fears of being rejected and abandoned, and destroys years of invested love and caring. Divorce can be even more painful than the loss of love through physical death, which at least has finality to it and may often have been unpreventable. Where children are involved, divorce has even wider devastating effects. Of one thing we can be sure, however. Even though God hates divorce (as well as everything else that is harmful to people), he loves divorced people and families and wants them to be healed and made whole. Recovery may not be easy but it beats staying in the valley of despair. As one recently divorced mother told me, “I didn’t even know where to begin. I had to rethink absolutely everything in my life—my home, a job, my identity, my friends, my relationship with my children, and my relationship with God. I had to start all over.” If you have experienced the tragedy of divorce, you can take several steps to start working through that difficult experience. And, in time, you may even find that God has used that trial to make you a healthier, happier person with an even deeper understanding of God’s grace. First, acknowledge your loss. After the initial shock it’s tempting to go into denial by refusing to face the reality of what has happened or by burying your feelings of hurt, anger and grief. The first step to recovery is to face the fact that your marriage has failed and be truly honest with how you feel about it. Second, accept your pain as normal. Don’t run from it. Pain is God’s way of telling us something is broken and needs fixing. Whether a broken arm or a broken heart, the pain reminds us that we need to take proper care of ourselves. Third, realize that this, too, will pass. If you have recently gone through divorce you may think that life is over and that you will never love again. But if you commit yourself to getting through it, in time the pain will pass and you can become a healthier and more mature person—able to love and trust again, if that is God’s will for you. Fourth, don’t waste your pain, invest it. Put your pain to work motivating you to grow and become a healthier person. Grow deeper in your relationship with God. He knows your suffering and wants to help you through it. Once you have progressed, you may even be able to support others who are going through similar experiences. Help them see that they, too, can survive and become happier, healthier persons. As God’s Word says, “Praise be to the God and Father of our Lord Jesus Christ, the Father of compassion and the God of all comfort, who comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves have received from God.” Fifth, give yourself time to heal. It takes time to face your pain, adjust to single life, and come to understand what went wrong. A broken arm takes weeks to heal. Broken hearts take much longer—but not forever. It usually takes at least a year to make a lot of progress in working through the impact of divorce. However, if you haven’t resolved your pain after two years, chances are that something is keeping you stuck. If this is the case, I suggest getting professional counsel to help you resolve your loss and work through the recovery process. Sixth, do your grieving now. With all losses there are many emotions—hurt, depression, anger, guilt, and grief—all of which need to be understood, faced, and resolved so they won’t become a permanent pattern. Find a safe person with whom you can share your thoughts and feelings. Don’t put walls around your negative feelings because that will block out your positive feelings as well. A vital part of the healing process is to weep and even sob out your grief. As Jesus said, “Blessed are those who mourn, for they will be comforted.”¹² Seventh, forgive to be free. It may take a while, but you need to be growing toward forgiveness of your ex-mate. Failing to forgive keeps you bound to the past. As another has said, “Failing to forgive is like drinking poison and waiting for the other person to die.” We can’t rush forgiveness and you will need to work through your hurt and anger before you can forgive. But ultimately you must forgive if you are going to recover fully. If you don’t, you will take your negative emotions into all future close relationships. Eighth, let go of the past. I’ve worked with people who were divorced as long as twenty years ago and were still hanging onto the fantasy that their ex-spouse would return—even though he or she had remarried. You cannot move ahead with your future life until you let go of your past. Ninth, guard against a rebound. Rushing into another romantic relationship too soon, can cause you to avoid dealing with your pain and the causes of your marriage breakup. If you marry too soon, you are almost destined to repeat your past mistakes. You need time to mourn your losses well and begin to grow in a positive direction before you start another intimate relationship. Tenth, get into a support group. At times of loss we weren’t meant to be alone. We need to be connected to safe, supportive, accepting, and non-judgmental people. We were hurt in hurtful relationships and are healed in wholesome, healthy relationships. The Bible says, “God sets the lonely in families.”¹³ He does this through other people and sometimes the closest thing we can get to a healing family is a small support group. Eleventh, realize that failure is never final and that the only real failure is the failure to learn and grow through our past difficulties. Twelfth, let God teach you. Any failure, including divorce, can be “God’s wakeup call” to show us that we need to make some major changes in our lives. Pray especially that God will show you the truth of what you contributed to your marriage breakup, why you were attracted to the person you married in the first place, and what you can do differently in the future. What we don’t resolve we are destined to repeat. Finally, remember that no matter how difficult your situation God loves you and wants to make you whole. As His Word says, “Whenever you face trials of many kinds ... you know that the testing of your faith develops perseverance. Perseverance must finish its work so that you may be mature and complete, not lacking anything.”¹⁴ Be patient with yourself and know that with God’s help, time, the support of safe friends, and working through the recovery process you can find healing from your hurt and a greater measure of spiritual, emotional and relational wholeness. ¹ 2 Corinthians 1:3-4, NIV. ² Matthew 5:4, NIV. ³ Psalm 68:6, NIV. ⁴ James 1:3-4, NIV. Note: For more in-depth help see the author’s book, How to Mend A Broken Heart, available from http://www.actsc.com/store. What Should We Do When We... Q. I greatly overreacted to something my granddaughter did (she lives with me). It had to do with sneaking friends in overnight in my basement and I don’t like the anger I felt. I raged. I was furious. I used bad language which is something I do not do. What should I do? A. Thank you for your email regarding losing your temper with your granddaughter. Without knowing the situation personally, it is difficult for me to go into depth, but I will offer a few thoughts and suggestions about situations like you mention. First, it isn’t unusual for we parents and grandparents to overreact and say things out of anger that we regret later. We are concerned about our children and when we see them doing things that are potentially dangerous, we can become both frightened and angry. Don’t be too hard on yourself. You are not alone. Second, the issue that triggered your anger (her sneaking friends in overnight in the basement) is a serious concern and I can understand that it would upset you. If that kind of behavior continues, she can be in for serious trouble so your concern should not be minimized. Third, in this kind of highly emotional situation we need to restrain our first angry impulse. The Bible says, “Man’s discretion makes him slow to anger” (Proverbs 19:11a). We have all been foolish at times, but our goal is to learn to restrain our first impulse so that we do not say something that will undercut the good relationship we want to have with our children and grandchildren. Do whatever you need to do in order to restrain your first impulse. Count to 50. Go into another room until you cool off. Go for a walk. Anything to give yourself a little time. Another good way is to tell your granddaughter, “I am too angry (or upset) to talk now. We will have to discuss this after I cool off.” Fourth, when you do talk with your granddaughter, avoid attacking statements. Make your concerns clear to her and don’t be afraid to say “I was (or am) angry. Or “When you do that I am frightened and angry.” But don’t attack her character, threaten, or verbally abuse her. Fifth, once you settle down after losing your temper, apologize! Few things help rebuild a fractured relationship better than a sincere apology. Don’t apologize for being concerned or upset but do apologize for losing your temper and Overreact? saying something hurtful! Sixth, ask her what she thinks will be needed to prevent her from doing anything like that again. Try to involve her in solving the problem. If she can’t, then come up with your own solution—whether it is a temporary grounding, no TV, no visit to those friends, etc. Finally, I would encourage you to be asking yourself why she felt like she needed to do this in the first place. In other words, why couldn’t she feel good enough about her relationship with you to come to you and ask, and then live with your decision? Sometimes children who are misbehaving are acting out problems or frustration in their relationship with their parent or guardian. Since she is living with you, I assume that her parents may be divorced or absent. If so, that may be part of what is troubling her. It can also be difficult for one guardian, especially a grandparent, to give a child all of the love, time, supervision and limits that he or she needs. If there are some deeper issues or problems like these, don’t hesitate to seek out a good Christian counselor for her or for the entire family. † school suspensions and expulsions, and markedly lower academic performance, reported researchers at the National Child Traumatic Stress Network’s annual meeting in Alexandria, Virginia, March 3, 2005. More information on the National Child Traumatic Stress Network School Crisis and Intervention Unit is at www.nctsnet.org/nccts/nav.do?pid=ctr_schl. First 2005 MKs Complete Training They came from all over the world—from Bahrain and Bolivia on one end of the alphabet to Senegal, Thailand and Ukraine on the other. Nineteen nations in all. They have left families and friends behind to return to the U.S. for college. Soon they will be moving into university dormitories, attending classes, meeting new peers and trying to adapt to a foreign culture—the United States of America. They are the sons and daughters of missionaries serving the Lord around the world. But before they take that huge step into college, they come to Southern California for the Narramore Christian Foundation’s intensive two-week seminar designed to help them successfully navigate this life-altering transition. Most are intellectually gifted and cross-culturally sensitive. They speak two or more languages and can move through customs, immigration, and international situations that would perplex and even overwhelm many of us. But when they arrive in the U.S., the tables are turned. Suddenly everything they encounter is unfamiliar. Social expectations, dating patterns, youth culture, and topics of “small talk” are all different. If they haven’t done so already, in time they will begin to experience grief over the loss of their friends, families, and the familiar language, sights, sounds, tastes and smells of their distant homelands. Many will not feel that they belong here. Some will feel awkward or out of place. Some will resent the superficiality and materialism of our society. Some will easily make new acquaintances but have difficulty forming deep and lasting relationships. And others will feel quite anxious about facing so many unknowns away from the safety net of home. Forty of these wonderful young men and women just completed their two-week reentry program held on the Biola University campus in Southern California. In this brief time several made friendships that will last a lifetime. Nearly all of them found a place to belong. They realized that they can always fit comfortably with other third-culture kids who grew up between worlds. Some gained clarity about their future college majors and career choices. And some began getting help in overcoming feelings of depression and low self-esteem, resolving difficult family conflicts, or coming to grips with some very traumatic experiences. Now all of these students are much better prepared to move more confidently into the next phase of their life. Some have had radical life-changing experiences. Please pray for these sons and daughters of missionaries as they spread throughout the United States and take the next important steps in their rich but challenging lives. Pray also for their parents who remain in the foreign homeland sharing the good news of the gospel of Jesus Christ and are greatly concerned about their children. † little, but at least he didn’t resist my help. I noticed that he was a good speller and his handwriting was neat and precise. Those two things added a pinch of hope to my effort. I fully expected Danny to have the assignment the next day, but he didn’t. My heart sank. I reminded myself that it would take time and patience. After the lecture, I sat with Danny again and went over the assignment with him. He wrote the answers, folded the paper and stuck it in his shirt pocket. “Danny, please remember to bring your assignment and book to class tomorrow.” “Yeah,” he mumbled and slouched in the desk, his long legs extended into the aisle. The next day he had no homework and no book. I could not stop the disappointment that squeezed my heart. How could I reach this young boy? I had to find a way. Days and weeks went by with no progress. I hated writing zeroes in the grade book, but he left me no choice. In desperation I called his mother. She came in for a conference. I learned that Danny had just come to live with her; he had been living out of state with his father. “His father couldn’t handle him, so he sent Danny to me,” she said. “I don’t know what to do.” I suggested we write a contract, with Danny’s input, and we all sign it like a legal document. Each of us had a responsibility in the contract: I was to continue giving him individual attention; he was to bring in at least 80% of his assignments, and his mother was to check his homework each evening. At the end of each week his mother was to reward him in some way if he honored the contract: movies, pizza, or something else he enjoyed. The first week didn’t go as well as I expected, but I was able to write something other than zeroes in the grade book. That was progress! Danny gradually made friends with a couple of other boys. The three of them often disrupted the class with their talk and frequent trips to the pencil sharpener. I separated them and moved Danny closer to the front. Almost daily I called Danny into the hall and talked with him about his lack of effort, disrupting the class, or something. I always encouraged him to try and pointed out that he was bright and could do the work. “The future will largely depend on what you do in school,” I said. “The habits you form here will carry over into the work force. I’d like to see you succeed at whatever you attempt. I believe you can, but you must believe you can.” During one conversation in the hallway, he looked at me and asked, “Why do you bother with me?” The words of Colossians 3:14 (NIV) came to mind: “And over all these virtues put on love, which binds them all together in perfect unity”. Love was the key. I looked at Danny and replied, “Because you are worth my time!” His face softened. I knew in that moment that I had made an impression on Danny. Because those words came from my heart, they reached his heart. I wish I could say that Danny suddenly turned over a new leaf and became a wonderful student, but it didn’t happen overnight. Each week I saw baby-step progress. He was more attentive in class. Some assignments were not turned in, but that happened less and less. His test scores improved. Another young man enrolled at our school at the beginning of spring semester. He was rude and angry. I tried to be kind but firm. It didn’t work. One day he was back-talking. The whole class sat in stunned silence when I tried to remove the student from the classroom without success. Danny rose from his seat and pointed a finger at the new student. “Sit down and stop giving her a hard time! She just wants to help you!” The authority in his voice surprised me. The new student sat and did not say another word during class. Pride filled my heart. Genuine caring and concern had penetrated Danny’s heart. A teacher’s love and confidence had made a difference. In that moment I realized that it was really God’s love through me that had touched the heart of this troubled teen. Years later I saw Danny and he greeted me with a hug. He said, “I’m going to college to get a business degree. When I finish I’m coming to see you to show you my diploma. Without you I wouldn’t be where I am today.” All the hours I had spent talking to Danny, praying for him, and trying to find ways to reach him had paid off. And all it took was love and perseverance.
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Dear families and friends Welcome to week 8 everybody! Just a reminder for you all that our last week of this term is week 9. Term 1 will finish on Thursday 1 April (with Good Friday on 2 April). Term 2 will resume on Monday 19 April. School Improvement The Southern Cross School Board have been in discussions recently about our school’s Improvement Plan. At the last Board Meeting, ‘tweaks’ to the School Plan were agreed on. Our two key priorities are listed below. If you would like to read more about these priorities and how we will measure our impact, please feel free to take a look at the new School Plan that is on our school website. - Improve literacy growth for all learners. - Improve numeracy growth for all learners. Implementation of the School Plan will ensure a consistent and narrow focus of these two key priority areas. Throughout the year we will continue to keep you updated in how we are achieving our priorities. As always, our focus on community engagement, inquiry learning through play, sustainability, our focus on the outdoor learning environment and cultural integrity will remain important parts of our work here at Southern Cross. Whole School Gathering Our next Whole School Gathering will be held at 9:15am next Wednesday (31 March). We welcome families to come along and join with us in celebrating our school and the wonderful learning that occurs. Year 1/2 – Dyrirrigurat – will be hosting this gathering in week 9. CampOUT! and Family Picnic Camp Out! is happening this coming Friday. We will continue to watch the weather forecast this week and communicate with families about this event towards the end of the week. There is more information about CampOUT! from the P&C further in this newsletter. Community Breakfast A big thank you to Jason, the staff and our wonderful P&C for hosting our Community Breakfast on Friday week 6. The weather stayed clear and we were able to gather safely outside and celebrate Harmony Week together. It was lovely to see the children wearing orange or their traditional dress. Kind regards, Kelly From Southern Cross Southern Cross Early Childhood School together with the P&C present CampOUT 2021 & Family Picnic Family picnic 6-8pm Family camping at school with breakfast to be provided by the P&C* 5pm Friday 26 March to 10am Saturday 27 March 2021 *For those who wish to stay the night after the Family Picnic. Weather and COVID dependent. Shell Questacon Science Circus Presentation The Shell Questacon Science Circus is a major outreach program from Questacon - The National Science and Technology Centre in Canberra. This is an exciting and interactive presentation covering aspects of science in everyday life. A Science Circus experience is designed to stimulate and challenge students to explore science and technology for themselves. Children from Anglicare Munjawari and Preschool to Year Two will have the opportunity to attend a presentation on either Tuesday 23 March or Friday 26 March 2021. There is no charge for this presentation. Protective Behaviours Protective Behaviours is an education program that provides children and carers with information and strategies on how to identify and deal with unsafe and threatening situations. Protective Behaviours consists of ten lessons which will be taught in term 2 across the school as part of our social and emotional learning program. Protective Behaviours Topics Theme 1: We all have the right to feel safe at all times. Theme 2: We can talk with someone about anything, no matter what it is. | Lesson 1 Theme 1 | Lesson 2 Theme 1 | Lesson 3 Theme 1 | Lesson 4 Theme 2 | Lesson 5 Theme 2 | |------------------|------------------|------------------|------------------|------------------| | Feelings and feeling safe Rights of the child | Recognising early warning signs Early warning signs and safety | Risking on purpose and keeping safe Different people have different reactions | When to seek help Secrets | Networks Networks Invitation | | Lesson 6 Theme 2 | Lesson 7 | Lesson 8 | Lesson 9 | Lesson 10 | |------------------|----------|---------|---------|-----------| | Review networks Asking for help Persistence | Public and Private Safe and unsafe touches | Relationships and personal space | Saying no Being assertive | Revision of themes and concepts | If you would like to find out more about the Protective Behaviours program, please ask your teacher or come along to our information session on Wednesday 28 April 2021. This session will be run by our school psychologist - Cindy Weinman. Please RSVP: Nicole Emerton – firstname.lastname@example.org – 6142 0020. Preschoolers are Writers In Preschool, writing exploration commonly occurs through our play experiences. For Wamburrang the need for writing has occurred while using the Learn to Ride Centre. They found the need to write to Transport Canberra about the set of traffic lights which currently do not light up. Dnnawwan and Bunduluk preschool groups have engaged in practising writing their name using a range of tools, including paper and textas as well as whiteboards. Children in Guginya used photographs of themselves making playdough to write a simple sentence about the shared play experience. Sporting Schools – Netball The children in Year 1/2 have started learning the skills to play netball. The sessions are run by coaches from Netball ACT which is funded by Sporting Schools Australia. As part of our funding we were also able to buy a class set of netballs. Here are some photos showing us in warming up at the start of our netball session. Community Hub Community Picnic Breakfast – Friday 12 March 2021 It was wonderful to have so many families attend our Community Picnic Breakfast. The rain stayed away long enough for us to enjoy each other’s company and munch on some delicious fruit and banana bread. It was also fantastic to see so many families wearing orange or their traditional dress to celebrate the start of Harmony Week. Thank you to Hanna from the Bright Star Café for preparing all the food and all the Southern Cross staff for helping out on the day. Circle of Security Parenting is a program designed to enhance attachment between parents/carers and children. You will discover how to establish a secure base that gives your child/children a sense of safety as well as develop observational skills to strengthen your relationships. **For:** Parents and carers who have children five years or younger **Session day:** Thursdays – total of eight sessions **Start date:** Thursday 29 April 2021 **Time:** 9:30am to 11:30am **Where:** Southern Cross Early Childhood School – Wirraway Crescent, Scullin, ACT **Topics include:** - Introducing the Circle of Security Parenting program. - Developing skills in distinguishing the ‘need’ moments. - Building a solid emotional foundation for your child/children. - Tuning into your child/children’s shifts in attention and emotion. Registrations are essential as places are limited. Contacts: **Jason Thornton** on 6142 0020 or email@example.com **Matty Samson** on 6264 0200 or firstname.lastname@example.org Helpful Hints for Home Writing An area families often ask us about is how can I get my child to write at home. Writing is a complex process and some children find it hard or are reluctant to put pen to paper. This is because there are so many things a child must think about when they go to write. They have to- - start by having an idea - think of what the sentence or sentences will be - then keep that thought in their head while working out what sounds/letter patterns are required to spell the words - then remember how to form the letters to make the words, all the while not forgetting the sentence/idea they had at the start. For some children this is a hard process to do and can be stressful or scary, as they don’t like to get things wrong. We encourage any writing at home to be fun, age appropriate and something they are interested in. Here are some fun play ideas to help support writing at home- - Writing in shaving cream, sand or with spaghetti ![Image 1](image1.png) ![Image 2](image2.png) ![Image 3](image3.png) - Using paint brushes and water to write on the walls or ground outside - Using a whiteboard or chalkboard (this is less threatening for children to have a go because it can be wiped off easily) - Writing letters or words with playdough, sticks or rocks Ideas to practice writing in an authentic way at home- - Create a family journal for everyone to be able to have a turn at writing something you all did together one afternoon or on the weekend. This is where your child will see you writing because in today’s technology world how often do our children see us write? - Start a pen pal with a cousin, friend or grandparent. Writing and receiving letters brings so much joy and excitement to want to write. - Get your child to help write the shopping list or have a shopping list to add to over the week for them to write on as well. - Having a weekly board of all the activities you have on as a family and get your child to help write up the week’s happenings. Autumn School Holiday Program 2021 | Monday 5th | Tuesday 6th | Wednesday 7th | Thursday 8th | Friday 9th | |------------|-------------|---------------|--------------|------------| | Easter Monday Public Holiday | Easter Egg Special! Since we’ve just celebrated Easter, it’s only fitting that we continue the big feast by making scavenger hunts! A very bunny themed day awaits. | Little Bakers Day! On the menu today: Pizza for lunch and colourful cupcakes for afternoon tea. Guess who’s cooking? You are! | Amazing Race Scullin We are going to split into two teams, get given hints to landmarks around Scullin and see who can get back to school first. | Big Paint and Play Day We have lots of clay, paint, kinetic sand, playdough and gooey glue… Let’s get it all out! We may get a little messy with a huge, hands on craft day, so bring a change of clothes. | | Monday 12th | Tuesday 13th | Wednesday 14th | Thursday 15th | Friday 16th | |-------------|--------------|----------------|---------------|-------------| | So You Think You Can Dance? We will be both dressing up using our costume basket and doing a boogie as we turn the hall into a dance floor! | Ginninderry Community Recreation Park Activities include: slides, swings, rope bridges, flying fox, carousel, climbing nets and walls, and a supernova spinner This excursion will incur an additional fee | SCECS Anglicare Sports Carnival In true Anglicare tradition, we will be holding a great sports day competition, including various group games, sports and races. Bring a bike or scooter and your helmet on the day as we will be having bike track races. | Indigenous Art Expo! One of our Indigenous Anglicare parents is running a Cultural art workshop for the children to show them traditional art styles of First Nations’ Peoples. This incursion will incur an additional fee. | Parkour Day! Another brilliant suggestion by our students; we will transform the hall into an entire obstacle course and do various challenges to get the blood pumping! | Various activities are offered at each location for all programmed days. These include craft construction, reading, music experiences, group games, outdoor activities and free roaming experiences. Please also bring your child’s bike/scooter and helmet if they wish to go to the bike track that day. Bright Star Café Menu – Term 2 Start planning your Term 2 lunches today! Here is the delicious and nutritious menu starting in Week 1 of term 2. SOUTHERN CROSS EARLY CHILDHOOD SCHOOL (TERM 2) LUNCH ORDER MENU | Weeks 1, 5 & 9 | Monday | Tuesday | Wednesday | Thursday | Friday | |----------------|--------|---------|-----------|----------|--------| | | Creamy Cauliflower & Vegetable Pasta Bake | Chicken Meatball w/ Creamed Corn & Steamed Veggies Vegetarian Option: Vegetarian Kofta | Beef & Veg Stir-fry w/Rice noodles Vegetarian Option: Tofu & Veg Stir-fry | Lamb Fajitas Vegetarian Option: Lentil Kofta | Tuna Pasta Bake Vegetarian Option: White Bean Pasta | | Weeks 2, 6 & 10 | Monday | Tuesday | Wednesday | Thursday | Friday | |-----------------|--------|---------|-----------|----------|--------| | | White Bean & Salmon Croquettes w/ Pearl Couscous & Salad Vegetarian Option: Chickpea & White Bean Croquettes | Lamb Stroganoff w/ Pasta Vegetarian Option: Mushroom & Cannellini Bean | Chicken & Corn Risotto | Chicken Tender w/ Roast Vegetables Vegetarian Option: Lentil Sticks | Beef & Lentil Spaghetti Bolognese Vegetarian Option: Vegan Mince & Lentil | | Weeks 3 & 7 | Monday | Tuesday | Wednesday | Thursday | Friday | |-------------|--------|---------|-----------|----------|--------| | | Butter Chicken w/ Rice & Naan Bread Vegetarian Option: Chickpea Curry | Mongolian Lamb w/ Rice Vegetarian Option: Mongolian Tofu | Creamy Potato & Bean Soup w/Bread roll | Baked Potatoes stuffed with Chilli Con Carne Vegetarian Option Mixed Bean Medley | Honey Soy Chicken Noodles Vegetarian Option: Vegan Mince | | Weeks 4 & 8 | Monday | Tuesday | Wednesday | Thursday | Friday | |-------------|--------|---------|-----------|----------|--------| | | Lamb Meatballs w/ Wild Rice Salad Vegetarian Option: Lentil Meatball | Chicken Quesadillas Vegetarian Option: Refried Kidney Bean | Beef Goulash w/ Pasta Vegetarian Option: Chickpea & Veg | Baked Fish Fingers w/ Vegetable Fried Rice Vegetarian Option: Vegan Nuggets | Roasted Pumpkin & Capsicum Soup w/Bread Roll | Note: Substitutions are made for special dietary needs. Morning/Afternoon Tea is NOT included. Lunch is served with a piece of fruit. As much as possible this menu will be adhered to but may change at short notice due to the availability of produce. All vegetarian meals include fruit or vegetable high in vitamin C. White meat and vegetarian meals include iron rich ingredients. There is no added salt or sugar to our menu; where possible wholemeal/wholegrain products are used. CampOUT! and Family Picnic (starting this Friday 26 March) Thanks for registering for the CampOUT land/or the Family Picnic. It’s shaping up to be a fun event! A few things to remember before the day: - Don’t forget to bring: your picnic dinner, torches, camping gear, warm clothing, marshmallows and toasting sticks! - Entry to the event is on foot via the staff carpark entrance (Wirraway Crescent). Please park your car on the street and walk your gear in (be mindful of our neighbours). - This is a COVID safe event, please sign in using the Check in CBR App. - The event remains weather and COVID dependent. Any change of plans will be issued on Friday mid-morning. Clothing Pool Did you know you can donate your good quality uniform items to the school clothing pool? Uniform items can then be purchased from the school clothing pool for a small price. Money raised from the sale of these items goes to the P&C to fund all the fun activities we run at the school, like the yearly CampOUT event and disco nights! What to donate/what we sell: Please only donate **good quality, current** uniform items, including blue and orange short sleeve ($3 each) and long sleeve ($5 each) polos, and polar fleece jumpers ($10 each) in sizes 2 to 10, and small and large beanies ($3 each). How to donate items: Just pop any items in the donation box, located in the kitchenette area in front of Nicole’s desk at school reception. It is preferred items have been washed before donating. How to purchase items: 1. Check the current stock available on the Sustainable School Shop website - [https://www.sustainableschoolshop.com.au/stocktake/southern-cross-early-childhood-school](https://www.sustainableschoolshop.com.au/stocktake/southern-cross-early-childhood-school) 2. If we have what you’re after, email the Clothing Pool Volunteer Coordinator (Cassy), with your order to [email@example.com](mailto:firstname.lastname@example.org) (items cannot be purchased through the website). 3. Cassy will respond to confirm availability, total price, bank account details for payment with a reference to use (we prefer this over cash please), and when items can be collected. 4. Collect items from Nicole at reception, usually within 2-3 days. 5. Advise Cassy they have been collected and provide confirmation of payment. If you have any questions about the clothing pool, please contact Cassy or the P&C Presidents. Patty McMahon and Katherine McKay (P&C Co-Presidents) [email@example.com](mailto:firstname.lastname@example.org) As we get older, lots of things can affect our nutritional needs and ability to meet them. This includes loss of appetite, taste changes and difficulty chewing. Yet it is a time when we need to make the most of every mouthful to ensure we get the nourishment our aging bodies need. **Key nutrients of focus for older people** **Protein** Extra protein is needed to help maintain muscle mass, recover after illness or injury, and support wound healing. Good sources of protein include lean meat, fish, poultry, eggs, legumes and nuts. Try to include some protein with every meal. **Calcium** Calcium is crucial to reduce age-related bone loss. Good sources include milk, yoghurt, cheese and calcium-fortified dairy alternatives such as soy milk and tofu. **Fibre** Fibre can help to encourage bowel regularity and prevent constipation. It is also useful in lowering blood cholesterol, can help manage blood sugar level and promotes healthy gut bacteria. Good sources include wholegrain breads and cereals, fruit, vegetables and legumes. **Antioxidants** Antioxidants can help prevent damage to our cells as we age. They also help to support a healthy immune system and overcome illness. Antioxidants are found in all plant foods. Including a range of different coloured fruits and vegetables every day will help provide a greater variety of different antioxidants. **A note on hydration** Staying hydrated can be a challenge as we age, as we may not feel the need to drink as often. Drinking enough fluid is important for mental alertness and can help prevent dehydration, constipation and kidney problems. **Did you know?** The best way to tell of you are consuming enough fluid is your urine colour. Aim for urine that is clear or very pale yellow. The Lifeline Canberra Bookfair is back for 2021 at Thoroughbred Park - textbooks - puzzles, console, board games - computer software & games - lego, war gaming, models & miniatures - magazine, pamphlets & comics - maps & atlases - audio books - cds records & sheet music - talking books - dvds & blu-ray - calendars & diaries - notebooks, posters & prints - stamps & trading cards - sets & encyclopedias Thursday 25 March 9am - 4pm Friday 26 March 9am - 6pm Saturday 27 March 9am - 4pm Sunday 28 March 9am - 4pm Thoroughbred Park, 1 Randwick Rd, Lyneham Canberra. Please note: for your safety, the event will be held on strict accordance with ACT Health regulations. Gold coin donation entry 32nd CANBERRA MODEL RAILWAY EXPO SATURDAY 27 - SUNDAY 28 March 2021 Times: Sat 9 am – 5pm; Sun 9am – 4pm UC High School KALEEN 104 Baldwin Drive • 30 Scale Model Railways Plus • Displays • Children’s U –drive • Trade stands Covid-19 safety arrangements in place Presented by the Canberra Model Railway Club Inc Web: www.cmrci.info E-mail: email@example.com
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The Duffy Newsletter Term 1 Week 6 Friday 12 Mar 2021 Up Coming Events | Date | Event | |------------|--------------------------------| | 15 Mar | Swimming Carnival | | 15 Mar | P-2 Water Fun Day | | 17 Mar | Harmony Day | | 18 Mar | Joeys Water fun Day | | 19 Mar | Ride & Walk to school | | 22/23 Mar | Yr 3 & 4 Camp | | 23 Mar | P&C Annual General Meeting | | 24 Mar | Christian Ed | | 25 Mar | South Weston Swimming | | 26 Mar | Cross Country Carnival | | 29 Mar | Wacky Hair Day | | 31 Mar/ 1 April | Yr 5 & 6 Camp | Please return notes that have a red star Prime Minister—Breannna C Deputy - Jim M Speaker—Laine C Congratulations to our Year Group Members receiving their badges at today's assembly Dear Parents and Carers, **Congratulations Year 6 Leadership** Congratulations to our Year Group Members: | Class | Name | |----------------|------------| | Burrinjuck (Preschool) | Tilley | | Corin (Kindergarten) | Joseph | | Cotter (Year 1) | Drew | | Scrivener (Year 2) | | | Googong (Year 3) | Maryke | | Bendorra (Year 4) | Brooke | | Murrumbidgee (Year 5) | Ryleigh | | Griffin (LSUA) | Kurt & Zane | **Parent Reading Workshop** Thank you to the parents who came along to the parent reading workshop this week. There was lots of information shared exploring how children learn to read and providing practical strategies to help in our classrooms and at home. Thank you to Mrs Langler, Mrs Spencer and Mrs Morrell for facilitating this workshop. **Swimming Carnival and Water Fun Day - Monday 15 March** We are all looking forward to our Water Fun Day and Swimming Carnival on Monday. Thank you to all of our staff for facilitating these events. A special thank you to Mrs Langler for coordinating the Water Fun Day and Mrs Penyu and Mr Currie for coordinating the Swimming Carnival. Parents are welcome to attend the swimming carnival as spectators (who are not volunteers) however there is a spectator fee of $2.55 at the pool. *Please note that we will be adhering to the venue’s COVID-safe plan and spectators might be denied entry if capacity is reached.* The teacher in charge of this event is Chris Currie (Duffy Primary School Sports Coordinator). **Important Information:** | Venue | Stromlo Leisure Centre, Stromlo | |------------------------|---------------------------------| | Date | Monday 15 March 2021 | | Time | All students entered into 100m events to meet Mr Currie at the pool at 8:30am (private transport) | | | Buses depart Duffy Primary at 9:00am | | | Buses arrive at Duffy Primary at 2:15pm | | Food | Bring your own recess and lunch. The pool canteen is not available for student use. We also request that parents do not purchase items from the canteen on behalf of their child. | | What to Wear | House colours – Fleming = Red, Freeman = Blue and Perkins = Green | | | Students are to wear their swimmers under their clothing and bring goggles, a towel and change of clothes. Please ensure all items are clearly labelled with the student’s name. | *A reminder that Dogs are not permitted on School premises* We have noticed a number of families walking to school and bringing their dogs onto school premises (within the fence lines). Dogs are not allowed in any ACT childcare centre, preschool or primary schools. Dog are prohibited unless dog owners have permission from the Principal. This online map shows what areas dog can go and where they are prohibited [http://app.actmapi.act.gov.au/actmapi/index.html?viewer=doma](http://app.actmapi.act.gov.au/actmapi/index.html?viewer=doma). The details with the map also gives information regarding areas that are conditional and prohibited. *Dogs must be kept on a leash on public land in the ACT unless otherwise indicated.* Thank you for your assistance in the interest of keeping our community safe. **Welcome** Welcome to the Duffy community, Koa. Kao was born Tuesday 16 Feb and Ms Cartwright and her partner Stu are enjoying this precious family time. Events Please keep up to date regarding all school events. We have a very busy end to the term to take advantage of the warm weather before winter arrives. Please see the next page for the Term 1 calendar. For the safety of everyone PLEASE remember to use our School Crossing! Remember to STOP for our School Crossing supervisor. A school crossing supervisor is supporting our school each morning and afternoon to increase safety for children. Please support this initiative by driving safely near the school and encouraging children to use the supervised crossing. Our crossing supervisor is responsible for controlling a busy environment, which includes managing the flow of pedestrians, cyclists and motorists during peak times. It is important for motorists to drive at a speed which allows them to safely stop when the supervisor enters the road. Please be patient and allow the crossing supervisor and other pedestrians to safely clear the road prior to proceeding. The school community is encouraged to familiarise themselves with the basic crossing supervisor procedures: - The supervisor will ask pedestrians to wait in a safe location by the side of the road - When it is safe, the supervisor will stop traffic - The supervisor will blow their whistle twice to indicate it is safe to cross. The School Crossing Supervisor program is delivered by Transport Canberra and City Services’ School Safety Program. If you have any feedback about the program, please contact TCCS. Please be patient, polite and respectful to our supervisor, they are committed to keeping our students safe. Have a great week, Cindie, Dave, Shelley and Casey | Week | Monday | Tuesday | Wednesday | Thursday | Friday | |------|--------------------------------------------|----------------------------------------------|----------------------------------------------|---------------------------------------------|---------------------------------------------| | Week 1 Feb | 🐰🐰 | 🐰🐰 | 🐰🐰 | | 🦘 | | Week 2 Feb | | | | | 🦘🦘 | | Week 3 Feb | BASE Assessments | BASE Assessments P&C MEETING | BASE Assessments Kenny Koala p-2 | BASE Assessments Kenny Koala p-2 | BASE Assessments | | Week 4 Feb | BASE Assessments | BASE Assessments | BASE Assessments | BASE Assessments | BASE Assessments | | Week 5 Mar | Yr 3-6 Canberra Raiders incursion | | | | | | Week 6 Mar | | | | | | | Week 7 Mar | Swimming Carnival P-2 Water fun day | Bring a change of clothes | Harmony Day | Joey's water fun day | Ride & Walk to school | | Week 8 Mar | Yr 3 Camp Yr 4 Camp | AGM MEETING Yr 4 Camp | Christian Ed | SW Swimming | Cross Country Carnival | | Week 9 Mar/Apr | Wacky Hair Day | | Yr 5/6 Camp | Yr 5/6 Camp | GOOD FRIDAY | | Week 10 Apr | EASTER MONDAY | | | | SCHOOL HOLIDAYS | - **Don’t forget your towel and swimmers** - **Wear orange or your National dress** - **Bring a change of clothes** - **Do something crazy with your hair** A big welcome from the Duffy Primary P&C to all new and returning families to Duffy Primary for 2021. We hope that your children are all settling happily into their school routine and are looking forward to a fabulous educational experience this year. Notice of Annual General Meeting (AGM) and Second General Meeting for 2021 The P&C AGM will be held on Tuesday 23 March at 7pm in the school staff room, followed immediately by the second general meeting for the year. The P&C will be putting on Pizza so please join us and email firstname.lastname@example.org if you have any special dietary requirements. If you have any items you would like to add to the general meeting agenda please email them to email@example.com by 5pm Friday 19 March. P&C Communications – Stay-In-Touch The P&C has its own website, facebook page, and mailing list that we use to communicate upcoming events, fundraising opportunities, P&C meetings, and current topics of interest. These communications are separate to the school’s newsletter and facebook page posts and we encourage all parents/carers to sign-up to these P&C communication channels to stay up-to-date with P&C events and activities. Facebook: search for "Duffy Primary Parents and Citizens Association". Don't forget to "Like" the page and update your follow settings "(3 dots drop down list near the like button) to make sure you see all the posts. Mailing List: The join our mailing list link is at the top of our facebook page and on the front of the P&C website. If you have any trouble signing up, you can also email firstname.lastname@example.org and ask to be added. Website: www.duffypandc.org.au New Executive Committee elections We will be electing a new Executive Committee for the upcoming school year at the AGM – Some members of our current executive have advised they will not be standing for re-election this year. The positions below are office bearers of the P&C and will attend the majority of P&C meetings (two per term) and are occasionally called upon to make quick “out of session” decisions in-between meetings. Being an office bearer in the P&C is a rewarding experience as you get to work closely with the Executive teaching staff and help decide the focus for fundraising activities and community events. For parents and carers attending meetings is a fantastic way to find out about things that are happening in and around the school. The office bearer Executive Committee positions for 2021 are: President - The President's role is to chair all P&C meetings and represent the P&C within the school community. Secretary - The Secretary is responsible for keeping records of all in-coming and out-going communications and take and distribute minutes of all general meetings. Treasurer - The Treasurer is responsible to keep a record of and report on all monies spent and received. They are to prepare and present all material to the Auditor and present the Audited Financial Statements at the AGM. Vice-President, Assistant Secretary, Assistant Treasurer - These roles are primarily to support the primary position and act in their role in their absence. Preschool Representative - The Preschool Representative is a conduit for the Preschool Teachers to put forward specific ideas about the needs of the Preschool Unit. The role includes the coordination of the end of year celebration for the Preschool Unit. Fundraising Committee Coordinator - This role is responsible for coordinating fundraising efforts. Whilst fundraising targets are set by the P&C as a whole, this role includes investigating and pursuing fundraising opportunities for Duffy Primary School. Uniform Shop Coordinator - This role works closely with the Treasurer and is responsible for maintenance of uniform shop processes and stock control. Grants Officer - We are looking for a member with experience or an interest in writing grant applications. There are many government grants available within the ACT and we need a person to assist in seeking these out and writing submissions. P&C Council Delegate - This position represents Duffy Primary P&C at the ACT Council of P&C’s meetings (two per term) and provides an update back to the P&C on topics of interest. If you are interested in a role, but are unable to attend the meeting, please do not hesitate to contact either myself (email@example.com) or our Secretary Cindy (firstname.lastname@example.org) for information or to nominate. I look forward to seeing many of you at the meeting. Cath Collins, P&C President Junior and Senior Choir is one of our popular lunch time activities students are able to participate in. Junior Choir Yr 2 & 3—Mondays in the Music Room Senior Choir Yr 4, 5 & 6—Wednesdays in the Hall PBL team (positive behaviour for learning) PBL is all about being positive and focusing on all the things students do well. When students show respect, responsibility or are being inclusive they are praised by stating the value and the expectation they have demonstrated. An example of this is; Thankyou for being inclusive by considering others. You showed this when you asked your peer to join your group. This is how students earn spirit points and when we collaboratively get enough points we earn a PBL rewards session and the end of each term. For this term we are hoping to earn 15,000 spirit points. It sounds like a lot but at Duffy we have amazing students and they have already earned 10897 points. Keep up the good work students. Although our students know our expectations well, we have a fortnightly focus to emphasise the expectation that needs some extra attention. According to the data the main issue this fortnight has been non-compliance in the classroom. It doesn’t sound like much but this non-compliance disrupts the flow of lessons and makes the day a little less comfortable for students and staff and of course this is exactly what we want to avoid. This is why we have a focus of the fortnight. The focus of the fortnight will be discussed in classes and explicitly retaught to reinforce that expectation. There is a lot of theory and training that goes with PBL and with each newsletter I hope to share more of it with you all. We are pleased to announce that Duffy Primary will be participating in Wakakirri 2021. But what is Wakakirri??? Wakakirri is an Australia wide performance by students that theatrically tells a story using a combination of dancing, acting and creative movement. ACT schools will perform a 3-7 minute piece at the Canberra Theatre early Term 3. Involvement in Wakakirri at Duffy Primary is offered to students from Year 3-6 and can either be performing on stage or assisting backstage. Students have already started ‘weekly WAKA workouts’, at Friday lunchtime, learning simple dance moves and many have expressed their excitement to participate this year! Official participation notes will be sent home later this term outlining the commitment involved for students and families to sign. If you have any questions, please contact: Mrs Russell (co-ordinator) email@example.com Miss Moore (admin) firstname.lastname@example.org Miss Robinson email@example.com PRINCIPAL’S AWARDS Luke U 3KR & Laine C 6SM MERIT AWARDS Eleanor Z KKW Lorelei K 1SF Taylah R 1DL August V 2CN Awwal M 2RT Sean C LSUA Israel O 3KR Shaheer K 4ZG Harvey B 4BS Rosa T 5HJ Ruby T 6TS Tasi L KKW Sophie L 1SF Maeve H 1DL Nina H 2JS Poppy F KRW Aidan K 3LH Edward S 3NH Sammi C 4GK Georgia W 5SZ Phoebe C 6SM Angus R LSUA Lilly T KRP Oscar B 1CR Jacob R 2CN Thomas W 2JS Dale S KRW Ella B 3LH Caleb K 3NH Byran A 4GK Audrey E 5SZ Patrick S 6SM Naveen C LSUA Anya J KRP Amelia C 1CR Elena R 2CN Alienna G 2RT Harvey H LSUA Keira B 3KR Zoe S 4ZG Adele M 4BS Noel C 5HJ Stania V 6TS BRONZE SPIRIT AWARDS Elsa B 2JS Lena P 2JS Bronte B 3LH Charlotte G 3LH Carter S 3LH Rachel G 2JS Thomas W 2JS Ella B 3LH Aidan K 3LH Theodore S KKW Nina H 2JS Soren W 2JS Sophia B 3LH Archer L 3LH Maya P 2JS Duane S 2JS Martin G 3LH Eleanor R 3LH Preschool It’s been a busy fortnight of learning, connecting and our learning spaces in and around Preschool. The children have settled beautifully and we have been engaging in basic life skill experiences, learning about our environment and how to look after it. Our first step following our observations was the need to facilitate children’s understanding towards rubbish disposal. We had a hands on experience, sorting rubbish from our bins wearing appropriate protective gear. The results have been inspiring, as we have already noticed our preschoolers being extra thoughtful while disposing their rubbish into the right bin. We have been reiterating the same language and actions in our indoor program where children are strengthening their knowledge through the rubbish sorting activity. We are really proud of our ‘caring earth warriors’. One of the principles outlined in the Early Years Learning Framework emphasises the importance of providing children with opportunities to become socially responsible and show respect for the environment (LOC 2). This experience is just the beginning of our journey at Preschool to empower children to understand their role in becoming socially responsible citizens and take action to protect our vulnerable planet earth because we don’t have a ‘Planet B’. Red, Yellow, Green, Blue which bin does it go in? Kindergarten have become rubbish experts this week as we have been learning all about the Duffy bin system. We learnt that by putting our rubbish in the right bin helps care for our environment. Together we sorted Kindy’s fruit break and lunch rubbish and by recess we knew exactly what to do. We discussed that our red bin is for soft plastic and general rubbish, yellow is for hard plastic and recycling (these colours are just like the bins at home). Then at school we also have a green bin for food for the chickens at the Enviro Centre and a special blue bin for paper and cardboard. Kindy were so excited we have even added two extra bins to our system to help the environment even more. We talked about how yoghurt and drink lids are too small for the recycling centre as they might get stuck in the machines, so instead we can use them for our construction and collage. We also found a recipe to make banana water using our banana skins before they go to the Enviro Centre. We are making banana water to help our plants grow. Stay tuned to find out which of our plants love the banana water the most. Year 1 Blast to the Past! We are travelling back in time during investigations. Investigations is one of our favourite learning sessions of Year 1 and, last week, we added a time machine into our dramatic play area. We have been exploring different toys, modes of communication and transport from the past and have even started designing some of these for the future. If you any old photos or items from the past you want to contribute, please let us know! Year 2 This fortnight in Year 2 we finished our unit about writing procedures. We wrote instructions for making biscuit faces, then followed our own procedures to make them the next day! In Science we are researching the life-cycles of chosen animals, and even making models for a display. LSUA PA We are finishing our focus on “I went Walking” by Sue Williams. As part of a book study we imagined what we would see, some suggestions included crocodiles and Titanic, students drew their own illustrations. We are continuing our learning about plant life cycles by looking at the plants that we eat. With Ms Lucy Kelly, we are learning about chemical changes in food: liquids and solids. In Maths we have been looking at patterns and using this to help us with skip counting. Year 3 In Year 3 we have been learning about Canberra and its surrounds. We have looked at how Canberra has changed over time from a farming station to our capital City. We have compared Canberra’s geographical layout with a range of current and past maps and reviewed timelines of Canberra’s history. We have also learnt about the Ngunnawal people and how they managed the land, animals, plants, according to ancient laws and customs. The students have also created art words depicting how Canberra may have looked in the past. Year 4 We have been learning about the production of food we eat, fibres we use and the environment we live in. This learning addresses the key processes of production, marketing, consumption and sustainable use of resources. In the Enviro Centre, we have planted peas, spinach and carrots. Now we will work to keep them alive and healthy. Plants need water, soil, space, light and air. We researched to find more information about these needs. Year 5 Year 5 and the rest of the senior part of the school enjoyed a visit from some of the Canberra Raiders players during the last fortnight to talk about safety. Some lucky students (including some of our own Year 5’s!) were even chosen to participate in some games with the players. The underlying messages of the presentation were centred around safety and also about resilience and empathy when faced with challenges. We are all looking forward to seeing what changes we will see in our senior students after such a powerful presentation from some local heroes! The Year 5 band have begun their program in the last two weeks. Those 22 students that were selected have begun the process of being assigned an instrument that they will learn over the next two years. With the assistance of Mrs Jane Rayner, who is a trained musical instructor, and Miss Pattie Alexander, one of our talented Duffy teachers, we cannot wait to see what fantastic musical talent arises from our Year 5 cohort here at Duffy Primary! Year 6 Year 6 have had an action packed fortnight at Duffy. During maths lessons, we have been learning different strategies to add, subtract, multiply and divide. In maths groups, we are playing a range of different games to help us develop different ways to multiply larger digits. Below is a picture of us working on some of the different strategies. In HaSS, we are continuing to learn about Australia’s democratic practices and have begun to look at rights and responsibilities of Australian citizens. For writing we are continuing to understand how people make persuasive ads. Next, we will be looking at how to create our own persuasive text. Some people in Year 6 were lucky enough to attend the Rugby League gala day with Mr Sloman, Mr Hunter and Miss Magro at the Phillip District playing fields. All of the students demonstrated the Duffy school values of respect, responsible and inclusive and they all displayed great sportsmanship. Here is a little reminder about some events that we have coming up in Year 6. Some of these may require a permission note to be returned to school. * Year level badges to be presented at this Friday’s assembly. * Swimming carnival is on Monday of week 7(15/3/21). Remember that the event is being held at Stromlo Leisure Center this year. * Camp!!! We are very lucky to have had Mrs Penyu spend a lot of time organising two full days of activities in and around Canberra. We have the opportunity to stay the night at Greenhills. Please ensure that your note is in as soon as possible. * Camp!!! Camp notes were handed out last week. We have two action packed days of activities to complete around Canberra and a night out at Greenhills. LSUAW Over three weeks all the students in our class have contributed to collaborative art work. We have been working on being collaborators; actively listening and respecting others contribution. We started by taping the canvas into segments creating a triangular pattern. Then we choose different colours to do the backgrounds in. Finally we added patterns to our triangle and then removed the tape. Thank you to all the wonderful students and their families who have returned their notes for looking after the guinea pigs on weekends. Unfortunately, a lot of students missed out due to the amount of interest. I will have a note ready soon for next term, and the families that missed out will be first on the list for term 2. We have created a fairy garden in one of the enviro beds from some old pots and mugs. The Kindergarten classes have put in some seedlings. Other classes have been preparing some beds for our waiting seedling of winter vegetables. It’s an ever-changing area thanks to the students and teachers that frequent the enviro centre; it’s one of our favourite places in the school to be. The next Holiday Happenings edition is now available online. To see the Programs, Activities & Events happening these holidays go to: www.holidayhappenings.com.au/online-booklet Did you know you could receive up to $500 in matched savings for your child's extracurricular activity costs? Here's a list of the most common activities our participants use their funds for: - Swimming or dancing lessons - Instrument lessons like guitar or piano to name a few - Sports club fees like netball or football registration - School camps - Tutoring classes - Foreign language lessons - Scout membership fees Check if you're eligible to join by visiting www.saverplus.org.au
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**HAZARD** Know what the hazard is. **EXAMPLES** List hazards in the objects and activities in your planned work or environment. **MITIGATIONS** Examples of actions or checks that can help guard against identified hazards during a project or task **Controls** It is important that you select the most effective barrier to help ensure you and your co-workers safety. **HIERARCHY** 1) Elimination, 2) Substitution, 3) Engineering, 4) Administrative, 5) Protective equipment **EXPOSURE** When there is contact with the hazard, or controls to mitigate the hazard are not considered effective, MEANS OF EXPOSURE to the hazard. Identifying and knowing how the hazard may cause harm is an important step in choosing the most effective control. **Mitigations** - Remove, isolate, or contain materials - Provide engineering controls - Ensure lighting is adequate - Construct fire-safe habitat - Conduct continuous gas testing - Use appropriate PPE for exposure reduction and storage - Inspection of life conditions - Report illness and seek medical attention - Awareness of all individuals - Training for safe work practices - Retain and locate hoses when not in use - Test or analyze unknown material - Follow SES controls **Chemicals** The energy present in chemicals that inherently, or through reaction, has the potential to create a physical or health hazard to people, equipment, or the environment. **EXAMPLES** Flammable liquids, carcinogens or other toxic compounds, corrosives, combustibles, inert gas, welding fumes, H2S, brines, drilling & production fluids **Mitigations** - Remove, isolate, or contain materials - Provide engineering controls - Ensure lighting is adequate - Construct fire-safe habitat - Conduct continuous gas testing - Use appropriate PPE for exposure reduction and storage - Inspection of life conditions - Report illness and seek medical attention - Awareness of all individuals - Training for safe work practices - Retain and locate hoses when not in use - Test or analyze unknown material - Follow SES controls **Electrical** The presence and flow of an electric charge. **EXAMPLES** Power surges, lightning, energized equipment, wiring, batteries, sparks, frayed or damaged cords / wires / cables, poor electrical grounding **Mitigations** - Protect equipment and personnel - Inspect electrical leads from impact or damage - Ensure lighting is adequate - Ensure GFCIs are in working condition - Restrict access to authorized personnel only - Use appropriate PPE for exposure reduction and storage - Observe safe work distances for live cables - Use flash burn PPE suit - Use insulated gloves, tools, and mats **Gravity** The force caused by the attraction of all other masses to the mass of the earth. **EXAMPLES** A fall from height, a body tripping or falling, lifting operations, crash injuries **Mitigations** - Control equipment and personnel - Inspect equipment and personnel - Have a documented and approved lifting plan - Use signs and barriers to restrict access under loads - Use appropriate PPE for exposure reduction and storage - Verify fall restraint and arrest equipment certification - Observe safe work distances for live cables - Design fall rescue devices prior to work beginning
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Planting Your Plate A Breakfast Garden Waking up to a garden filled with fruits and vegetables to enjoy as a nourishing breakfast is a smart way to start the day. Growing your own breakfast garden means it’s easy to add fresh produce to your morning routine. And don’t limit these ideas to the morning—breakfast is great for dinner too! Breakfast Garden: What Can I Plant? Melons: - watermelon - cantaloupe - honeydew Berries: - strawberries - raspberries Onions Spinach Peppers Potatoes Sweet Potatoes Carrots Kale Have Limited Space? No Problem! These fruits and vegetables are container-friendly: - Strawberries - Spinach - Peppers * Potatoes, carrots, and onions can be grown in containers at least 18 inches deep. How to Plant a Breakfast Garden: **Onions**: Plant mini onion bulbs directly into garden soil, six inches apart. Harvest onion bulbs when most of the onion leaves are bending over by pulling up on the plant. **Berries**: Plant strawberry roots 6–18 inches apart, and raspberry roots 12–24 inches apart, directly into garden soil. Allow room for spread of plants. Harvest in the second year to allow plant to establish itself. **Peppers**: Start seeds indoors for transplanting outside about four weeks before final frost. Plant seedlings directly into the garden soil, 18–36 inches apart. Use a shears to harvest when peppers are large. **Kale & Spinach**: Plant seeds 12 inches apart directly into garden soil in cooler temperatures. Harvest when leaves are desirable size. Pick outer leaves first. **Carrots**: Plant seeds 2–4 inches apart directly into the garden soil. Carrots grow under the ground, so to determine when to harvest, simply pull back some soil to identify size. Why Eat Breakfast? Breakfast eaters have better overall health, better eating habits, and healthier body weights than those who skip breakfast. Eating breakfast also benefits your brain: - Better concentration - Higher productivity - Better attitude - Better memory How to Plant a Breakfast Garden: **Melons:** Start seeds indoors about four weeks before final frost. Transfer seedlings into the garden 36 inches apart. Watermelon seeds can be directly planted into the garden by pushing soil into a small hill and planting 3-4 seeds on top of hill. Melons are ready for harvest when: - **Honeydew** rind color changes from cream to white. - **Cantaloupe** rind color changes from gray-green to yellowish. - **Watermelon** belly touching the soil is yellow and rind becomes dull in color. **Potatoes & Sweet Potatoes:** Plant 12-18 inches apart in holes, about five inches deep. Harvest smaller potatoes when flowers on plant begin to fade; dig main crop when leaves of potato plant begin to wither and dry. Harvest sweet potatoes when ends of the vines turn yellow before the first frost. Dig carefully. --- **Breakfast Garden Nutrients** | Nutrient | Function | Breakfast Garden Sources | |----------|--------------------------------------------------------------------------|-------------------------------------------| | Vitamin C| Supports healthy body tissues like skin, tendons, cartilage, bones, and teeth. | Berries, Melon, Peppers, Potatoes | | Vitamin A| Supports healthy skin, healthy vision, and bone growth. | Kale, Spinach, Carrots, Sweet Potatoes | | Vitamin K| Supports healthy blood clotting, and bone formation. | Spinach, Kale | --- Get Cooking! **Wake-Up Smoothie** Serves 4 **Ingredients:** - 3 cups fresh or frozen berries from your garden - 2 ripe bananas - 1 cup fresh spinach from your garden - 1 cup Greek yogurt, strawberry or vanilla - 1 cup 100% juice, like orange or grape - ½ cup fat-free milk **Directions:** 1. Add all ingredients to a blender and process until smooth. Nutrition information (per serving): - 219 calories, 2 g fat - 45 g carbohydrate, 8 g protein, 5 g fiber --- **Mini Egg Frittatas** Makes 24-30 mini frittatas **Ingredients:** - 6 eggs - ½ cup fat-free milk - ¼ tsp. salt - ⅛ tsp. black pepper - 1 cup shredded, reduced-fat cheddar cheese - 1 Tbsp. canola oil - 1-¼ cup chopped vegetables from your garden: - peppers - potatoes - onions - spinach - kale - sweet potatoes - carrots **Directions:** 1. Heat oven to 350 degrees F. Spray mini-muffin tin with non-stick cooking spray. Beat eggs, milk, salt, and black pepper in medium bowl until blended. Stir in cheese. Set aside. 2. Heat large skillet over medium-high heat on stovetop; add oil and vegetables. Cook for 3 to 5 minutes, or until softened. Remove from heat and add egg mixture. 3. Spoon egg mixture into prepared tin. Bake 15-18 minutes or until light golden brown. Cool 2 to 3 minutes and serve. Nutrition information (per muffin): - 40 calories, 2 g carbohydrate, 3 g protein, 0 g fiber, 2 g fat
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Somerset County Training, Tourism, & Transforming the Built Environment: Keys to a Better Economic Future June 2020 SAGE POLICY GROUP, INC. SUBMITTED TO: SOMERSET COUNTY ECONOMIC DEVELOPMENT Somerset County Economic Development commissioned Sage Policy Group along with partnering firms Becker Morgan Group and Maven+Smith to develop a Strategic Economic Opportunities Analysis. The goal of this analysis is to supply policymakers and other stakeholders with information and analysis that guides decision-making and better positions the county for more broadly shared prosperity, greater visitation, livelier streetscapes, and fiscal sustainability. Hurricane Sandy, which rocked Smith Island, Crisfield, and other parts of the county in late-October 2012, serves as an important part of the report’s context and purpose, with one of the goals being to help these communities continue to recover from the dislocations Sandy produced. Somerset County Economic Development commissioned Sage Policy Group, Inc., Becker Morgan Group, and Maven+Smith to develop a Strategic Economic Opportunities Analysis. The endeavor is intended to supply policymakers and other stakeholders with information and analysis to position the county for more broadly shared prosperity, greater visitation, livelier streetscapes, and fiscal sustainability. Hurricane Sandy, which rocked Smith Island, Crisfield, and other parts of the county in late-October 2012, serves as part of the report’s context, with one of the goals being to help impacted communities continue to recover from the storm. Part I. Strategic Economic Opportunities Analysis Part I of this report begins by profiling Somerset County economically and demographically. It then goes on to summarizing feedback garnered from key county stakeholders through focus groups and interviews, supplies a SWOT analysis, evaluates a host of existing economic development plans and strategies, and supplies the study team’s recommendations and related insights. Key recommendations put forth in Part I of this report include: 1. Dramatically diminish dependence on public housing in Crisfield over 20 years; 2. Pursue an aggressive place-making strategy in Princess Anne, 3. Invest no public monies directly in a downtown Crisfield hotel, but potentially support private investment through sagacious investment in infrastructure; 4. Focus particular attention on a number of promising industries: a. retirement living & healthcare; b. aquaculture, agriculture, food processing, and food distribution; c. the skilled trades, including those related to construction and manufacturing; d. alternative energy; & e. tourism. Part II. Somerset County Tourism Evaluation & Strategy Part II of this report begins by supplying an assessment of Somerset County’s current tourism climate. It then proceeds to provide a competitive analysis, a SWOT analysis, summarizes findings from interviews and focus groups, and outlines strategic goals and recommendations. Key recommendations put forth in Part II of this report include: 1. Focus on key hospitality targets: outdoorsy professionals and active families. 2. Pursue projects positioning Somerset County as a preferred destination for outdoorsy professionals and active families: e.g., vacation packages; eco cottage development; brew pubs. 3. Adopt a strong brand for Somerset County: “Endless Somerset”. 4. Implement tourism messaging campaigns designed to appeal to target markets that are firmly wrapped around the “Endless Somerset” brand. Part III. Crisfield Feasibility Study Becker Morgan Group prepared detailed diagrams of Crisfield’s downtown district focusing on considerations of density, green areas, and parking lots. The study team utilized these diagrams to identify areas ripe for new development or adaptive reuse. Site visits were conducted to observe existing conditions of individual properties along West Main Street (specifically between 322 W. Main Street and 510 W. Main Street). While relevant stakeholders granted Becker Morgan Group full access to the interior of properties 324, 328, and 413, all other property analysis was limited to exterior observation walk arounds and drone aerial imaging. Downtown urban analysis diagrams and individual property assessments were utilized to identify areas ideal for demolition, façade and other structural improvements, the creation of plaza and landscaped areas, and the incorporation of district-wide improvements. Recommendations focus on improving pedestrian experiences, expanding property values, and positioning the downtown Crisfield district as a destination. Detailed analytical findings and recommendations regarding downtown Crisfield are presented in a separate report that serves as a compendium to this analysis. # Table of Contents ## Part I. Strategic Economic Opportunities Analysis - Executive Summary ........................................................................................................... 3 - Report Organization ......................................................................................................... 8 - Economic & Demographic Conditions in Somerset County ............................................ 8 - Focus Groups & Interviews .............................................................................................. 32 - SWOT ............................................................................................................................. 35 - Evaluation of Existing Plans and Strategies .................................................................. 36 - Recommendations & Goals ............................................................................................ 43 - Part I Conclusion ............................................................................................................. 54 ## Part II. Somerset County Tourism Evaluation & Strategy - Assessment of Current Tourism Climate .......................................................................... 56 - Strategic Goals ................................................................................................................ 65 - Strategic Recommendations ............................................................................................ 66 - Execution Strategies ....................................................................................................... 73 - Part II Conclusion ............................................................................................................ 76 ## Appendices - Appendix A. Supplemental Statistical Detail .................................................................. 77 - Appendix B. Small Town Development Strategies ......................................................... 81 List of Exhibits Exhibit 1. Somerset County, MD Total Population 1790-2018 ................................................................. 8 Exhibit 2. Change in Population, 2000-2010 & 2010-2018 ........................................................................... 9 Exhibit 3. Change in Population, Somerset County Census Designated Places, 2000-2010 & 2010-2017 ............ 10 Exhibit 4. Somerset County, MD Population by Age Group, 2000 v. 2018 .................................................. 10 Exhibit 5. Population by Age Group, Somerset County v. United States, 2018 ............................................. 10 Exhibit 6. Housing Occupancy in Somerset County, MD, Select Years ....................................................... 11 Exhibit 7. Select Housing Characteristics in Somerset County, MD, Select Years ........................................ 11 Exhibit 8. Somerset County: New Housing Units Authorized for Construction by Building Permits, 2000-2018 .... 12 Exhibit 9. Somerset County, MD: Real Property Assessable Base ($ Billions), FY2007-FY2018 ...................... 13 Exhibit 10. Somerset County Real Property Assessable Base, FY2011 v. FY2018 ........................................ 13 Exhibit 11. Somerset County, MD Population Aged 25+ by Educational Attainment, 2000 v. 2017 ................ 14 Exhibit 12. College Preparedness Indicators, Maryland & Somerset County ............................................... 15 Exhibit 13. Median Household Income, Nominal, Select Years .................................................................... 16 Exhibit 14. Poverty Rates (Families), Select Years ....................................................................................... 16 Exhibit 15. Somerset County Employment Growth, 2000-2018 .................................................................. 17 Exhibit 16. Total Employment (NSA), Select Years ....................................................................................... 17 Exhibit 17. Somerset County Employment by Sector, Select Years ............................................................. 18 Exhibit 18. Unemployment Rate, Maryland & Somerset County, 1990-2018 ............................................. 18 Exhibit 19. Somerset County: Employment by Industry, 2018 .................................................................... 19 Exhibit 20. Growth in Somerset County Private Sector Employment by Industry, 2013-2018 ..................... 20 Exhibit 21. Somerset County Industry Concentration (Location Quotients), 2018 ........................................ 21 Exhibit 22. Major Employers in Somerset County, 2018 ............................................................................. 22 Exhibit 23. Somerset County Private Business Establishments by Industry, 2018 ........................................ 22 Exhibit 24. Employment Status of Workers, 2017 ......................................................................................... 23 Exhibit 25. Somerset County: Density of Primary Jobs in Work Selection Area, 2017 ............................... 24 Exhibit 26. Somerset County Employment Inflow/Outflow, 2017 ............................................................... 25 Exhibit 27. Somerset County: Labor Market Details, 2017 ......................................................................... 25 Exhibit 28. Somerset County: In Area Labor Force Efficiency, 2002-2017 .................................................. 26 Exhibit 29. Somerset County: Employment Inflow/Outflow, Characteristics of Workers, 2017 .................. 26 Exhibit 30. Working/Living Destinations/Locations, 2017 .......................................................................... 27 Exhibit 31. Job Openings by County Per 1,000 People, 2018 ..................................................................... 28 Exhibit 32. Job Openings in the Lower Shore Workforce Region, 2008Q1-2019Q3 ..................................... 28 Exhibit 33. Lower Shore Workforce Region: Top 10 Industries by Projected Employment Growth, 2016-2026 .. 29 Exhibit 34. Current Job Openings and Candidates in the Lower Shore Workforce Region by Top Occupation Groups with the Most Openings (as of January 2020) ................................................................................. 29 Exhibit 35. Lower Shore Workforce Region: Job Openings, Top 10 Advertised Job Skill Groups .................. 30 Exhibit 36. Lower Shore Workforce Region: Job Openings, Top 10 Detailed Tools & Technology Requirements, in all Industries (as of December 2019) ........................................................................................................ 31 Exhibit 37. Lower Shore Workforce Region: Job Openings, Top 10 Advertised Job Certification .................. 31 Requirements (as of December 2019) ........................................................................................................... 31 Exhibit 38. Crisfield: Children Living in Households Receiving Public Assistance, 2010-2017 ..................... 44 Exhibit 39. Small Town Economic Development Strategies ........................................................................... 47 Exhibit A1. Somerset County, Private Sector Establishments by Size, 2016 ................................................ 77 Exhibit A2. Somerset County Jobs by Worker Characteristic, 2017 ............................................................. 77 Exhibit A3. Somerset County: Employment by Industry, 2017 .................................................................... 78 Exhibit A4. Job Openings by Workforce Region Per 1,000 People, 2018 .................................................... 78 Exhibit A5. Lower Shore Workforce Region: Job Openings and Candidates by Education/Experience Requirements (as of January 2020) ........................................................................................................ 79 Exhibit A6. Lower Shore Workforce Region: Top 10 Occupations by Growth, 2016-2026 ............................ 79 Exhibit A7. Free and Reduced Meals (FARMS) Participation in Somerset County and Crisfield Schools .......... 80 Exhibit A8. Cash public assistance/SNAP Participation in Crisfield .............................................................. 80 Impact of Tourism on Somerset County’s Economy, 2014-2018 .................................................................. 56 Part I Strategic Economic Opportunities Analysis Report Organization Part I of this report begins by profiling Somerset County economically and demographically. The following section summarizes feedback garnered from key county stakeholders through focus groups and interviews. The report’s third substantive section supplies a SWOT analysis, which is derived from a combination of quantitative data analysis and qualitative data collection. The ensuing section evaluates a host of existing economic development plans and strategies. The final section supplies the study team’s recommendations and related insights. Economic & Demographic Conditions in Somerset County - Population Growth (and Loss) over Time After experiencing population growth during most of the 1800s, a period of rapid agricultural and then industry growth in America, Somerset County’s population declined for much of the 1900s, a period associated with greater global competition, automation, and deindustrialization. However, as an indication that fortunes are subject to change, the county’s population began to expand once again around 1980. At that time, the county’s population stood at 19,188. By 2010, a year that reflected the housing boom of the prior decade and an acceleration in people retiring to waterfront communities, the county’s population was 26,470, about 38 percent above its 1980 level. Exhibit 1. Somerset County, MD Total Population 1790-2018 Source: U.S. Census Bureau; Maryland Department of Planning. Based on available Census data, this trend then reversed once again around 2010, perhaps sooner. The financial crisis that began in earnest on September 15th, 2008 with the collapse of investment bank Lehman Brothers resulted in further weakening of the nation’s housing market, the strength of which had been at the heart of Somerset County’s revival. With Americans becoming wealthier during the booms of the 1980s and 1990s and with the market for second homes (including condominiums) becoming red hot during the decade of the 2000s, many firmly middle income households chose to purchase second homes in Crisfield and elsewhere in Somerset County and sometimes to relocate there on a permanent basis, often to retire. The financial crisis put a stop to these dynamics, with many people opting to own less housing or perhaps being forced to relinquish a property by lenders. Meanwhile, many former Somerset County residents have moved on, resulting in overall population loss. During the decade spanning 2000-2010 Somerset County’s population expanded at a slower pace than the balance of the Lower Eastern Shore region. Somerset County’s population expanded 0.7 percent on a compound annual growth rate (CAGR) basis between 2000-2010, while Wicomico County’s population expanded 1.6 percent and Worcester County’s by 1.0 percent annually. During the ensuing 2010-2018 period, Somerset County’s population declined at a 0.4 percent annual average rate even as other areas of the Lower Eastern Shore continued to expand, albeit at a much slower pace than registered during the decade of the 2000s. Exhibit 2. Change in Population, 2000-2010 & 2010-2018 | | 2000 | 2010 | 2018 | CAGR (%) | |------------------|--------|--------|--------|----------| | | | | | 2000-2010 | 2010-2018 | | Maryland | 5,296,486 | 5,773,552 | 6,042,718 | 0.9% | 0.6% | | Somerset County | 24,747 | 26,470 | 25,675 | 0.7% | -0.4% | | Wicomico County | 84,644 | 98,733 | 103,195 | 1.6% | 0.6% | | Worcester County | 46,543 | 51,454 | 51,823 | 1.0% | 0.1% | Source: U.S. Census Bureau. 2000 & 2010 Census: DP-1; 2018 Population Estimates: PEPANNRES. Population growth within Somerset County has been uneven, a pattern that remains apparent into the current period. Within the county, Princess Anne town was the only area to experience significant population growth in absolute terms during the 2000-2010 period. The town’s population growth slowed following that period, however, expanding by just 0.5 percent annually from 2010-2017. In 2000, Princess Anne’s population stood at 2,313. By 2017, it stood at 3,413, a gain of precisely 1,100 people. There are other areas within the county that have added population in recent years, but generally this growth amounts to few net new people. From 2010-2017, the Frenchtown-Rumbly census designated place (CDP) experienced the fastest growth in percentage terms, with its population expanding by 4.2 percent annually on average. That translated into 33 additional people. The Mount Vernon CDP’s population expanded at an average annual rate of 2.1 percent, resulting in an additional 119 people. The Smith Island CDP (-114), Fairmont CDP (-151), and West Pocomoke CDP (-91) all saw meaningful declines in their populations over the last seven years, however. Crisfield City’s population declined by 111 people between 2010 and 2017. Note that 2018 population data are not yet available at these detailed geographic disaggregations. Interestingly, many communities associated with population loss are also associated with older demographics than other communities. Population loss is associated with a lack of economic vitality, which in turn induces many young jobseekers to look elsewhere. But despite recent population loss, Somerset County remains a surprisingly youthful place. In 2018 the median age in Somerset County was 37.4 years, which is actually lower than the statewide median age of 38.5. However, the population of 25-44 year olds, which represents much of the prime age workforce, declined by more than 950 people between 2000 and 2018. The exhibit below indicates that Somerset County is home to a larger share of very young people than the U.S. As of 2018, approximately 34 percent of Somerset County’s population was aged 24 or below, while the corresponding proportion nationally was less than 32 percent. At that time, the county’s median age was 0.8 years below the national average. Housing Statistics Reflect Slower Growth and Shift Toward Renter Occupancy Not only has population declined in recent periods, which would serve to diminish demand for housing all things being equal, but there has been a shift away from homeownership and toward renter status. In 2000, there were an estimated 5,820 owner-occupied units in Somerset County. By 2017, this tally had tumbled to 5,405. By contrast, the number of renter occupied units expanded from 2,541 to 2,957 during this period, with the pace of renter-occupied growth accelerating during the 2010-2017 period relative to the decade of the 2000s. There has also been a sharp increase in the number of vacant housing units. A study conducted by Lower Shore Family First (LSFF) on behalf of Somerset County government determined that the county is home to a larger proportion of substandard housing than Caroline, Talbot, Wicomico, and Worcester counties.\(^1\) Substandard housing units are much more likely to be abandoned by their owners, increasing the number of vacant units. Accordingly, the number of vacant housing units climbed from 1,731 in 2000 to 2,972 in 2017, an increase approaching 72 percent. Exhibit 6. Housing Occupancy in Somerset County, MD, Select Years | Category | 2000 | 2010 | 2017 | CAGR (%) | |---------------------------|--------|--------|--------|----------------| | Total housing units | 10,092 | 11,007 | 11,334 | 0.9% | | Vacant housing units | 1,731 | 2,680 | 2,972 | 4.5% | | Occupied housing units | 8,361 | 8,327 | 8,362 | 0.0% | | Owner-occupied | 5,820 | 5,580 | 5,405 | -0.4% | | Renter-occupied | 2,541 | 2,747 | 2,957 | 0.8% | Source: U.S. Census Bureau, 2000 Census: QT-H1; 2006-2010 and 2013-2017 American Community Survey 5-Year Estimates: DP04 Consistent with growth in renter-occupied housing, the rental vacancy rate fell from 9.4 percent in 2010 to 4.4 percent in 2017. Homeowner vacancy also declined, but only slightly, and remains above its 2000 level. Exhibit 7. Select Housing Characteristics in Somerset County, MD, Select Years | Category | 2000 | 2010 | 2017 | |-----------------------------------------------|--------|--------|--------| | Average household size of owner-occupied unit | 2.4 | 2.4 | 2.4 | | Average household size of renter-occupied unit| 2.3 | 2.3 | 2.3 | | Median year structure built | 1971 | 1971 | 1979 | | Median value of owner occupied housing unit | $81,100| $155,900| $131,000| | Homeowner vacancy rate | 2.8% | 5.1% | 4.9% | | Rental vacancy rate | 8.3% | 9.4% | 4.4% | Source: U.S. Census Bureau, 2000 Census: DP-1, DP-4, H035; 2006-2010 and 2013-2017 American Community Survey 5-Year Estimates: DP04, B25035. \(^1\) “A Survey and Analysis of Substandard Housing in Somerset County”. Prepared by Lower Shore Family First. August 2016. The lack of population growth and the after-effects of the financial/foreclosure crisis have predictably been associated with a general lack of new housing units authorized for construction. Still, though permitting never achieved the levels attained during the 2003-2005 building permits boom, 2014-2015 represented a period of meaningful permitting activity and the level of permits issued in 2018 was well beyond that occurring in 2016-2017. - **Assessable Tax Base Has Shrunk Substantially since FY2011** After peaking in FY2011 at $1.69 billion, the County’s real property assessible base declined sharply through FY2015 to $1.36 billion, or nearly 20 percent below its FY2011 peak. Since FY2015, the assessable base has hardly changed, standing at $1.35 billion as of FY2018. Given the growing cost of delivering government services over time due to rising salaries, materials, and other expenses, this means that Somerset County’s assessable base continues to shrink in real terms. The implication is clear. The County stands to benefit tremendously from an uptick in investment in new and existing properties and from a general appreciation in the value of real estate. That assessible base continues to slide in real terms is deeply problematic. While the Great Recession devastated real estate values in much of the nation, the subsequent recovery is now in its 11th year. Should there be a recession in the near-term (e.g., 2020), real estate values would likely dip further, rendering the County that much more constrained in terms of investing in the community and providing basic services. The exhibit below details Somerset County’s assessable base by property type using two points in time – the peak fiscal year of 2011 and the most recent year for which fiscal data are available, FY2018. Since the FY2011 peak, residential real property tax base declined by 3.1 percent annually on average. Commercial property tax base, which represents the second largest element of the property tax base, shrank less drastically during the same time period, by just 0.2 percent annually on average. Note that these data are supplied by the Maryland Department of Assessment and Taxation and differ somewhat from those reported by Somerset County’s Department of Finance in Exhibit 9 above. Exhibit 10. Somerset County Real Property Assessable Base, FY2011 v. FY2018 | Property Type | Assessable Tax Base ($ Millions) | FY2011 | FY2018 | Net | CAGR % | |---------------|---------------------------------|--------|--------|-----|--------| | Agricultural | $166.0 | $149.6 | -$16.4 | -1.5% | | Residential | $1,125.7 | $903.3 | -$222.4| -3.1% | | Commercial | $318.8 | $314.7 | -$4.0 | -0.2% | | Marsh | $1.3 | $0.9 | -$0.5 | -6.0% | | Total Assessable Tax Base | $1,611.8 | $1,368.5 | -$243.3 | -2.3% | Sources: Maryland Department of Assessment and Taxation, AIMS Reports. Notes: 1. Data as of July 1st of each year. 2. Commercial includes the following categories: Commercial, Commercial Condos, Commercial Residential, Apartments, Townhouses. Educational Attainment on the Rise in Somerset County Over time the population in Somerset County has become more educated, with the share of population with less than a high school diploma falling from more than 30 percent in 2000 to 18 percent by 2017. As an example, the population of county residents with a graduate or professional degree expanded from an estimated 693 in 2000 to 845 by 2017. That represents an increase of almost precisely 22 percent. The population of those with a bachelor’s degree as their highest level of educational attainment has also surged, from 1,207 to 1,617 between 2000 and 2017, representing an increase of 34 percent. The only educational attainment category to experience population loss is the category including those with less than a high school diploma. Exhibit 11. Somerset County, MD Population Aged 25+ by Educational Attainment, 2000 v. 2017 Source: U.S. Census Bureau, 2000 Census: DP-2; 2013-2017 American Community Survey 5-Year Estimates: DP02. Note: 2017 figures represent a 5-year average covering 2013-2017. Given the significant increase in educational attainment, one may have expected a concomitant increase in income and living standards. However, the phenomenon of rising educational attainment and stagnant living standards has become commonplace across America. In 1970, when America’s middle class was in its heyday, only half of Americans ages twenty-five and older boasted a high school diploma or equivalent. Today, 90 percent do. Over the same period, the proportion of Americans with a college degree has more than tripled. Despite that, from 1979 to 2017, the purchasing power of the average American’s paycheck failed to rise even as the average real annual wages of the top 1 percent of Americans rose 156 percent.\(^2\) --- \(^2\) The Atlantic, “Better Schools Won’t Fix America”, July 2019 Issue, by Nick Hanauer. https://www.theatlantic.com/magazine/archive/2019/07/education-isnt-enough/590611/. There are many reasons for this, but at the heart of the matter is the nature of jobs being created today versus fifty years ago. U.S. industry was once dominated by a host of goods-producing segments, including manufacturing, mining and agriculture. Many of these jobs paid living wages and offered significant benefits, including pensions. The story is far different today. According to federal estimates, four of the five occupational categories projected to add the most jobs over the next five years are among the lowest-paying: food preparation/serving, personal care, sales, and healthcare support. Among these segments, healthcare support pays the most (about $26,500 nationally). The key, therefore, is to identify segments in which Somerset County enjoys demonstrated or at least theoretical comparative advantage and to determine which of them supports appealing living standards. That is not where the endeavor ends, however. One must also determine how the local workforce can be better positioned for jobs in these identified segments. Exhibit 12. College Preparedness Indicators, Maryland & Somerset County | High School Graduation Rates: 2018 | Maryland | Somerset County | |-----------------------------------|----------|-----------------| | 4-Year Adjusted Cohort Graduation Rate | 87.12% | 84.53% | | SAT Mean Score: 2017 | Maryland | Somerset County | |----------------------|----------|-----------------| | Evidence-Based Reading & Writing | 530 | 501 | | Math | 520 | 486 | | Total Score | 1050 | 987 | | Advanced Placement (AP) Test Results: 2017 | Maryland | Somerset County | Maryland | Somerset County | |--------------------------------------------|----------|-----------------|----------|-----------------| | All Subjects | 3.0 | 2.0 | 63.1% | 17.6% | | All Fine Arts | 3.3 | N/A | 75.8% | - | | All English Language Arts | 2.8 | 2.1 | 56.9% | 20.7% | | All Foreign Language | 3.6 | N/A | 85.6% | - | | All Mathematics | 3.2 | N/A | 65.5% | - | | All Science | 3.0 | 3.0 | 63.2% | 13.6% | | All Social Studies | 3.0 | N/A | 62.4% | - | Source: Maryland Report Card (Maryland Department of Education). Notes: AP exams are scored from 1-5. Exams with a score of 3-5 are generally accepted by institutions of higher education for college credit. --- 3 Id. Somerset County Remains a Low-Income Community Median household income in Somerset County is lower than in the other Lower Eastern Shore counties, the balance of Maryland and the rest of the U.S. Household income actually declined between 2010 and 2017 in both real and nominal terms, from a median of $42,443 to $39,239, which was less than half the statewide median. Exhibit 13. Median Household Income, Nominal, Select Years | Category | 1999 | 2010 | 2017 | |-------------------|--------|--------|--------| | U.S. | $41,994| $51,914| $57,652| | Maryland | $52,868| $70,647| $78,916| | Somerset County | $29,903| $42,443| $39,239| | Wicomico County | $39,035| $50,752| $54,493| | Worcester County | $40,650| $55,487| $59,458| Source: U.S. Census Bureau, 2000 Census: DP-3; 2006-2010 and 2013-2017 American Community Survey 5-Year Estimates: DP03. Notes: 1. Figures are not adjusted for inflation. 2. 2010 figures represent a 5-year average covering 2006-2010 and 2017 figures represent a 5-year average covering 2013-2017. Consistent with declining income levels, the poverty rate among families in Somerset County expanded from 12.7 percent to 18 percent between 2010 and 2017. Poverty has been a persistent challenge for Somerset County over the decades, but the financial crisis, the outward migration of prime age workers, and the general tendency toward low-wage job creation haven’t helped. That said, rising poverty is hardly unique to Somerset County. Since 2010, poverty has also increased statewide and nationally, though the rate of increase in poverty falls far short of that registered in Somerset County. Exhibit 14. Poverty Rates (Families), Select Years | Category | 1999 | 2010 | 2017 | |-------------------|--------|--------|--------| | U.S. | 9.2% | 10.1% | 10.5% | | Maryland | 6.1% | 5.7% | 6.6% | | Somerset County | 15.0% | 12.7% | 18.0% | | Wicomico County | 8.7% | 7.8% | 10.2% | | Worcester County | 7.2% | 6.2% | 7.8% | Source: U.S. Census Bureau, 2000 Census: DP-3; 2006-2010 and 2013-2017 American Community Survey 5-Year Estimates: DP03. Despite the lengthiest expansion in American economic history, consistent employment growth has continued to elude Somerset County. Since 2010, the first full-year of the current economic expansion, the county has lost jobs five times through 2018, with the exceptions being 2013, 2015 (the best year), 2017 and 2018. Thanks to 2015, Somerset County’s 2018 employment was greater than it was five years earlier. However, 2018 employment remained several hundred jobs short of its 2008 level. Exhibit 15. Somerset County Employment Growth, 2000-2018 Source: U.S. Bureau of Labor Statistics; Maryland Department of Labor, Licensing and Regulation (DLLR): Quarterly Census of Employment and Wages (QCEW) program. Notes: Data are not seasonally adjusted (NSA). Exhibit 16. Total Employment (NSA), Select Years | | Employment | Net Growth | CAGR | |----------------|------------|------------|--------| | | 2008 | 2013 | 2018 | 2008-2013 | 2013-2018 | 2008-2013 | 2013-2018 | | Maryland | 2,537,400 | 2,532,403 | 2,676,716 | -4,997 | 144,313 | 0.0% | 1.1% | | Somerset County| 7,075 | 6,615 | 6,735 | -460 | 120 | -1.3% | 0.4% | | Wicomico County| 46,452 | 44,126 | 45,419 | -2,326 | 1,293 | -1.0% | 0.6% | | Worcester County| 24,096 | 23,890 | 24,988 | -206 | 1,098 | -0.2% | 0.9% | Source: U.S. Bureau of Labor Statistics; Maryland Department of Labor, Licensing and Regulation (DLLR): Quarterly Census of Employment and Wages (QCEW) program. Notes: 1. Figures reported by the Bureau of Labor Statistics QCEW and the Maryland QCEW differ slightly, but the difference is negligible. 2. Data are not seasonally adjusted (NSA). The public sector plays a critical role in the composition of Somerset County’s economy. Government jobs represent more than 40 percent of total employment. As of 2018, there were more than 2,800 public sector jobs countywide. The public sector represented an important source of economic stability during and after the Great Recession. Between 2008 and 2013, the public sector added jobs while the private sector lost more than 533 of them, with the majority of the loss in goods producing segments like manufacturing and construction. However, while private sector employment has been expanding more recently, with the county adding more than 300 net new private positions between 2013 and 2018, the public sector has begun to shrink overall staffing. Exhibit 17. Somerset County Employment by Sector, Select Years | | Employment | Net Growth | CAGR | |------------------------|------------|------------|----------| | | 2008 | 2013 | 2018 | 2008-2013 | 2013-2018 | 2008-2013 | 2013-2018 | | Total Employment | 7,075 | 6,615 | 6,735 | -460 | 120 | -1.3% | 0.4% | | Public Sector Employment| 2,945 | 3,018 | 2,818 | 73 | -200 | 0.5% | -1.4% | | Private Sector Employment| 4,130 | 3,597 | 3,916 | -533 | 319 | -2.7% | 1.7% | | Goods-Producing | 983 | 627 | 732 | -356 | 105 | -8.6% | 3.1% | | Service-Producing | 3,147 | 2,970 | 3,184 | -177 | 214 | -1.2% | 1.4% | Source: U.S. Bureau of Labor Statistics; Maryland Department of Labor, Licensing and Regulation (DLLR); Quarterly Census of Employment and Wages (QCEW) program. Notes: Data are not seasonally adjusted (NSA). Inconsistent job growth helps explain persistently high unemployment in Somerset County. Importantly, employment in the Salisbury metropolitan area has been rising in recent years, helping supply employment opportunities to county residents able to commute. By 2015, the Salisbury metropolitan area had surpassed its pre-recession employment peak and was actually attracting national attention for its rate of employment growth at that time. Exhibit 18. Unemployment Rate, Maryland & Somerset County, 1990-2018 Source: U.S. Bureau of Labor Statistics. Notes: Somerset County figures are not seasonally adjusted. State Government is Arguably Somerset County’s Leading Industry State and local government comprises more than 40 percent of total Somerset County employment. The bulk of that total is represented by state government, which in 2018 was responsible for more than 1,800 positions in the county or 27 percent of total county employment. No industry comes close to state government in terms of employment, with education and health services coming in at a distant second (17%). Importantly, distribution, otherwise known as trade, transportation, and utilities, represents a key contributor to employment. These supply chain-oriented positions represent nearly 16 percent of total countywide employment. The appendix to this report supplies additional detail regarding industry employment. Exhibit 19. Somerset County: Employment by Industry, 2018 | Industry | Annual Average Employment | % of Total Employment | |-----------------------------------------------|---------------------------|-----------------------| | Government Sector | 2,818 | 41.8% | | Federal Government | 50 | 0.7% | | State Government | 1,821 | 27.0% | | Local Government | 947 | 14.1% | | Private Sector (All Industries) | 3,916 | 58.1% | | Goods-Producing | | | | Natural Resources and Mining | 153 | 2.3% | | Construction | 333 | 4.9% | | Manufacturing | 245 | 3.6% | | Service Providing | 3,184 | 47.3% | | Trade, Transportation, and Utilities | 1,055 | 15.7% | | Information | 19 | 0.3% | | Financial Activities | 191 | 2.8% | | Professional and Business Services | 193 | 2.9% | | Education and Health Services | 1,135 | 16.9% | | Leisure and Hospitality | 411 | 6.1% | | Other Services | 179 | 2.7% | | TOTAL EMPLOYMENT | 6,735 | 100% | Source: U.S. Bureau of Labor Statistics; Maryland Department of Labor, Licensing and Regulation (DLLR); Quarterly Census of Employment and Wages (QCEW) program. Notes: 1. Data are not seasonally adjusted (NSA). 2. Numbers may not add due to rounding. Over a recent five-year period, (2013-2018), the category labeled “other services” experienced the largest net job growth in Somerset County, expanding by more than 100 jobs. Construction, education and health services, leisure/hospitality and manufacturing also experienced meaningful job growth. Natural resources and mining, which includes activities like agriculture and fishing, witnessed the largest job losses over the same time period, falling by more than 50 positions. The professional and business services segment also experienced job loss, though this has been one of the leading sources of net new jobs nationally and statewide. Professional services encompasses high-wage categories such as legal, accounting, and architectural services. A useful way to understand the composition of a community’s employment base is to compute and analyze location quotients. An employment location quotient reflects how concentrated a given industry is in an area compared to another geography – for instance the nation as a whole. More precisely, it represents the percentage of employment in a given sector relative to the percentage of employment in the same sector at the national level. An employment location quotient of above 1.0 reflects a concentration greater than the national average and a location quotient below 1.0 reflects a lesser concentration. As indicated by the exhibit below, state government represents a major economic contributor with a location quotient above 8. This is largely a reflection of the presence of the University of Maryland Eastern Shore (UMES). Many readers may have presumed that UMES would be classified as supplying education services. Were it a private institution, it would be, but for purposes of these data, UMES faculty and staff are considered state government workers. Other segments with location quotients above 1.0 include natural resources (fishing/agriculture), local government, education/health services (encompasses McCready Memorial Hospital), and construction, with a location quotient of 1.01 as of 2018. All other industries are under-represented relative to their concentration nationally, including high-wage segments such as professional services, financial activities, and manufacturing, which pays an average weekly wage greater than $1,000, the highest among all Somerset County private industries. Exhibit 21. Somerset County Industry Concentration (Location Quotients), 2018 | Industry | Employment Location Quotient | # of Establishments | Average Weekly Wage | |-----------------------------------------------|------------------------------|---------------------|---------------------| | State Government | 8.36 | 10 | $1,054 | | Natural resources and mining | 1.73 | 21 | $745 | | Local Government | 1.46 | 20 | $892 | | Education and health services | 1.10 | 62 | $755 | | Construction | 1.01 | 64 | $745 | | Trade, transportation, and utilities | 0.84 | 114 | $841 | | Leisure and hospitality | 0.56 | 45 | $258 | | Financial activities | 0.51 | 29 | $728 | | Manufacturing | 0.42 | 16 | $1,020 | | Federal Government | 0.39 | 12 | $992 | | Professional and business services | 0.20 | 41 | $823 | Source: U.S. Bureau of Labor Statistics, Quarterly Census of Employment and Wages (QCEW) program. Notes: 1. ND: No data. 2. Figures are for private employment except for Federal/State/Local government. 3. Location quotient is the percentage of employment in a given sector relative to the percentage of employment in this sector at the national level. Values above 1.0 reflect a concentration greater than the national average. Values below 1.0 reflect a lesser concentration. For example, Las Vegas will have a location quotient greater than 1 in the Leisure and Hospitality industry because this industry makes up a larger share of the Las Vegas employment total than it does for the country as a whole. - **Largest Employers in Somerset County Tend to be in Education and Health** Among the largest county employers are UMES, Somerset Community Services (services for those with disabilities), McCready Health, and Aurora Senior Living. Each of these employers supplies health or educational services, though as noted above UMES is classified as state government. Another major public employer is the Eastern Correctional Institution, which employs approximately 850 people.\(^4\) Still, there are major employers that are not involved in education or health and that are private. The presence of Sysco Eastern Maryland and its estimated 450 jobs in the county supplies evidence that the county has potential to add additional distribution jobs, including potentially as part of the ongoing e-commerce revolution. The presence of Sherwin Williams/Rubberset and its 150 jobs strongly suggests that manufacturing may have potential as a growth segment in the county. The presence of Southern Connection Seafood and its 130 jobs delivers additional evidence of the county’s ability to compete for jobs in both food processing (a manufacturing segment) and distribution. --- \(^4\) Maryland Department of Public Safety and Correctional Services, *FY2018 Annual Report*, https://www.dpscs.state.md.us/publicinfo/publications/pdfs/DOC2018AnnualRpt.pdf. While large employers garner significant attention, the majority of Somerset County’s employers are small businesses. U.S. Census Bureau data indicate that as of 2016 more than 78 percent of private sector business establishments in Somerset County maintained fewer than 10 employees. Large establishments with more than 50 employees (like those listed in the previous exhibit) represent fewer than 4 percent of all establishments. Recent data from the Bureau of Labor Statistics supply an industrial breakdown of private establishments in Somerset County. Most of these businesses are in the service sector, with more than a quarter in distribution (trade, transportation, and utilities). There are 64 construction firms located in the county, which collectively represent more than 1 in 7 private establishments. McCready Health creates a demand for supporting enterprises, including physicians’ offices. Accordingly, the category that includes health services also represents about 1 in 7 county businesses. Leisure/hospitality encompasses more than 1 in 10 businesses. Exhibit 23. Somerset County Private Business Establishments by Industry, 2018 | Industry | # of Establishments | % of Total | |-----------------------------------------------|---------------------|------------| | Goods-Producing | 101 | 23.7% | | Natural Resources and Mining | 21 | 4.9% | | Construction | 64 | 15.0% | | Manufacturing | 16 | 3.7% | | Service Providing | 326 | 76.3% | | Trade, Transportation, and Utilities | 114 | 26.7% | | Information | 5 | 1.2% | | Financial Activities | 29 | 6.8% | | Professional and Business Services | 41 | 9.6% | | Education and Health Services | 62 | 14.5% | | Leisure and Hospitality | 45 | 10.5% | | Other Services | 30 | 7.0% | | **TOTAL ESTABLISHMENTS** | **427** | **100.0%** | Source: U.S. Bureau of Labor Statistics, Quarterly Census of Employment and Wages (QCEW) program. Somerset County’s Labor Force Participation Rate is Low According to the U.S. Census Bureau, more than half of the population aged 16 and over in Somerset County is not in the labor force. The labor force participation rate in Somerset County is just 43.5 percent, well below the statewide average of 67.5 percent (2017 data). There are at least three possible explanations. The first is that there are many retirees in Somerset County, perhaps drawn to places like Crisfield by a combination of waterfront and secure, condominium-based living. The second is that with unemployment elevated, many would-be workers have stopped looking for work, resulting in their departure from or lack of entry into the workforce. Third, it is conceivable that because large numbers of people are on social assistance, many residents rely upon public assistance; assistance that would be diminished or potentially lost by accepting employment. Given the relative youth of Somerset County’s population, it would appear that explanations two and three likely possess some explanatory force. Exhibit 24. Employment Status of Workers, 2017 | | Maryland | Somerset County | |--------------------------------|------------|-----------------| | Population 16 years and over | 4,800,851 | 21,979 | | % Civilian labor force | 67.5% | 43.5% | | % Armed forces | 0.6% | 0.0% | | % Not in labor force | 31.9% | 56.5% | | Civilian labor force | 3,239,167 | 9,564 | | % Employed | 93.9% | 89.8% | | % Unemployed | 6.1% | 10.2% | Source: U.S. Census Bureau, 2013-2017 American Community Survey 5-Year Estimates: DP03. Note: 2017 figures represent a 5-year average covering 2013-2017. The map below indicates where employment opportunities are concentrated in Somerset County. Most jobs are in and around Crisfield to the south and Princess Anne to the north as well as along the corridor between them (along MD 413). There are also concentrations of jobs in Deal Island and West Pocomoke. State/local government and healthcare employment is more prominent in Princess Anne due to the presence of major employers such as McCready Health, Aurora Senior Living of Manokin, and Chesapeake Health Care. Princess Anne is also home to University of Maryland Eastern Shore (UMES), a major employer and economic development asset. In Crisfield, seafood processing and distribution are represented by large employers such as Southern Connection Seafood and Metompkin Bay Oyster. Some workers are only seasonal. Manufacturing in Crisfield is bolstered by the presence of Rubberset, a division of Sherwin Williams. While there are areas of the county offering significant numbers of employment opportunities, U.S. Census Bureau data indicate that a large number of Somerset County’s employed residents commute beyond the county to work. The chart below indicates this (unfortunately, 2017 is the last year for which this information exists). The larger circle pertains to the number of employed Somerset County residents who leave the county for work. The smaller, darker green circle represents the number of people who commute from beyond the county to work in Somerset, including faculty and staff at UMES or healthcare workers at McCready Health. The overlapping area represents the population that both lives and works in Somerset County. From the perspective of economic development, one of the principal objectives is to enlarge the size of this area, which would presumably reduce commuting times and improve quality of life. As of 2017, there were nearly 5,300 Somerset County residents who commuted outside of the county for work. Many of these workers head for Salisbury, the Eastern Shore’s largest commercial center. Fewer than 2,400 residents both lived and worked in the county, which translates into relatively low in-area labor force efficiency. Over time, the share of residents commuting to work beyond Somerset County has risen, from about 64 percent in 2002 to nearly 69 percent by 2017. Perhaps more importantly, there were more than 3,300 people who lived outside of Somerset County, but who worked in the county. This group of people represents potential future residents and tax base. Exhibit 27. Somerset County: Labor Market Details, 2017 | Area Labor Market Size (Primary Jobs) | Count | Share | |---------------------------------------------------------------------------|---------|-------| | Employed in Somerset County | 5,775 | - | | Living in Somerset County | 7,678 | - | | Net job inflow | -1,903 | - | | **In-Area Labor Force Efficiency** | | | | Living in Somerset County | 7,678 | 100.0%| | Living and employed in Somerset County | 2,394 | 31.2% | | Living in Somerset County but employed outside Somerset County | 5,284 | 68.8% | | **In-Area Employment Efficiency** | | | | Employed in Somerset County | 5,775 | 100.0%| | Employed and living in Somerset County | 2,394 | 41.5% | | Employed in Somerset County but living outside the Somerset County | 3,381 | 58.5% | Source: U.S. Census Bureau, OnTheMap Application, Longitudinal-Employer Household Dynamics Program. Notes: 1. Numbers represent primary jobs, not total jobs. The need to attract more people who work in Somerset County, but who live elsewhere is rendered more apparent by the data presented below. As of 2017, nearly 1,900 people living outside of the county filled county jobs paying in excess of $3,333/month, which translates into more than $40,000/year if one presumes year-round employment. When Somerset County residents commute outside of the county, they are more likely to earn between $1,251/month and $3,333/month. There were nearly 2,300 workers in this category. Exhibit 29. Somerset County: Employment Inflow/Outflow, Characteristics of Workers, 2017 | Number of Workers | Somerset County Jobs Filled by Residents | Somerset County Jobs Filled by Outside Workers | Somerset County Residents Working Outside the County | |-------------------|------------------------------------------|-----------------------------------------------|--------------------------------------------------| | Age | | | | | Age 29 or younger | 407 | 604 | 1,320 | | Age 30 to 54 | 1,172 | 1,903 | 2,605 | | Age 55 or older | 815 | 874 | 1,359 | | Earnings | | | | | $1,250 per month or less | 494 | 495 | 1,190 | | $1,251 to $3,333 per month | 973 | 1,010 | 2,241 | | More than $3,333 per month | 927 | 1,876 | 1,853 | | Industry Class | | | | | Goods Producing | 329 | 265 | 719 | | Trade, Transportation, and Utilities | 307 | 596 | 1,218 | | All Other Services | 1,758 | 2,520 | 3,347 | Source: U.S. Census Bureau. OnTheMap Application. Longitudinal-Employer Household Dynamics Program. Notes: 1. Numbers represent primary jobs, not total jobs. Interestingly, there were more than 1,800 Somerset County residents who worked outside of the county who earned more than $3,333/month. That represents a critical group since this population has demonstrated a level of skill that allows them to earn well. This is a group that might benefit from higher quality jobs locating to Somerset County, reducing their need to commute to commercial centers such as Salisbury or Ocean City. As indicated by Exhibit 30, more than a quarter of Somerset County residents with jobs in 2017 worked in Wicomico County. Exhibit 30. Working/Living Destinations/Locations, 2017 | Where Somerset County Residents are Employed | Count | Share | |--------------------------------------------|-------|-------| | Total Somerset Residents Working | 7,678 | 100.0%| | Counties | |----------| | 1 Somerset County | 2,394 | 31.2% | | 2 Wicomico County | 1,957 | 25.5% | | 3 Worcester County | 532 | 6.9% | | 4 Baltimore County | 293 | 3.8% | | 5 Anne Arundel County | 287 | 3.7% | | 6 Baltimore city | 256 | 3.3% | | 7 Sussex County, DE | 240 | 3.1% | | 8 Prince George's County | 238 | 3.1% | | 9 Montgomery County | 190 | 2.5% | | 10 Accomack County, VA | 134 | 1.7% | | All Other Locations | 1,157 | 15.1% | | Where Somerset County Workers Live | Count | Share | |-----------------------------------|-------|-------| | Total Workers in Somerset Counties | 5,775 | 100.0%| | Counties | |----------| | 1 Somerset County | 2,394 | 41.5% | | 2 Wicomico County | 1,616 | 28.0% | | 3 Worcester County | 583 | 10.1% | | 4 Sussex County, DE | 198 | 3.4% | | 5 Accomack County, VA | 170 | 2.9% | | 6 Prince George's County | 104 | 1.8% | | 7 Baltimore County | 56 | 1.0% | | 8 Dorchester County | 53 | 0.9% | | 9 Anne Arundel County | 48 | 0.8% | | 10 Baltimore city | 44 | 0.8% | | All Other Locations | 509 | 8.8% | | Places | |--------| | 1 Salisbury city | 1,224 | 15.9% | | 2 Crisfield city | 602 | 7.8% | | 3 Princess Anne town | 386 | 5.0% | | 4 Baltimore city | 256 | 3.3% | | 5 Pocomoke City | 126 | 1.6% | | 6 Fruitland city | 109 | 1.4% | | 7 Ocean City town | 77 | 1.0% | | 8 Berlin town | 61 | 0.8% | | 9 West Pocomoke CDP | 60 | 0.8% | | 10 Annapolis city | 57 | 0.7% | | All Other Locations | 4,720 | 61.5% | | Places | |--------| | 1 Crisfield city | 484 | 8.4% | | 2 Salisbury city | 472 | 8.2% | | 3 Princess Anne town | 213 | 3.7% | | 4 Pocomoke City | 188 | 3.3% | | 5 Fruitland city | 144 | 2.5% | | 6 Eden CDP | 78 | 1.4% | | 7 Mount Vernon CDP | 72 | 1.2% | | 8 Ocean Pines CDP | 60 | 1.0% | | 9 Deal Island CDP | 53 | 0.9% | | 10 Baltimore city | 44 | 0.8% | | All Other Locations | 3,967 | 68.7% | Source: U.S. Census Bureau. OnTheMap Application. Longitudinal-Employer Household Dynamics Program. Notes: 1. Numbers represent primary jobs, not total jobs. One of the most interesting aspects of the current U.S. economic expansion has been the large numbers of unfilled jobs. With unemployment reaching a 50-year low, employers have been scrambling to find qualified workers. As of mid-2019, there were approximately 7.3 million available, unfilled jobs in America compared to about 6 million unemployed. In other words, there have been about 1.2 job openings for every unemployed American. The exhibit below supplies statistical detail for Maryland, indicating that there is evidence of available job openings in Somerset County, but that only one major jurisdiction has fewer job openings per 1,000 population – Calvert County. As of 2018, there were 55.3 job openings per 1,000 population in Somerset County. Still, that represents a significant number of job openings per unemployed person – more than 2.2 (1,420 openings/625 unemployed = 2.27). Exhibit 31. Job Openings by County Per 1,000 People, 2018 | Area | Job Openings | Job Openings Per 1,000 Population | |-----------------------|--------------|-----------------------------------| | Howard County | 88,521 | 273.9 | | Baltimore City | 158,593 | 263.2 | | Talbot County | 8,132 | 220.0 | | St. Mary’s County | 22,860 | 202.9 | | Anne Arundel County | 100,629 | 174.7 | | Montgomery County | 173,145 | 164.5 | | Harford County | 35,032 | 137.9 | | Frederick County | 32,910 | 128.7 | | Washington County | 19,088 | 126.5 | | Baltimore County | 102,124 | 123.3 | | Kent County | 2,364 | 122.0 | | Dorchester County | 3,298 | 103.1 | | Area | Job Openings | Job Openings Per 1,000 Population | |-----------------------|--------------|-----------------------------------| | Wicomico County | 10,439 | 101.2 | | Prince George’s County| 91,431 | 100.6 | | Allegany County | 6,700 | 94.4 | | Cecil County | 9,520 | 92.6 | | Worcester County | 4,651 | 89.7 | | Charles County | 13,119 | 81.2 | | Queen Anne’s County | 3,789 | 75.4 | | Carroll County | 11,106 | 65.9 | | Garrett County | 1,749 | 60.0 | | Caroline County | 1,937 | 58.2 | | Somerset County | 1,420 | 55.3 | | Calvert County | 4,107 | 44.6 | Source: 1. U.S. Census Bureau, Annual Estimates of the Resident Population: April 1, 2010 to July 1, 2018 (table: PEPANNRES). 2. Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. The table shows the distribution of job openings advertised online in Maryland by county (Jobs De-duplication Level 2). 2. Jobs De-duplication Level 2: High level de-duplication of advertised job openings (for statistical analysis). Among the state’s regions, the Lower Eastern Shore is associated with the lowest number of job openings per 1,000 residents. As the exhibit below indicates, the leading source of job openings is Wicomico County. All things being equal, this suggests that Somerset County residents engaged in employment searches are likely to continue to secure new employment there. Exhibit 32. Job Openings in the Lower Shore Workforce Region, 2008Q1-2019Q3 Source: Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. Lower Shore Workforce Region - Comprised of Somerset, Wicomico, and Worcester Counties. 2. Job openings figures are Jobs De-duplication Level 2: High level de-duplication of advertised job openings (for statistical analysis). Exhibit 33 supplies forecasts regarding expanding industries in the Lower Shore workforce region. Education and health services dominate, with educational services expected to add 2,200 net new positions over the course of a decade. Between them, outpatient care (ambulatory) and nursing/residential care will also supply about 2,200 net new jobs according to Maryland DLLR estimates. No other segments of the regional economy are expected to add more than 400 jobs on net, however. Exhibit 33. Lower Shore Workforce Region: Top 10 Industries by Projected Employment Growth, 2016-2026 | Rank (Total Growth) | Industry | Total Employment | 2016 Est. | 2026 Proj. | Total Growth | Annual % Growth | |---------------------|-----------------------------------------------|------------------|-----------|------------|--------------|-----------------| | 1 | Educational Services | | 7,975 | 10,185 | 2,210 | 2.5% | | 2 | Ambulatory Health Care Services | | 4,169 | 5,334 | 1,165 | 2.5% | | 3 | Nursing and Residential Care Facilities | | 2,591 | 3,613 | 1,022 | 3.4% | | 4 | Local Government (excluding education & hospitals) | | 4,238 | 4,627 | 389 | 0.9% | | 5 | Specialty Trade Contractors | | 2,370 | 2,639 | 269 | 1.1% | | 6 | Accommodation | | 2,886 | 3,151 | 265 | 0.9% | | 7 | Administrative and Support Services | | 2,323 | 2,534 | 211 | 0.9% | | 8 | Real Estate | | 1,054 | 1,239 | 185 | 1.6% | | 9 | Food Services and Drinking Places | | 9,563 | 9,744 | 181 | 0.2% | | 9 | State Government (excluding education & hospitals) | | 1,967 | 2,148 | 181 | 0.9% | Source: Maryland Department of Labor-Maryland Workforce Exchange The primacy of healthcare as a potential employer is apparent in occupational data as well. As of early January 2020, the occupation offering the largest number of job openings (by far) in the Lower Shore workforce region is healthcare practitioners and related technical occupations. What’s more, there are very few candidates per available job opening based on data emerging in part from the Maryland Workforce Exchange. Consequently, there is only one potential candidate per job opening. In other occupational categories, competition is fiercer. For instance, there are 14 candidates for each job in transportation and material moving, 16 candidates for each managerial opening, and 40 candidates for each job in office/administrative support. Exhibit 34. Current Job Openings and Candidates in the Lower Shore Workforce Region by Top Occupation Groups with the Most Openings (as of January 2020) | Rank | Occupation Group | Job Openings | Potential Candidates | Candidates Per Job Opening | |------|-------------------------------------------------------|--------------|----------------------|-----------------------------| | 1 | Healthcare Practitioners and Technical Occupations | 440 | 429 | 1.0 | | 2 | Sales and Related Occupations | 188 | 967 | 5.1 | | 3 | Food Preparation and Serving Related Occupations | 178 | 588 | 3.3 | | 4 | Management Occupations | 141 | 2,267 | 16.1 | | 5 | Office and Administrative Support Occupations | 79 | 3,222 | 40.8 | | 6 | Transportation and Material Moving Occupations | 72 | 1,023 | 14.2 | | 7 | Installation, Maintenance, and Repair Occupations | 65 | 484 | 7.4 | | 8 | Healthcare Support Occupations | 62 | 696 | 11.2 | | 9 | Education, Training, and Library Occupations | 49 | 331 | 6.8 | | 10 | Personal Care and Service Occupations | 35 | 227 | 6.5 | Source: Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. This table shows the distribution number of job openings advertised online, as well as potential candidates in the workforce system in Lower Shore Workforce Region, MD by occupation group on January 6, 2020 (Jobs De-duplication Level 2). 2. Jobs De-duplication Level 2: High level de-duplication of advertised job openings (for statistical analysis). Training is the Key While there is much emphasis given to college degrees and to substantial experience, many available jobs require less than 2 years of experience and many emphasize mastery of skills that do not require a college education. Basic skills, for instance, encompass self-motivation. Among the other skills in demand are customer service skills and interpersonal skills. In other words, at the heart of securing employment today is a commitment to provide customers/clients with high quality services. Moreover, many jobs have as their primary skill a skill that is learned on the job as opposed to within a formal educational context. To the extent that training is valuable, available data indicate that basic math is enormously helpful. This helps supply access to positions such as retail/cashiers and office clerks. There are also industry-specific skills to master, including in segments such as healthcare or construction/building maintenance. These skills can often be developed in the context of 2-year colleges or in apprenticeship programs. Any economic development strategy must focus in part on the availability of training, particularly in the context of a community such as Somerset County with an unusually low level of labor force participation. Part of the solution rests with the transition from widespread dependence on public assistance to the creation of the next generation of jobseekers empowered to work in occupational categories offering plentiful job opportunities and living wages. Exhibit 35. Lower Shore Workforce Region: Job Openings, Top 10 Advertised Job Skill Groups (as of December 2019) | Rank | Skill Group | Skill Sub-Category | |------|------------------------------|-----------------------------| | 1 | Basic Skills | Basic | | 2 | Customer Service Skills | Retail | | 3 | Interpersonal Skills | Interpersonal | | 4 | Occupational Therapist Skills| Medical Treatment and Therapy| | 5 | Housekeeper Skills | Housekeeping | | 6 | Registered Nurse (RN) Skills | Nursing | | 7 | Maintenance Technician Skills| Maintenance, Installation and Repair - All Other | | 8 | Office Clerk Skills | Office and Mail Services | | 9 | Bill and Account Collectors Skills | Office and Mail Services | | 10 | Cashier Skills | Retail | Source: Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. This table shows the top advertised job skill groups found in job openings advertised online in Lower Shore Workforce Region, MD in December 2019. (Jobs De-duplication Level 1). 2. Jobs De-duplication Level 1: Low level de-duplication of advertised job openings (more jobs). 3. Basic skills include things like decision making, time management, organization, flexibility, problem solving, attention to detail, ability to work independently, self motivation, etc. To provide a sense of the specific skills that may be most useful in expanding opportunity in Somerset County while expanding tax base, the exhibit below lists the tool/technology groups presently associated with the most substantial numbers of job opportunities. At the top of the list is office suite software, which is relevant to all types of workers, whether in healthcare, professional services, or retail. Other key technology groups include forklifts (relates to distribution) and ladders, which relates to a variety of segments ranging from public safety to construction and building maintenance. Exhibit 36. Lower Shore Workforce Region: Job Openings, Top 10 Detailed Tools & Technology Requirements, in all Industries (as of December 2019) | Rank | Tool/Technology Group | Detailed Tool/Technology | |------|---------------------------------------------|-------------------------------------------| | 1 | Office Suite Software | Microsoft (MS) Office | | 2 | Cash Registers | Cash Register | | 3 | Automobiles or Cars | Motor vehicles | | 4 | Ladders | Ladders | | 5 | Keyboards | Keyboard | | 6 | Hazardous Material Protective Apparel | Personal protective equipment | | 7 | Ticket Dispensing Machines | Lottery Machine | | 8 | Keyboards | Computer keyboard | | 9 | Mobile Phones | Cell Phone | | 10 | Pallet Trucks | Pallet Jack | Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. The table shows the top 10 advertised detailed tools and technologies found in job openings advertised online in the Lower Shore Workforce Region, Maryland in December 2019 (Jobs De-duplication Level 1). 2. Jobs De-duplication Level 1: Low level de-duplication of advertised job openings (more jobs). The table below supplies additional detail regarding the importance of healthcare in terms of supplying new employment opportunities. With respect to job certification requirements, healthcare comprises eight of the top ten certification sub-categories. Clearly, one of the elements of a more robust labor market is rendering healthcare training more accessible to Somerset County residents. Exhibit 37. Lower Shore Workforce Region: Job Openings, Top 10 Advertised Job Certification Requirements (as of December 2019) | Rank | Certification Group | Certification Sub-Category | |------|----------------------------------------------------------|------------------------------------------| | 1 | American Heart Association (AHA) CPR & First Aid Certifications | Nursing | | 2 | Nursing Credentials and Certifications | Nursing | | 3 | Commercial Drivers License (CDL) | Ground Transportation | | 4 | National Registry of Food Safety Professionals (NRFSP) Certifications | Food Service Management | | 5 | Social Worker Credentials & Certifications | Social and Human Services | | 6 | Council for Professional Recognition - Credentials | Personal Care and Service - All Other | | 7 | American Association of Healthcare Administrative Management (AAHAM) | Healthcare Management | | 8 | American Association of Nurse Anesthetists (AANA) Certifications | Nursing | | 9 | American Institute of CPAs (AICPA) Certifications | Financial Specialists | | 10 | Cardiovascular Credentialing International (CCI) Certifications | Medical Testing | Source: Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. This table shows the top advertised certification groups found in job openings advertised online in Lower Shore Workforce Region, MD in December 2019. (Jobs De-duplication Level 1). 2. Jobs De-duplication Level 1: Low level de-duplication of advertised job openings (more jobs). Focus Groups & Interviews - Community Stakeholders Supply Their Impressions The Sage team conducted six focus groups with members of the community in July-August of 2019. Participants included residents, business owners/CEOs, representatives of local government, healthcare establishments, educational institutions, and other key stakeholders. There are a number of objectives that the study team sought to achieve while conducting these sessions, including identifying the most important economic development opportunities, challenges, threats, causal factors, and the broader community’s wish list. The qualitative data garnered from the focus groups and from a handful of interviews conducted complement quantitative data, some of which is discussed above. *Strengths:* Somerset County is home to a number of leverageable strengths, including an abundance of natural resources, the waterfront, heritage/history, relative affordability, and major institutions such as UMES and McCready Health. The recently established Crisfield arts and entertainment district represents an important cultural asset as does the new library in Crisfield. The accessibility of local government was also noted as a strength of Somerset County, including a highly responsive economic development office. Focus group participants noted a variety of assets and unique qualities of Princess Anne, including UMES, the town’s historical buildings, its main street district and the diversity of the community. A representative from the town reported that a number of new businesses have opened in town in the past year and a half. *Weaknesses/challenges:* Among the community’s primary challenges are elevated poverty, structural problems related to social assistance programs, childcare, transportation, workforce, employee turnover, and recruitment challenges. Perceptions and/or misinformation regarding Somerset County were also cited as challenges. In the wake of Hurricane Sandy, high flood premiums represent a deterrent for prospective home buyers and developers. Competition for businesses emerging from more populous Wicomico County and competition for visitors from beach/boardwalk intensive Ocean City/Rehoboth, etc. also represent key challenges. A number of employers indicated that recruitment into the area represents a major challenge, as does finding workers with the right sets of skills. Basic skills, work ethic, and satisfying background checks were also cited as barriers to gainful employment. Several employers indicated that the success of their partnerships with Wor-Wic Community College had been erratic. Employers also indicated that keeping educated/trained workers in the community remains a challenge, especially given the relative proximity of employment markets like Washington, Baltimore and Philadelphia. Despite the promise of Princess Anne, a number of stakeholders indicated the presence of challenges there. For example, one participant noted that from the perspective of a visitor, there is really only a single restaurant and a few shops to visit and that most businesses close early and many are not open at all on Sundays. Opportunities: Tourism, notably ecotourism and heritage tourism, was almost universally agreed upon as a major area of opportunity for Somerset County. The potential for growing the tourism market is strengthened by upcoming improvements and additions to be rendered in the county in coming months, such as a new bike trail from Crisfield to Marion and new signage making local amenities more apparent. Many stakeholders discussed campgrounds/parks as a major potential source of visitation. In Princess Anne, a planned new hotel that could be developed in partnership with UMES continues to be discussed as does a potential new hotel in Crisfield. The need to expand tourism activities to other parts of the year besides the summer months was often mentioned. Greater visitation throughout the year would provide more steady, predictable jobs/income for residents and businesses. Among the other industries supplying opportunities are retirement living, outpatient health, construction, manufacturing (including craft beer) and distribution. Somerset County’s geography and natural resources create potential for specialized agriculture like hemp farming or aquaculture to succeed. Energy related industries were cited as having potential for growth, with renewable energy and waste-to-energy representing two likely growth segments. Worker training is also viewed as a major opportunity, including in healthcare, logistics, and construction. The new Somerset County Technical High School is widely viewed as a major opportunity. With respect to Crisfield, a number of opportunities were identified. Regarding the built environment, the need for a unifying architectural plan to create a sense of place in the city was mentioned as well as improvements to the sewer system. The idea of leveraging the waterfront as an asset to spur tourism and other industries like aquaculture was frequently supported as was the idea that business owners need to work together to improve the visitor experience. The idea of major waterfront development was raised by many participants. Potential partnerships with local institutions were repeatedly mentioned, including with UMES, arguably the most important institution in Somerset County. Partnerships between business and the technical high school represent yet another set of opportunities. Another set of opportunities emerges from stepped-up marketing. It was generally agreed that Somerset County is a wonderful place, and that it needs to be better marketed to prospective residents and visitors, including through cost-effective social media channels. Threats: The leading threat to the community appears to be sea level rise and faltering stormwater infrastructure, at least based upon the views of a significant fraction of focus group participants. A significant portion of Somerset County is in a floodplain, making continued sea level rise and more violent storms/weather patterns a major issue for the county’s future. Declining tax base was cited as another major threat, as was potential loss of financial support from state and federal agencies. There was also considerable discussion regarding threats to the existing industrial base, including to a host of seafood distributors that collectively offer substantial numbers of employment opportunities. There is also concern about local agriculture in the context of large-scale production in other parts of the world and stubbornly low grain and other agricultural commodity prices. One of the greatest threats regards young people. For younger children, there is in the judgment of many stakeholders a dearth of programming and activities. With respect to Crisfield, a number of stakeholders indicated that there is a lack of coordination across programs and no central location to help coordinate activities and efforts. In this context, the Garland Hayward youth center in Princess Anne is indicated as a model for such a place. There is an existing facility in Crisfield that could serve as a youth center, one that would benefit from higher quality space and more formal, scheduled programming. Ideally, there would be some coordination between the youth centers in Crisfield and Princess Anne, including shared purchasing, programming, and collaboration. Of course, even in the context of functioning youth centers, there is the perpetual challenge of inducing families and their children to participate in constructive activities. A number of stakeholders indicated that engaging children in middle and high school is especially challenging. However, failing to engage these children and to nurture them after school and on weekends risks a broad cross-section of negative outcomes. Some stakeholders agreed that there should be a concerted effort to cultivate role models/mentors through a youth leadership program for young adults, perhaps seniors in high school or those of college age. The world remains challenging for those Somerset County residents who graduate high school, but don’t expeditiously move on to college. A number of focus group participants pointed out that there was a time when high school graduates could apply for gainful employment at four major employers. That number has since been whittled down to two large employers, rendering job prospects more challenging and elevating the risk of social dislocation during the years immediately following graduation. Still, there is considerable demand for those willing to work in the skilled trades, whether in manufacturing, construction or other industries. There are still opportunities, but people need enough emotional intelligence and motivation to pursue them. Stakeholders also indicated a relative lack of effort to encourage youth to pursue post-secondary education in or immediately around Somerset County. Having more bright young people attend UMES or Wor-Wic might encourage them to stay in Somerset to help fill positions, including in management, and/or to start new businesses. In other words, focus group participants indicated a desire to reverse historic brain drain. Two expanding fields that could help retain college graduates are healthcare and teaching. Maryland is a net importer of teachers. Training more of them in the Free State would keep more resources here. ## SWOT | STRENGTHS | WEAKNESSES | |--------------------------------------------------------------------------|----------------------------------------------------------------------------| | UMES | Geography/location/easy to bypass | | Presence of McCready Health | Limited transportation options | | Natural resources | Brain drain | | Main street Princess Anne | High unemployment relative to state, national averages | | Historic/cultural resources | Elevated poverty | | Low cost of living | Enormous dependence on public assistance | | Relative proximity of Washington, Baltimore, & Philadelphia | Secondary school system | | Easy access to Route 50 | Unmet infrastructure needs | | Princess Anne is a PFA; enterprise zone; HUB zone | Low population density | | Somerset County is a HUB zone | Difficult to recruit managerial talent | | | Broadband access/speed | | OPPORTUNITIES | THREATS | |--------------------------------------------------------------------------|----------------------------------------------------------------------------| | UMES partnerships | Sea-level rise | | Crisfield waterfront | Stormwater management infrastructure | | Workforce training | Long-term stewardship of the environment | | Heritage tourism | Substandard housing continues to deteriorate | | Eco-tourism | Dwindling tax base | | Retirement and healthcare markets | Departure of best and brightest young people | | Manufacturing and logistics | Loss of recently formed businesses during next economic downturn | | Aquaculture | Departure of large private employers | | Continued regional cooperation | Lack of entrepreneurship | | Upgrade/expand infrastructure | Loss of local healthcare delivery capacity due to ongoing evolution of segment | Evaluation of Existing Plans and Strategies This report is hardly the only analysis of Somerset County’s economy and future to have been conducted. Many studies have been completed over time, each of them offering fresh perspectives, meaningful insights, and innovative approaches. This section of the Sage team report summarizes the key findings and critical insights presented in the following reports: - *Comprehensive Economic Development Strategy for The Lower Eastern Shore of Maryland*. Tri-County Council. Revised June 2018. - Economic development portions of Comprehensive Plans - *Somerset County, Maryland Comprehensive Plan, 1996*. - *The Comprehensive Plan for the Town of Princess Anne, 2009*. - *City of Crisfield, Maryland Comprehensive Plan, 2007 with 2010 amendments*. - *The Crisfield Economic Development Project*. Economic Development Advisors. February 2002. - *Crisfield Action Plan: 2016-2020*. Greater Crisfield Action Coalition. February 2016. Regional Economic Development Efforts - *Comprehensive Economic Development Strategy for The Lower Eastern Shore of Maryland*. Tri-County Council. Revised June 2018. The Tri-County Council’s (TCC) Comprehensive Economic Development Strategy (CEDS) for the Lower Eastern Shore of Maryland is adopted by formal action of Somerset, Wicomico, and Worcester counties. The TCC facilitates development of the strategy for the region, which is a requirement for receiving federal funding through the Economic Development Administration (EDA). Importantly, the TCC consults with other regional organizations, businesses, and community members to develop the strategy, which is updated annually. Goals outlined by the Tri-County Council’s Comprehensive Economic Development Strategy (CEDS) have been the same since the 2006 CEDS and are fourfold: 1. sustain and diversify the economy; 2. improve workforce training and skills; 3. ensure appropriate infrastructure; and 4. maintain and improve the region’s quality of life. Specific short-term and long-term actions to support the achievement of each of the goals are outlined by the CEDS. We focus in particular on goals 1 and 2, though all are important with respect to broadly shared quality of life and fiscal sustainability. *Goal 1: Sustain and Diversify the Economy:* “We will support resident businesses and industries by helping them in their competitiveness and also attract new industry sectors to the region that are compatible with our socio-economic environment.” (p. 22). For goal 1 (sustain and diversify the economy), short-term actions planned include: expanding tourism linkages and regional tourism opportunities, engaging universities, colleges and federal research facilities in regional economic development, pursuing a Foreign Trade Zone designation, upgrading the Maryland-Delaware railroad to accommodate more trains, carrying out a regional industry sector analysis to determine additional action items, and providing “comprehensive space centrally located in the regional district that is easily accessible and satisfies workforce training and business development needs and programs.” Planned long-term actions include the pursuit of “a targeted marketing effort to determine how best to ‘brand’ and ‘sell’ the region to potential new businesses and entrepreneurs” (p. 76). The CEDS identifies a number of key indicators to be utilized to measure progress towards the goal of sustaining and diversifying the economy, including total employment growth for the region, unemployment rate, employment by sector, aggregate payroll by sector, number of businesses by sector, distribution of businesses and employees by size of business, and sales and use tax receipts (p. 23). *Goal 2: Improve Workforce Training and Skills:* “We will ensure that workers and job seekers of all ages have awareness of and access to the education and training opportunities needed to succeed in both our existing industries and in the new industries we seek to attract.” (p. 22). For goal 2 (improve workforce training and skills), short-term actions outlined by the CEDS span a range of efforts. One planned action is to “investigate a web-based feedback loop whereby employers can be surveyed on their workforce needs and specific skills needs and available jobs can be communicated to 1) potential employees throughout the State and 2) regional education/training institutions, including K-12 and higher education institutions”, with particular focus on the impact of the aging population. A sub-goal is to tap into the skills of arriving retirees and to ensure that there is a trained workforce capable of serving the needs of an expanding elderly population (p. 78). Other short-term actions include pursuing a health care training initiative, supporting dual enrollment, expanding and pursuing funding for internships, apprenticeships, and co-ops, and pursuing education/training funds for the middle-income population that does not qualify for other assistance. Planned actions to support goal 2 also include the provision of “comprehensive space centrally located in the regional district that is easily accessible and satisfies workforce training and business development needs and programs” (p. 78). It should be noted that this action overlaps with goals 1, 2, and 3 of the CEDS. The CEDS identifies a number of key indicators it will use to measure progress towards the goal of improving workforce training and skills. Among those indicators are high school graduation rates, high school dropout rates, college bound seniors mean SAT scores, Lower Eastern Shore residents pursuing an undergraduate degree in Maryland, average weekly wage by sector, employers’ perceptions of workforce quality and training needs, the impact of EARN grants received on the Lower Eastern Shore, mental health and substance abuse, funding for job readiness programs, and the number of people who have successfully completed job readiness programs (p. 23). CEDS also supplies data regarding a number of these indicators. For instance, data from the Maryland State Department of Education presented in CEDS indicate that high school graduation rates in Somerset, Wicomico, and Worcester counties declined substantially from 2015 to 2016, and then increased in 2017. The high school dropout rate in Somerset County increased from 2015 to 2016 and 2016 to 2017. In Wicomico and Worcester counties, the dropout rate rose in 2016 and then declined in 2017. College bound seniors’ mean SAT scores in 2017 were lower than the statewide average in Somerset and Wicomico counties and higher than the statewide average in Worcester County (p.33-34). Because the SAT underwent significant changes since the 2016 assessment, scores prior to 2017 are not directly comparable to 2017 scores. CEDS also provides data regarding the share of Eastern Shore residents pursuing an undergraduate education in Maryland and the share of those residents attending a college in the Lower Eastern Shore (e.g. Wor-Wic Community College, Salisbury University, or UMES). The data indicate that in fall 2016, between 45-52 percent of residents pursuing an undergraduate education attended Wor-Wic Community College (p. 34). Data characterizing performance along certain key dimensions, including the impact of EARN grants received on the Lower Eastern Shore, employers’ perceptions of workforce quality and training needs, funding for job readiness programs, and the number of people who have successfully completed job readiness program, are not available in CEDS. The most recent Comprehensive Plan for Somerset County was adopted in 1996, nearly a quarter century ago. The plan embodies a comprehensive analysis of the county’s resources, county trends, and outlines a comprehensive set of goals in the areas of economic development, land-use, community development, housing, community facilities, transportation, environment, infrastructure/utilities, finance and administration, and other issues of import. The Comprehensive Plan outlines the following economic development goals: 1. diversify the economy to provide for an expanding employment base which will lead to full employment in the county; 2. maintain a business retention and expansion program to assist local firms and businesses to find new markets nationally and internationally; 3. promote the development of new processes and products with special emphasis on agriculture, aquaculture and related processing industries; 4. encourage University of Maryland Eastern Shore (UMES) research on the Chesapeake Bay and model aquaculture programs; 5. protect environmentally sensitive and resource areas by promoting economic development in suitable areas in accordance with the Planning Act of 1992; 5. target select industries for labor re-training programs; 6. preserve viable, traditional, water-related activities and businesses (p.4). While the Comprehensive Plan is more than twenty years old, these economic development goals remain relevant and applicable to development efforts going forward. In addition, several broad/general initiatives outlined in Comprehensive Plan’s strategy for implementing economic development are especially enduring. For instance, the Comprehensive Plan emphasizes the importance of cultivating tourism in Somerset County and supporting the continued development of attractions, activities, and regional promotional efforts. It also states that to garner long-term support for tourism as an appropriate economic development strategy, community involvement should be sought (p.22). The plan also acknowledges the central importance of UMES. It states that the County and UMES should work together cooperatively, particularly in the design of a hydroponics facility on campus that would serve as a business incubator supported by the business and technology programs at the University (p. 22). The plan also states that the County and particularly the Town of Princess Anne should take advantage of the university’s expansion plans. The plan recommends that downtown Princess Anne businesses orient their goods and services toward the demand generated by the UMES population and that the County and the Town support the establishment of a “storefront” retail incubator downtown to encourage entrepreneurial activity (p. 22). The Comprehensive Plan also emphasizes the need for broad consensus and cooperation among the diverse interests of the community: “The County should emphasize sustainable economic development efforts by building a broad consensus on: the value of job creation, enlarging the tax base, and recognizing the multiplier impact of new local spending in supporting service industries. The County has diverse interests and needs which should be reflected in the development and implementation of economic development strategies. The consensus must survive changes in leadership and political administrations.” (p. 21). To achieve objectives, the Comprehensive Plan outlines several steps. One is the creation of a “structured leadership development program to introduce County issues, programs and services to a diverse group of community leaders” and to “create effective volunteers, generate positive public opinion and help build consensus on major issues facing the County” (p. 21). Another suggested step is the continuance of the Economic Development Commission’s task force efforts in education, marketing, and permitting regulations. Finally, the plan states that in order to build broad consensus, it is important to recognize the inherent differences in the economies of Princess Anne and Crisfield, noting that “a single strategy may not be appropriate for both communities, but opportunities for cooperation should be explored” (p. 21). **Princess Anne** - *The Comprehensive Plan for the Town of Princess Anne, 2009.* The most recent Comprehensive Plan for the Town of Princess Anne was adopted in 2009. It outlines the Town’s goals for future development. With respect to economic development, the Comprehensive Plan outlines guiding principles, goals, policies and planned actions. The plan’s general statement on economic conditions in the Town of Princess Anne is that the town has growth potential, particularly in high-tech sectors, but that its workforce does not have the appropriate skills to support segment expansion. The plan also emphasizes the Town’s relationship with UMES as its greatest potential economic strength—and the need to promote positive connections in every way possible. Primary economic development goals the Town seeks to achieve through 2030 include that: 1. the collective efforts of concerned citizens, organizations, businesses, and governmental agencies are harnessed to promote sustained economic growth; 2. institutions in and proximate to Princess Anne become engaged in the community, providing technical support and training for businesses and residents; 3. commercial and employment growth is focused at specific locations for their regional transportation and local service advantages and to preserve the character of the Town; 4. Princess Anne emerge as a destination place; 5. a greater share of UMES students be retained in the Princess Anne community after graduation by providing high quality life standards and employment opportunities (p. 84-85). The Comprehensive Plan also outlines key policies and actions. For example, the plan states that it is the policy of Princess Anne that the “Town should work with local businesses and institutions along with state and regional governments to provide job training opportunities for local residents”. The policy encompasses: 1. the opportunity for training partnerships resulting from increasing interest from high tech firms (related to Wallops Island) and the HUB Zone designation; and 2. the potential expansion of the Eastern Correctional Institute and the opportunity to work with UMES to train Princess Anne residents for those jobs (p. 85). A sample of the plan’s recommended actions include: 1. undertaking a joint effort with UMES and downtown merchants to develop a community theater, gallery, and student-run businesses; and 2. applying to the Maryland Department of Housing and Community Development for grant monies as a “Main Street Maryland” community. The Comprehensive Plan states that the accomplishment of those and the other outlined actions will be evaluated at the time of the next six-year update of the plan (p. 86). Crisfield - *City of Crisfield, Maryland Comprehensive Plan, 2007 with 2010 amendments.* The most recent Comprehensive Plan for the City of Crisfield was adopted in 2007 and amended in 2010. The plan’s recommended policies and actions are organized around five major themes: 1. redevelopment and ecological restoration; 2. redevelopment consistent with community character; 3. development in balance with community facilities and services; 4. development in balance with regional planning policies; 5. reinvigorating neighborhoods (p. 2). Under the theme of “redevelopment consistent with community character”, one of the plan’s objectives is to protect remaining waterfront industries from the impacts of new development. There is also a demonstrated desire to promote a “Main Street” commercial and entertainment area in the central business district. There are also many recommended actions that fall squarely within the four corners of economic development, such as the creation of a downtown historic/entertainment district (p. 38-39). Under the theme of “development in balance with regional planning policies”, a number of the plan’s outlined actions relate to coordinating with County and State officials to promote economic development, attract employment opportunities, and revitalize commercial space in the central business district. The plan also acknowledges the importance of accessible transit service, stating that the City will cooperate with Shore Transit to ensure public transit services are expanded to serve residents as needed (p. 43). - *The Crisfield Economic Development Project.* Economic Development Advisors. February 2002. In 2002 Economic Development Advisors was asked to examine economic development procedures in Crisfield and propose improvements. The resulting report’s main findings were that: 1. Crisfield is a community suffering severe long-term economic distress; 2. Crisfield is a community rich with opportunity; and 3. Crisfield is not organized to seize economic opportunity (p.11). The report concluded that the greatest economic development need in Crisfield is the capacity to implement projects that offer real potential for improving the economy, observing that: “Crisfield has essentially no capacity to examine new (or old) opportunities, select those that demonstrate feasibility and successfully implement those chosen. The town’s government is focused on the delivery of essential services and does not have specific resources or personnel devoted to pursuing economic development activity. When an opportunity presents itself, leadership is created on an ad hoc basis, if at all. Such an approach has been unsustainable over the time periods typically required for significant economic development projects and never generates proactive efforts to initiate economic growth.” (p. 11) The report’s main recommendation was the creation of a highly focused, professionally staffed not-for-profit economic development corporation. The report proposed the creation of the Crisfield Economic Development Corporation, Inc. (CEDC) organized as a 501c(3) corporation. The proposed CEDC would operate in close communication and cooperation with the Mayor and City Council of Crisfield and function as the implementation arm of the Mayor and Council for economic development activities. The report envisioned the organization being run by a volunteer board of directors committed to the following corporate mission: “CEDC will maximize the economic potential of this community by serving as a conduit for successful redevelopment, revitalization and new development, while supporting and maintaining Crisfield’s strong sense of community” (p. 3). The report cautioned that: “…in the absence of a new energetic approach to economic development that includes an organization with the skills, knowledge, resources, and passion to see good ideas to a successful conclusion, there is little reason to expect Crisfield will reverse its economic decline” (p. 4). - *Crisfield Action Plan: 2016-2020*. Greater Crisfield Action Coalition, February 2016. The Board of the Greater Crisfield Action Coalition (GCAC) Inc. – a 501(c)3 corporation -- generated the Crisfield Action Plan for 2016-2020 with input from community stakeholders and a planner. The action plan is intended to be a living document subject to change based upon the emergence of new ideas and opportunities and evidence that ongoing initiatives are either working or not. The action plan’s five-year goals for economic and community development are grouped into five focus areas: 1. branding and marketing; 2. business building; 3. workforce development; 4. homes and home ownership; and 5. youth and recreation. For each focus area, specific goals to be achieved over the next five years are outlined. For example, for business building, action plan goals include: 1. make 25 storefront improvements; 2. increase existing business revenue by 25 percent; 3. start 25 new tourism-related businesses; 4. create 125 new jobs; and 5. create demand for a hotel and convention center development (p. 34). For each of the focus areas, the action plan also outlines detailed action steps and identifies for each action: the person/group responsible, budget, budget resource, timeline, and expected impact and return on investment. Some of the initial actions to help support businesses include applying for an EDA planning grant of $300,000 for Phase I planning and feasibility research, applying for CED grant for small business development on Main Street, and developing three years of baseline data characterizing economic activities. These activities were to be carried out by the GCAC Board, volunteers, and others and to be funded by donations (p. 51). The action plan notes that all expenses associated with the plan and the corporation’s actions have been funded by contributions from citizens and supporters of Crisfield, not grants. The action plan also stresses that it is a grassroots effort: “more about **Crisfield helping itself** than about others helping Crisfield” (p. 2). In the process of developing the action plan, the Greater Crisfield Action Coalition engaged in a significant amount of community engagement. The coalition met with City officials including the Major, City Manager, City Council, and County Administrator to discuss the plan and receive input (p. 28). The coalition also held a series of public meetings (p. 30). Recommendations & Goals 1. Dramatically Diminish Dependence on Public Housing in Crisfield over 20 Years In the range of 40 percent of Crisfield’s population lives in subsidized housing. While many residents express a reluctance to lose the benefit of public assistance, we conclude that Crisfield cannot become a vibrant commercial area or establish fiscal sustainability without creating an environment associated with a larger, better trained workforce, more homeowners and taxpayers. The transitional model we conceive emerges from, of all places, China. During the 1970s, China represented one of the world’s slowest expanding economies. Its economy was largely comprised of heavily politicized, low productivity state-owned enterprises. The problem was that reforming these enterprises could vastly increase unemployment and social strife, effectively trapping China in a structure that would prevent it from accelerating economic growth and expanding prosperity across the countryside. In response, in October 1978, the Sichuan provisional government launched a pilot project to expand enterprise autonomy in six select categories. Reforms persisted in Sichuan and elsewhere, with Chinese state-owned enterprises encouraged to reform and in many cases to privatize. By the end of 2001, 86 percent of all such enterprises had been restructured and about 70 percent had been partially or fully privatized. The number of state-owned enterprises declined from 64,737 in 1998 to 27,477 by 2005. At the same time, industrial output surged. As the public sector shrank, the private sector expanded. The number of private enterprises increased from 440,000 in 1996 to 1.32 million in 2001, moving from 17 percent of all enterprises to nearly 44 percent in the process. Remarkably, between 1983 and 2003, the public sector’s share of Chinese industrial output fell from 73 percent to 11 percent.\(^5\) Why is this relevant to Crisfield? Because the Chinese economy grew its way out of dependence on inefficient state-owned enterprises, and Crisfield must grow its way out of dependence on public assistance, including in the form of subsidized housing. Accordingly, the Sage study team proposes that over the course of 20 years, approximately the length of a generation, the share of Crisfield population that lives in public housing steadily decline from approximately 40 percent to 10 percent. This will involve many steps, including: 1) steady, scheduled retirement of public housing units, with the most dilapidated units retired first; 2) redevelopment of assisted housing into workforce housing, whether through rehabilitation or new construction, whichever is more cost efficient in terms of elevating living standards; 3) greater connectivity between residents and training programs, with logical focus in particular on health and personal care, among the region’s fastest growing industries; 4) potential redirection of monies presently used for housing subsidies to pay for tuition/training; and 5) incentives to transition to homeownership. \(^5\) China Labour Bulletin. “Reform of State-owned enterprises in China”. 2007. https://clb.org.hk/en/content/reform-state-owned-enterprises-china. The Crisfield Housing Authority currently owns and manages 330 public housing units.\(^6\) This form of public subsidy represents just one form of assistance. The exhibit below indicates that as of 2017, more than three-quarters of Crisfield’s children lived in households receiving some other form of assistance, including food stamps or cash assistance. **Exhibit 38. Crisfield: Children Living in Households Receiving Public Assistance, 2010-2017** | Crisfield City, MD | Population under 18 years in HHs | % living in HHs w/ SSI, Cash public assistance income, or SNAP in the past 12 months | |--------------------|----------------------------------|-------------------------------------------------------------------------------------| | 2010 | 654 | 58.6% | | 2011 | 679 | 67.0% | | 2012 | 675 | 60.4% | | 2013 | 725 | 69.4% | | 2014 | 819 | 63.5% | | 2015 | 769 | 80.5% | | 2016 | 757 | 79.1% | | 2017 | 745 | 76.5% | Source: Census Bureau ACS 5-Year Estimates, Table B09010 In 2016, following extensive damage to public housing units in Crisfield from Hurricane Sandy four years earlier, there was some discussion regarding relocating public housing units. Somerset County set aside $75,000 out of a $16.7 million federal grant awarded for Hurricane Sandy relief to fund the study. Somerset County Commissioners awarded the contract to Design Atlantic of Salisbury. The firm planned to work with a steering committee made up of local officials and residents. The study was not intended to look at specific sites, but to assess acreage requirements, access to public transportation and public water and sewer systems.\(^7\) The Sage study team’s focus is not on relocating public housing units, but retiring them over time in large numbers. We are not alone. In November 2018, HUD’s Office of Public and Indian Housing (PIH) sent a letter to public housing agency (PHA) executive directors declaring the agency’s intent to dramatically reduce the public housing stock. HUD identifies four mechanisms by which to reduce the number of public housing units: 1) demolition/disposition; 2) facilitation of voluntary conversion of public housing to vouchers; 3) the Rental Assistance Demonstration (RAD) program, and 4) the retention of assets after a Declaration of Trust (DOT) release.\(^8\) There is a growing body of evidence suggesting that vouchers work. A recent study by economists Raj Chetty, Nathaniel Hendren, and Lawrence Katz at Harvard found that young children in families --- \(^6\) U.S. Department of Housing and Urban Development, Office of Inspector General. “Crisfield Housing Authority, Crisfield, MD-Public Housing Program Operating and Capital Funds”. Audit Report Number: 2018-PH-1007. September 25, 2018. \(^7\) Delmarva Now. “Crisfield’s public housing could be relocated” by Liz Holland. 2/23/2016. https://www.delmarvanow.com/story/news/local/maryland/2016/02/23/study-consider-crisfield-public-housing-relocation/80797620/. \(^8\) National Low Income Housing Coalition (NLIHC). “HUD Letter to PHAs Signals Intent to Dramatically Reduce Public Housing Stock”. 2/25/2019. https://nlihc.org/resource/hud-letter-phas-signals-intent-dramatically-reduce-public-housing-stock. that used housing vouchers to move to better neighborhoods fared much better as young adults than otherwise similarly situated children who remained in extremely poor neighborhoods. The study provided the first look at adult outcomes for children who were younger than 13 when their families entered the Moving to Opportunity (MTO) demonstration. Many have characterized the MTO demonstration as a rigorous, random-assignment, multi-decade comparison of low-income families who used housing vouchers to relocate to low-poverty neighborhoods to similar families that remained in public housing developments in poor neighborhoods. The study found that young girls and boys in families that used an MTO voucher to move to lower-poverty neighborhoods were 32 percent more likely to attend college and earned 31 percent more — nearly $3,500 a year — as young adults than children in families not receiving a voucher. Girls in families that moved to lower-poverty neighborhoods were 30 percent less likely to be single parents as adults.\(^9\) According to authors Chetty, et al. their findings indicate that moving families with young children from high-poverty public housing to lower-poverty neighborhoods may reduce the intergenerational persistence of poverty and ultimately generate positive returns for taxpayers.\(^{10}\) This is not an argument for or against vouchers. Rather, it an argument that shifting people out of highly constraining circumstances, such as public housing in Crisfield, can produce incredibly positive outcomes for those people. In this instance, it would also produce good economic outcomes for Crisfield. Accordingly, the Sage team recommends that the local housing authority forge a plan with the U.S. Department of Housing and Urban Development to create a schedule to gradually retire public housing units. Since the housing authority presently maintains approximately 330 units, over the course of 20 years, reducing this stock by seventy-five percent would translate into a reduction of roughly 250 units, or 12-13 per year. \(^9\) Center on Budget and Policy Priorities. “The Future of Housing in America: A Better Way to Increase Efficiencies for Housing Vouchers and Create Upward Economic Mobility”, Testimony of Barbara Sard, Vice President for Housing Policy, Before the House Financial Services Subcommittee on Housing and Insurance, 9/21/2016. [https://www.cbpp.org/sites/default/files/atoms/files/9-21-16hous-testimony.pdf](https://www.cbpp.org/sites/default/files/atoms/files/9-21-16hous-testimony.pdf). \(^{10}\) Raj Chetty, Nathaniel Hendren, and Lawrence F. Katz, “The Effects of Exposure to Better Neighborhoods on Children: New Evidence from the Moving to Opportunity Experiment,” August 2015, [http://www.equality-of-opportunity.org/images/mto_paper.pdf](http://www.equality-of-opportunity.org/images/mto_paper.pdf). 2. Princess Anne/Mainstreet/UMES Partnership Traditional economic development approaches tend to emphasize the recruitment of major corporate facilities via tax breaks and other financial incentives.\(^{11}\) However, given the tendency for corporations to offshore or consolidate production over time, this strategy has become less appealing. Given greater competition for new facilities, some communities seem to have deemphasized economic development altogether. The Sage study team views this as unwise since there are other approaches to promote economic development beyond the recruitment of facilities. One of these approaches is broadly known as place-making. Conceptually, place-making is basic – it involves a combination of public and private investment and planning to create spaces in which people want to congregate and ultimately interact economically. It is not enough to create beautiful spaces. Beautiful spaces in and of themselves do not translate neatly into transactions – it is ultimately transactions that translate into tax base. The key is to interweave beauty with amenities. Certain amenities are particularly treasured. A 2006 survey of North Carolina localities found that a higher percentage of small communities indicate that attracting retail and service businesses is a priority compared to larger communities.\(^{12}\) Note that place-making represents a longer-term proposition than traditional economic development. Traditional economic development is more likely to focus upon large-scale events that produce significant numbers of new employment opportunities in one fell swoop. Place-making is not about large events. It is about organic, steady growth driven by the expansion of existing businesses and by episodes of entrepreneurship, including in the form of new specialty retailers and fine dining establishments. What place-making and traditional economic development have in common are a focus on 1) attracting private investment; 2) creating employment opportunities; 3) raising living standards; 4) reducing inventories of vacant/under-utilized space; and 5) creating tax base. However, place-making is far more likely to create a general sense of well-being in the community, including among young people and retirees who would not stand to benefit directly from the relocation of a plant or back office operation to their community. After all, one of the goals is to support beautiful gathering places. One likely implication of successful place-making or place-based development is the attraction of artists and other creative personalities. Beautiful places tend to be a breeding ground for inspiration and entrepreneurship. Exhibit 39 describes a number of small-town development strategies. Appendix B provides several examples of small towns that have pursued various development strategies, including place-based development focused on tourism. \(^{11}\) Morgan, Jonathan Q., and William Lambe. “Find a way or make one.” *Economic Development Journal* 8, no. 3 (2009): 5-13. \(^{12}\) Id. The study team concludes that Princess Anne is perfect for place-making. Its gracious architecture and defined main street render it a potential destination. What is required is greater economies of scale and scope to induce more people to come to Princess Anne, whether for dining experiences, to purchase specialty items, or simply to walk. This hardly represents new thinking. The Princess Anne Comprehensive Plan states: “It is the policy of Princess Anne to promote the “Main Street” approach for downtown. This approach includes implementing strategies for marketing downtown, economic restructuring, revitalizing downtown by improving the facades of the buildings, community design improvements, and strengthening the organizations and institutions that support a vibrant downtown.” The Princess Anne Comprehensive Plan presents the following economic development actions; actions consistent with the main street approach: 1. The Town will undertake a joint effort with UMES and downtown merchants to develop a community theater, gallery, and student-run businesses. 2. The Town will apply to the Maryland Department of Housing and Community Development for grant monies as a “Main Street Maryland” community and make use of the technical assistance the State can provide. 3. The Town will coordinate with the County, State, UMES, the business community, and others to develop a coherent marketing strategy to promote Princess Anne as a tourist destination. 4. The Town will retain an economic development consultant as a Main Street executive director with specialty in retail revitalization and downtown redevelopment to develop and implement a strategy for promoting redevelopment in the Mount Vernon Road Gateway District and ongoing revitalization of downtown. 5. The Town will form a working group, comprised of students, business owners, to promote job training and development in the Princess Anne area involving local business owners.\(^{13}\) All of these recommended activities are consistent with place-making, which is about more than altering the appearance of physical space. In addition to more beautifully maintained facades and other structures is the need for the people who supply talent, creativity, and entrepreneurial spirit to a community. \(^{13}\) *The Comprehensive Plan for the Town of Princess Anne*, 2009, p. 85-86. 3. **Invest No Public Monies Directly in a Downtown Crisfield Hotel** The study team has interacted with many stakeholders who believe that downtown Crisfield would benefit massively from an upscale, full-service hotel with meeting facilities. We agree. There would be a substantial increase in streetscape activity with the development of a successful hotel. The hotel could prove to be the catalyst for business formation along W. Main St. among other thoroughfares. This may also result in existing businesses maintaining more routine and predictable business hours. Many who participated in our focus groups indicated that the frequent dearth of foot traffic in Crisfield’s business district induces many shop owners to close their doors early. The result is that when visitors show up unexpectedly, for instance by boat, there is little for them to do. These dynamics frustrate repeat visitation. A new hotel could change that. A steady stream of visitors would create a circumstance in which foot traffic and spending power would be more commonplace in downtown Crisfield. That would supply Crisfield with the injection of street-level energy that it desperately requires. Here’s the issue. Hotels are notoriously risky investments. Because hotel stays tend to be discretionary, including among both business and leisure travelers, their propensity to falter during times of economic distress is elevated. Even during good economic times, property maintenance is expensive, energy and water costs are high, and cashflow tends to be highly seasonal. In short, the cash demands are high. Accordingly, if there are private investors willing to develop a waterfront hotel in downtown Crisfield, the study team sees no reason to oppose that. To work economically, the study team believes that the hotel must be a destination in its own right. There is presently not enough to attract visitors to Crisfield in sufficient numbers to support a hotel that is standard in nature. Consequently, a hotel that is not a proper draw in and of itself will likely struggle, at least initially, perhaps setting off a series of ownership transfers over time as one ambitious ownership group replaces the previously disappointed one. Given the risks involved, we recommend that no public monies be directly invested in the hotel. Risk of hotel failure (or success) should be borne completely by private owners. There may be requirements for infrastructure upgrades to support the hotel, and decisions regarding related public infrastructure investment should be made on an ad hoc basis. Moving ahead with proposed infrastructure investments should attract more favor when: 1) fewer dollars are involved; 2) the investment would benefit more than simply new hotel owners/operators; and 3) it improves public safety. One important feature of the new hotel will be its ability to host weddings. Generation Y, often referred to as the Millennials, represents America’s single largest generation. Now in their 20s and 30s, many are set to form households. According to IBISWorld, last year the U.S. wedding industry supported total revenue of $78 billion and 377,000 businesses. The industry stands to become even larger going forward as Millennials begin to move up various organizational ladders and wrestle their way through accumulated student debt. A new hotel could and should position Crisfield to participate in this wave of economic activity, leveraging its gorgeous waterfront in the process. 4. **Industry Cluster Targets** Based on the study team’s analysis, five categories emerge as candidates for the formation of industry or occupational clusters. These are: 1. Retirement living & healthcare 2. Aquaculture, agriculture, food processing, and food distribution 3. The skilled trades, including those related to construction and manufacturing 4. Alternative energy 5. Tourism The goal of listing these segments is intended to provide a sense of where comparative advantage likely exists in Somerset County. The list is not intended to suggest that other industries, whether professional services or financial services, have no place in Somerset County. Ultimately, Somerset County benefits from the presence of a host of industries, including those not on this list. The notion is merely that Somerset County is unlikely to manifest near-term comparative advantage in an industry like financial services given its proclivity to serve those of means and to be concentrated in more densely populated areas. By contrast, densely populated areas are less likely to be able to support industries like agriculture. 1. **Retirement Living & Healthcare** The confluence of waterfront, lower cost of living, McCready Health and the intellectual center that is UMES represents reason to believe that Somerset County could emerge as a significant destination for retirees. There is of course already a population of retirees, but the study team believes that there is room for additional condominium development suitable for retirees, including perhaps along Main Street in Princess Anne and the waterfront in Crisfield. This development would expand the size of the real property tax base, create more demand for local goods and services, support more local employment, create a larger pool of citizens able to volunteer for local boards, stabilize population, and perhaps create opportunities to improve the quality and character of the local housing stock. In 2018-19, the County’s real property tax rate stood at $1.00 per $100 of assessed value. For those living in Crisfield, there was an additional municipal tax of $0.87/$100 of assessed value. In Princess Anne, there was an additional $0.998/$100 of assessed value.\(^{14}\) Relative to much of the balance of Maryland, these property taxes are high. When authoring the economic development strategy for Cambridge, MD in 2010, Sage economists recommended a tax break for older newcomers to the community. Specifically, we recommended that the City of Cambridge offer a special retiree tax break for those households headed by an individual age 60 or older moving on a full-time basis to the City and purchasing for owner-occupancy. Eligible individuals would receive a 50 percent reduction in their real estate tax \(^{14}\) Maryland Department of Assessments and Taxation. [https://dat.maryland.gov/Pages/Tax-Rates.aspx](https://dat.maryland.gov/Pages/Tax-Rates.aspx). obligation over the course of three years. The intent of such a tax break was to reduce the inventory of unsold housing units and to create an environment more conducive to residential development. A related goal was to accelerate tax base formation and help support main street development efforts and other revitalization efforts. Somerset County could consider a similarly structured tax break to attract retirees to the area, including to Crisfield. Attracting a much larger population of retirees would expand the tax base, help lower the real property tax rate in the County/municipalities and position the community for further waves of retirees. Our recommendation is that the County property tax be reduced in accordance with what we recommended for Cambridge (i.e. reduction of property tax rate by one-half for three years for those moving on a full-time basis from outside of the county into Somerset County with a household head aged 60 or older). For this select group, the property tax rate would fall from $1.00/$100 of assessed value to $0.50/$100 of assessed value. The fiscal cost is likely to be small, but the messaging to prospective retirees would be powerful. The goal is to attract the attention of would-be retirees and eventually persuade people that Somerset County is an appealing retirement destination with or without tax breaks. The tax rate for those purchasing second homes in the county would not change. We do not recommend reductions in tax rates in Princess Anne or in Crisfield. Why not? The reason is that the study team is reluctant to recommend anything that could bias decisions regarding where to retire within the county. A County-wide tax break would not alter the decision to retire in, for instance, Princess Anne, or Crisfield, or elsewhere within the county. It would, however, potentially influence whether or not a retiree household would retire to Somerset County in the first place. With respect to healthcare, growth in the number of retirees would presumably expand demand for healthcare services, including preventative care, chronic disease management, etc. Healthcare is already projected to be among the leading sources of job creation going forward. Accelerating the formation of the retiree population would simply accelerate this type of job growth. Naturally, there needs to be a sufficient level of training for these workers, whether at UMES, Wor-Wic, or other centers of higher education. The expansion of demand for health services would also render it more likely that existing local capacity to supply healthcare services would remain in place. As many local stakeholders know, McCready Memorial Hospital is merging with Salisbury-based Peninsula Regional Medical Center. While the existing nursing home will remain intact, a new free standing medical facility will be developed just outside Crisfield. There are many conceivable uses for vacated space, including for medical training, wellness programs, or other quality of life enhancing uses. 2. Aquaculture, Food Processing, and Food Distribution Somerset County is already home to a number of significant food distribution operations. It is also home to a number of fishing operations. All of these activities are important and bring wealth into the community. It also helps the community preserve its history and rural character. The study team concludes that aquaculture represents a potentially important complement to ongoing food production activities. Over the past half century, the per capita consumption of fish in the United States has grown by almost half (from 10.3 pounds per capita per year to 14.9 pounds). This growth has been entirely driven by fresh and frozen seafood. While consumption of canned and cured fish and seafood has declined over time, consumption of fresh and frozen seafood has nearly doubled over the past half century, increasing at an average annual rate of 0.7 percent.\(^{15}\) The growth in U.S. fish consumption has resulted in an enormous demand for imported fish and seafood. In 2016, the value of domestically harvested fish and seafood was $5.3 billion; the value of imported fresh and frozen fish and shellfish was $17.3 billion.\(^{16}\) Over the past two decades imported fish and shellfish have dominated. The value of the domestic harvest, exports, and aquaculture has been little changed in this period. The relentless demand for fish, especially Atlantic salmon, coupled with stagnant domestic supplies and ballooning imports has created opportunities for U.S. aquaculture, including land-based recirculating aquaculture system (RAS) technology. RAS is a relatively new approach to salmon farming which traditionally has relied on ocean pens to feed salmon and allow them to grow to market size. RAS technology has been developed and implemented at lab scale by the University of Maryland. It maintains several advantages over traditional ocean-based technology including control over the total environment in which salmon are raised, reduced risks of pollution, contamination, and disease, and proprietary technology for the production of eggs. In this context, the presence of UMES is most fortuitous. Among other things, UMES maintains a Department of Agriculture, Food and Resource Sciences. According to the University, the Department “prepares students to make significant, positive contributions to the food and agricultural sciences through learning, discovery, and engagement. Students are provided with experiential learning opportunities through our state-of-the-art research, education, and farm facilities.”\(^{17}\) The Department is part of the School of Agricultural and Natural Sciences (SANS), which also embodies the UMES Agricultural Experiment Station and the UMES Extension Program. The UMES Extension Program is intended to provide research-based knowledge to solve practical problems, including those that occur in the process of food production and even distribution. SANS also encompasses the Department of Natural Sciences, which offers programs for students --- \(^{15}\) National Oceanic and Atmospheric Administration, “Fisheries of the United States”. \(^{16}\) Id. \(^{17}\) University of Maryland Eastern Shore. [https://www.umes.edu/agriculture/](https://www.umes.edu/agriculture/). majoring in biology, biochemistry, chemistry, and environmental science.\textsuperscript{18} All of this training could and should be pertinent to the development of a water-based food production cluster. The point is that UMES should be viewed as supplying a funnel of entrepreneurs who embrace the cutting edge of food production and support enterprise development in the county. The question becomes how does one motivate these would-be entrepreneurs to commercialize their ideas in Somerset County? The answer likely lies in inducing the University to emphasize the role of entrepreneurship in relevant departments and to provide a large-scale tax break to anyone with the proper credentials and intellectual property seeking to develop an aquaculture facility. In 2017, Atlantic Sapphire USA, a subsidiary of Norway-based salmon firm Atlantic Sapphire A/S, began construction on a massive $350-$400 million land-based aquaculture facility in Miami, Florida. Importantly, there is Maryland-based aquaculture intellectual property that could help support the development of a successful aquaculture facility in the Free State.\textsuperscript{19} As a final note, along Crisfield Highway, there is a 70,000 square foot building available for lease sitting atop 23.35 acres known as the Carvel Hall building. For nearly five decades, Carvel Hall was known for the production of cutlery, particularly steak knives. The property is in a designated Enterprise Zone. There have been recent upgrades to the electrical system as well as new roofs, windows and doors. The City of Crisfield owns the property. This represents another opportunity to absorb additional industrial activity, and policymakers may want to consider special initiatives to promote adaptive reuse of this site. This is not the type of asset that should be on a City’s balance sheet for an extended period. In its current state, it is a liability as opposed to a source of economic vigor. \textit{3. The skilled trades, including those related to construction and manufacturing} This is all about training. Both industries suffer from a dearth of available workers. Many younger workers have eschewed the skilled trades, believing that the path to success is a college education. For many people, it is. However, there continues to be significant demand for electricians, HVAC professionals, pipefitters, welders, machinists and others. The study team believes that a concerted effort to leverage the Somerset County Technical High School and other secondary schools into a trained, can-do workforce focused on construction, manufacturing, logistics and other technical fields could translate into stepped up firm recruitment, bulked up entrepreneurship, and the creation of scores of living wage positions. One of the keys is to ensure a ready supply of industrially-zoned land in the county – land that is marketable to manufacturers and other industrial players. \textsuperscript{18} University of Maryland Eastern Shore. \url{https://www.umes.edu/SANS/}. \textsuperscript{19} Sage Policy Group client. Again, the study team encourages coursework in entrepreneurship and business management to complement the acquisition of technical skills. Partnerships with Wor-Wic make sense in this context given that institution’s focus on STEM and other key disciplines, including non-credit offerings in the trades. Available Wor-Wic offerings pertain to electrical wiring technician, wastewater treatment, and welding/metal fabrication.\(^{20}\) 4. **Alternative energy** Wind farms, solar farms, and other forms of alternative energy are often land-intensive. Somerset County is home to plentiful land that could be used to house solar arrays, which are combinations of several solar panels. Whether solar or wind farms, these facilities would need to be maintained, creating additional demand for Somerset County’s technical workforce. Part of the motivation behind this recommendation is that Maryland is among the nation’s most aggressive states in terms of obligating itself to move expeditiously toward the use of renewable energy during the decades ahead. Maryland’s legislature recently passed the Clean Energy Jobs Act (May 29, 2019), which creates a mandate that 50 percent of the state’s electricity be produced by renewable energy sources by 2030.\(^{21}\) Somerset County must position itself to help meet that mandate, helping bolster its own economy in the process. 5. **Tourism** Tourism contributed a total of $536,502 in total direct consumer tax impact for Somerset County in FY2018. With an annual budget of just $67,088, Somerset County’s investment in tourism returned $8 for every $1 spent. Over the past several years, the impact of tourism on Somerset County has grown slightly faster than the state average. These data points indicate that tourism is a good investment for Somerset County. The Somerset County Office of Tourism has worked to develop and support a variety of tourism assets throughout the County. There are also several other local organizations that contribute to visitor attraction efforts. Somerset County should continue efforts in promoting tourism as a mechanism to grow and sustain its economy. The next section of this report supplies considerable detail regarding tourism dynamics in the county and how they could be improved. \(^{20}\) Wor-wic Community College. [https://www.worwic.edu/Programs-Courses/Non-Credit-Courses/Trades-Manufacturing](https://www.worwic.edu/Programs-Courses/Non-Credit-Courses/Trades-Manufacturing). \(^{21}\) Maryland General Assembly. *Clean Energy Jobs*. Enacted under Article II, Section 17(c) of the Maryland Constitution - Chapter 757. [http://mgaleg.maryland.gov/2019RS/chapters_noln/Ch_757_sb0516E.pdf](http://mgaleg.maryland.gov/2019RS/chapters_noln/Ch_757_sb0516E.pdf). Part I Conclusion In recent decades, broadly shared prosperity has proven elusive in Somerset County. Job creation has generally been slow and population has declined. There are obvious physical manifestations of this malaise, including in downtown Crisfield. There are other indications of economic stagnation, including the large numbers of county residents on some form of public assistance. At the same time, there are a number of key employers expanding operations, including manufacturers and deliverers of healthcare, but who suffer difficulty identifying willing and able local talent. At the heart of Somerset County’s renaissance will be to transition people from dependence to independence. This will require a combination of policies, including vastly expanding training opportunities and supplying greater incentives to enter the workforce. The study team identified a number of industries ripe for rapid expansion in Somerset – many of which pay living wage salaries or better. The redevelopment of downtown Crisfield and likely growth in Princess Anne, due in part to a stronger partnership with UMES, will create a series of additional opportunities, including in construction, hospitality, and many other segments. We conclude that Somerset County’s economic future is extraordinarily promising and that fiscal sustainability is within reach. However, County and municipal governments must act with vigor along the dimensions of marketing, adaptive reuse of property, and promoting workforce development and labor market entry. J.P. TAWES & BRO. Assessment of Current Tourism Climate Tourism contributed a total of $536,502 in total direct consumer tax impact for Somerset County in FY2018. With an annual budget of just $67,088, Somerset County’s investment in tourism returned $8 for every $1 spent. Over the past several years, the impact of tourism on Somerset County has grown slightly faster than the statewide average. These data points indicate that tourism is a good investment for Somerset County and likely represents a source of significantly augmented economic activity. Impact of Tourism on Somerset County’s Economy, 2014-2018 Source: Maryland Office of Tourism Development, Annual Reports for FY2014 – FY2018. SOMERSET COUNTY STRATEGIC ECONOMIC OPPORTUNITIES ANALYSIS Current Tourism Assets The Somerset County Office of Tourism has worked to develop and support a variety of tourism assets throughout the County. There are also several other local organizations that contribute to visitor attraction efforts. **History & Heritage** - Tawes Museum - Teackle Mansion - Smith Island Cultural Center & Museum - Genealogical research **Outdoor Recreation** - Janes Island State Park – campground, kayaking, walking - Deal Island Wildlife Management Area - Trail Mix App – hiking, biking, paddling - Somers Cove Marina - Smith Island (kayaking, fishing, crabbing, etc.) - Campgrounds – Janes Island, Goose Creek Marina, Lake Somerset, - Wellington Beach & Park - Raccoon Point Beach & Park - Water Trails – Janes Island, Monie Bay, Smith Island - Outfitters (kayak, canoe, bike rentals) - Fishing charters - Birding tours & self-guided opportunities - Great Hope Golf Course **Culinary Experiences** - Smith Island Cake Company - Bakeries offering Smith Island Cakes - Seafood restaurants & crab houses - Seafood to-go - Smith Island Crab Meat Co Op Events Larger events: - J. Millard Tawes Crab & Clam Bake - National Hard Crab Derby & Fair - Skipjack Races & Festival - Skipjack Bike Tour - Delmarva Birding Weekend Smaller events: County and town fairs, holiday events (4th of July, Halloween, Christmas, etc.), Strawberry festival Accommodations Somerset County has a total of approximately 230 beds among its motels, bed and breakfasts, conference center, and inn. Most of these rooms are at the lower end of the market, though there are mid-market accommodations available through some B&Bs, Washington Inn, and The Henson Conference Center (on the UMES campus). Somers Cove Motel has also made significant investments to renovate and upgrade the interiors of its guest rooms. Visitors to Somerset County also have the option to stay at several campgrounds. Options include cabins, RV hookups, and tent sites. Partners & Related Organizations - Chambers of Commerce - A&E District - Crisfield Heritage Foundation - Parks & Recreation - Historical Societies - UMES Marketing Resources - Visitors Centers - Trail Mix App - Website – exists but there are issues - Social media - Brochures & maps Competitive Analysis Somerset County finds itself in the middle of a fiercely competitive tourism market. It is dwarfed in spending and revenue generated by its neighbors. Worcester County (including Ocean City) generated more than $47 million in total direct consumer tax impact in FY2018. Together, Worcester County and Ocean City supported a tourism budget of nearly $8 million. Smaller regional competitor Dorchester County spent $283,754 and generated $4 million in total direct consumer tax impact. Somerset County has the smallest tourism budget in Maryland, rendering it difficult to stand out among the many competing tourism attraction messages. Beyond Maryland, Somerset County faces intense competition from Delaware beaches, Virginia Beach, and the communities of Virginia’s Eastern Shore. The coastal communities of New Jersey and North Carolina also compete for visitors from the Mid-Atlantic region and beyond. To the west, the Shenandoah Valley and Appalachian Mountain communities compete for visitors interested in nature and outdoor recreation. Major cities in the region also spend millions of dollars to attract visitors. With such a robust tourism market extending hundreds of miles in every direction, it is virtually impossible for Somerset County to elevate its voice above its competitors. This illustrates the absolute necessity of developing a niche tourism strategy that is highly focused and targeted. Analyzing Somerset County’s competitors relative to its own tourism assets is a good way to begin fashioning its best niche strategy. History & Heritage Maryland and the broader Mid-Atlantic region are extremely rich in American history. The region is home to top national museums, major civil war battlefields, and sites that were part of the founding of our nation. These high-profile historic sites have mass appeal to a variety of travelers. Smaller communities that hope to compete and divert visitors from these sites must have an extremely compelling and nationally significant offering. Locally, Dorchester County provides the best example of a small market capitalizing on historical tourism. As the birthplace of Harriet Tubman and a central part of the Underground Railroad, Dorchester County has a genuinely significant place in America’s history. Without historical assets of this magnitude, it is extremely difficult for a small community to build a tourism strategy predominantly around history and heritage. Outdoor Recreation The Eastern Shore is a popular region for a huge variety of outdoor activities including boating, kayaking, fishing, hunting, biking, running, walking & hiking, and birding, among others. Much of the tourism related to these activities is centered around the region’s State Parks, Wildlife Management Areas (WMA), and National Wildlife Refuges. Compared to most other counties in the region, Somerset has an advantage with both Janes Island State Park and Deal Wildlife Management Area. Only Queen Anne’s County and Caroline County have more of these resources with multiple state parks and a WMA in each. Water is also a huge draw for tourists interested in outdoor recreation. There are many destinations with Chesapeake Bay waterfront, including Somerset County. Other bayfront Eastern Shore counties have an edge in attracting visitors with towns that have more development and accommodations around the water. However, Somerset County has huge potential to pursue similar development in Crisfield, which offers outstanding Bay access and views. Dorchester County has been successful in developing major events centered around outdoor recreation. They are the host of IRONMAN Maryland and the IRONMAN 70.3 Eagleman Triathlon, both of which attract thousands of amateur athletes and outdoor enthusiasts from all over the world. If Somerset County is able to develop more accommodations, especially at the mid-level and higher ends of the market, it would be better able to compete for similar types of events. In addition to the coastal destinations offered on the Eastern Shore, outdoor enthusiasts in the Mid-Atlantic have many choices for mountain adventures. Hiking, skiing, and whitewater rafting are attractive options. The cooler summer weather is also a lure for travelers seeking a break from heat and humidity. Overall, Somerset County is extremely competitive in terms of the opportunities it offers for outdoor recreation. It is a lack of other amenities (namely accommodations and dining & drinking establishments) that supplies rival jurisdictions a competitive advantage. **Beach Escapes** By far the most significant source of tourism in the region are the beaches of Ocean City, Rehoboth Beach, and other smaller oceanfront beach communities. Millions of visitors are within a relatively short drive of Somerset County throughout the beach season. It can be tempting to think that Somerset County should develop a strategy to divert visitors away from these destinations. However, visitors drawn to the nightlife of Ocean City or the trendy shops of Rehoboth Beach are unlikely to be drawn to Somerset County’s quieter, more rustic communities. These visitors also tend to prefer spending their days on the beach and they’re less likely to be interested in the more active experiences Somerset County has to offer. Most travelers to Ocean City or Rehoboth Beach choose those destinations because they want the experience of the wide beaches and plentiful dining and shopping options. It would be extremely difficult for Somerset County to siphon away even a tiny percentage of those visitors. However, Somerset County may be able to lure people from the smaller beach destinations like Cape Henlopen, Bethany Beach, or Fenwick Island. These are quieter, more family-friendly communities. They are also proximate to Delaware state parks that attract more active travelers. It is entirely feasible that some individuals and families drawn to these beach communities would consider a day trip or extended stay in Somerset County. Culinary Experiences “Foodie tourism” has been one of the most significant industry trends in recent years. It is not uncommon for tourists to choose their destination and activities entirely around culinary experiences. This offers an opportunity for smaller markets that have a truly unique and high-quality culinary offering. If your community is one of the few places in the world that offers the authentic version of a certain food, people will travel to experience it. The broader Eastern Shore region benefits from this trend in terms of its seafood. Maryland crabs are famous the world over, and the Eastern Shore is the most authentic place to experience them. Chesapeake Bay oysters are another unique culinary experience that draws people to the region. The farm-to-table movement is also strong on Eastern Shore. Towns like Easton and Cambridge have been able to attract and retain restaurants that emphasize local seafood and produce. Somerset County does not currently have the same reputation for dining experiences, but it does have potential to capitalize on its unique culinary assets like the Smith Island Cake and its rich waterman heritage. Small Town Charm The Delmarva Peninsula is home to many charming towns that attract visitors. Towns like Easton, St. Michaels, Berlin, Cambridge, Lewes, and Chestertown feature historic architecture, outstanding restaurants, unique shops and boutiques, and strong art scenes. They provide a high-end experience that is appealing to affluent visitors from the Mid-Atlantic’s urban centers. They also provide many choices, with multiple high-quality options in each category. Many of these towns have benefited from an influx of wealthy individuals who retired or bought weekend homes nearby. This has created a steady market to sustain restaurants and shops outside of the tourist season. While Somerset County’s small towns are comfortable places to live, they lack the variety that popular Eastern Shore destinations offer. This is somewhat by design. Somerset County residents do not seem eager to court the types of visitors who frequent towns like Easton and Lewes. They simply aren’t a good cultural fit for Somerset County where residents tend to prefer practical amenities and a down-to-earth, easygoing lifestyle. This isn’t to say that Somerset County’s towns don’t have anything to offer visitors. Rather, it drives home the importance of developing a niche strategy that aligns with the County’s values and culture. Adopting attraction strategies similar to those used in towns like Easton would feel inauthentic and ultimately be ineffective in places like Crisfield, Princess Anne, or the County’s smaller villages. SWOT Analysis A SWOT Analysis (Strengths, Weaknesses, Opportunities, and Threats) is a helpful organizational tool during strategic development. It also provides a “check” against new ideas and is an easy way to ensure that the strategies developed align with your brand’s strengths and address external opportunities and/or threats. The following is a SWOT Analysis for the Somerset County tourism market. This is based on competitive analysis, one-on-one interviews, focus group discussions, and economic data. | STRENGTHS | WEAKNESSES | |---------------------------------------------------------------------------|----------------------------------------------------------------------------| | ♦ Extensive Chesapeake Bay coastline | ♦ Low population makes it difficult to sustain tourism businesses out-of-season | | ♦ Natural resources including protected land available for recreation | ♦ Consistency of services (business hours, customer service, etc.) | | ♦ Culinary experiences (i.e. seafood, Smith Island cakes) | ♦ Connectivity (mobile service, internet service) | | ♦ Robust events schedule | ♦ Small number of people in the community doing the vast majority of the work (organizing events, promoting businesses, etc.) | | ♦ Established organizations working to support visitor attraction (Main Street, A&E District, etc.) | ♦ Real reluctance to change or welcome outsiders | | ♦ Authenticity of experiences | ♦ Lack of mid-market to high-end accommodations | | ♦ Relative proximity of several major metropolitan areas | ♦ Limited dining choices | | ♦ Easy access to Route 50 | ♦ Lack of activities for kids and families | | | ♦ No brand identity | | OPPORTUNITIES | THREATS | |------------------------------------------------------------------------------|--------------------------------------------------------------------------| | ♦ Crisfield waterfront | ♦ Sea-level rise | | ♦ Properties available for development; motivated owners | ♦ Proximity of tourism competitors with massive budgets that drown out Somerset County | | ♦ Recreation-based tourism and eco-tourism | ♦ External perceptions of the County | | ♦ Large population centers with high disposable income within a reasonable driving distance | ♦ Economic realities make it difficult to maintain traditions (watermen, life on Smith Island, etc.) | | ♦ Leverage events to extend visits to Somerset County | ♦ Difficulty retaining young adults who seek opportunity elsewhere | | ♦ Niche, digital marketing | | | ♦ Leverage talent and enthusiasm of students at UMES and Salisbury University | | Summary of Key Findings from Interviews & Focus Groups The one-on-one interviews and focus groups that were part of this project offered a wealth of insight into the opportunities and challenges for tourism in Somerset County. They provided the nuance and context that is difficult to derive from hard data alone. The following section summarizes key findings from these interviews and focus groups. 1. *There is positive momentum that is ready to be harnessed.* Somerset County has a lot of great things to build upon. The County has done a phenomenal job of developing signature events like the Hard Crab Derby and Tawes Crab & Clam Bake that attract thousands of visitors. The new Crisfield Arts & Entertainment district provides the foundation on which to build a thriving art scene. Established businesses like Smith Island Cruises, Washington Inn & Tavern, Smith Island Cake Company, Somerset Cove Motel, and a variety of retail shops and eateries offer visitors a very enjoyable experience. Janes Island State Park and Deal Island Wildlife Management Area offer phenomenal outdoor recreation. All of these things are already enough to provide tourists with compelling reasons to visit Somerset County. A strong tourism strategy will keep the momentum going by uniting these assets and promoting them under one cohesive Somerset County brand. 2. *Visitors are often surprised and disappointed by the lack of consistent services.* Business hours tend to be inconsistent and shops and restaurants may not be open in the evenings or on weekends. There are few of the activities often associated with waterfront communities. Cell coverage and Wi-Fi are often quite limited. Some of these issues can be addressed through a strong economic development and tourism strategy, but it’s also important to manage visitor expectations. This will be a key element in driving the content of strategic recommendations. 3. *Somerset County residents have tremendous pride in their history, heritage, and natural resources, but they are reluctant cheerleaders.* Somerset County’s culture tends to be a bit reserved, so its residents aren’t naturally inclined to give visitors an effusive welcome. But when talk turns toward life on the water, the incredible uniqueness of places like Smith Island, and the history of Crisfield and Princess Anne, even the most reserved Somerset natives are willing to share their pride in the County. This pride can be leveraged to provide visitors with truly unique and memorable experiences. 4. *The sustainability of Somerset County’s natural resources and way of life is a major concern.* Most rural communities in America are concerned about these issues, but it is particularly acute in Somerset County. Climate change, erosion, and flooding threaten the physical landscape of the County, as well as the livelihoods of many of its residents. The digital global economy often requires younger residents to leave the area to pursue career and personal opportunities. Changes are necessary to address these challenges, but change does not come easy in Somerset County. Any proposed changes or new initiatives must align with the County’s culture if they hope to be successful. 5. *The Somerset County hospitality industry operates with extremely limited resources.* These resource constraints shape the experiences of tourism staff, stakeholders, and the broader network of small businesses that struggle to stay afloat. Importantly, the issue isn’t simply a lack of monetary resources, though limited funds for development and marketing is certainly a challenge across the board. One of the greatest resource restraints facing Somerset County is that of time. Business owners and individuals working to support Somerset County tourism are already busy with very little additional time to give. The word “exhausted” was used frequently by individuals interviewed for this project. Execution of any strategy ultimately depends on the “boots on the ground,” so it’s important to consider the realistic capacity and enthusiasm of local stakeholders to take on new initiatives. This is addressed more extensively in the Execution Strategies section of this report. **Strategic Goals** Based on the data and analysis outlined above, we have identified the following strategic goals to enhance the impact of tourism on Somerset County’s economy: 1. Attract visitors, entrepreneurs, and investors who will appreciate Somerset County as it is, rather than those who would want to change its character 2. Level out inconsistency & seasonality (create jobs & economic impact year-round; increase viability of small businesses) 3. Attract investment to make downtown areas more vibrant for visitors and locals alike 4. Preserve and maintain culture, traditions, natural landscapes & waterways 5. Develop sustainable revenue streams to support current and future Tourism efforts To achieve these goals, the study team has identified target markets and made recommendations for specific tourism-related projects. We have also suggested a new Somerset County brand and messaging campaign. Finally, we suggest some execution strategies that will help make implementing these ideas feasible. Strategic Recommendations There are many intriguing possibilities to further develop and enhance Somerset County’s tourism strategy. The following section hones in on just a few of these strategies that offer the greatest potential impact. This focused approach reflects the realities of Somerset County’s limited resources, both in terms of budget and staffing. Target Markets Part of this focused approach is identifying specific target markets. A broad, “shotgun” approach is ineffective because it dilutes messaging and creates confusion in the market. It is much more effective to direct limited resources to a niche audience that aligns with the County’s strengths and values. Based on the research conducted, there are two target markets that offer the greatest potential for Somerset County’s tourism efforts: 1. **Outdoorsy Professionals** This market has two attributes that make them attractive targets for Somerset County: an enthusiasm for the outdoors and disposable income. They will be attracted to the outdoor activities the County has to offer, as well as the slower pace that makes a nice break from hectic urban and suburban life. Somerset County is a reasonable driving distance from several major metropolitan markets with high concentrations of professionals. Targeting those interested in outdoor recreation is fairly easy through digital ads, social media ads, and ad placements through niche content providers (podcasts, blogs, etc.). 2. **Active Families** This market overlaps somewhat with outdoorsy professionals, but with the added need for family-friendly activities. Also, although people in this group may be relatively affluent, they are more likely to be budget-conscious. Somerset County offers a variety of affordable outdoor activities, along with reasonably priced accommodations and restaurants. This makes it an excellent option for active families. Again, targeting this market is relatively easy through digital methods and niche content providers. One of the most important aspects of both of these target audiences is that they align well with Somerset County’s culture. They value the natural resources that the County offers, they appreciate the pace of daily life, and they crave authenticity. It is important to note that focusing on these markets does not mean that others need to be neglected. There are many visitors to Somerset County who are interested in its rich history, heritage, and genealogical research. Other visitors could be classified as “beach overflow,” which includes people looking for more affordable accommodations to base out of during their beach vacations. In both of these instances, visitors are already drawn to Somerset County. It’s important to provide them with a great experience during their visit, but it is less important to proactively draw them into the County. Therefore, these markets can be approached with a less intensive “maintenance” strategy. Project Recommendations The target markets identified align very well with Somerset County’s assets and culture. However, there are some challenges that need to be addressed in order to fully capitalize on the opportunities these potential visitors represent. This section suggests projects that will help position Somerset County as a preferred destination for Outdoorsy Professionals and Active Families. Vacation Packages One of the most significant challenges that was brought up frequently in the focus group and interviews was a lack of consistency in operating hours among businesses in Somerset’s hospitality sector. Small business owners have many demands on their time, so it can be extremely difficult to maintain hours in the evenings and on weekends, which are peak times for visitors. Furthermore, most small businesses don’t have the resources to hire additional staff to extend their hours. One way to address this challenge is to concentrate a high volume of visitors into specific times throughout the year. This allows business owners to prepare for these peak times and more easily coordinate with each other to deliver a fantastic visitor experience throughout the County. This can be achieved by developing and marketing vacation packages. These packages would include lodging and focus on outdoor recreation, but they would also include a variety of other activities. For example, kayak and bicycle rentals could be included, along with a trip to Smith Island where visitors can learn about its history and enjoy a crab feast. The packages might include a visit to Smith Island Cake Company in Crisfield to learn how the iconic cakes are made and sample different flavors. A faculty member from University of Maryland Eastern Shore or a ranger from Janes Island State Park could lead a nature walk. There may be certain meals at local restaurants included as well. The packages would be structured to provide visitors with some pre-determined activities that support local businesses, along with plenty of time to independently explore all that the County has to offer. These packages would be offered during specific weeks when all participating businesses are available and ready to participate. It would be ideal to offer the packages around major events in the County, providing visitors with still more activities to enjoy during their visit. The Delmarva Birding Weekend and the Skipjack Bike Tour & Run offer particularly good alignment with the outdoor-oriented target markets for the packages. Creating vacation packages would also provide the opportunity to extend the tourist season and provide additional revenue in the spring and fall. Many outdoor enthusiasts prefer activities during these times when the weather is cooler and biting insects are less of a nuisance. Recommendations for developing and launching the vacation packages are included in the Execution Strategies section of this report. Eco Cottage Development One of the most significant factors currently limiting economic growth through tourism in Somerset County is its limited accommodations, particularly at the higher end of the market. There is an opportunity to address this shortage with the development of “eco cottages” in downtown Crisfield. There is a 6 acre property with a motivated owner that is perfectly situated for just such a development. The eco cottages would be highly efficient, architecturally interesting cottages available for rent by visitors to Somerset County. These cottages would be small, but they would incorporate quality finishes that make them feel very comfortable and a bit luxurious. A “rustic glam” aesthetic would tie in with the natural beauty of Somerset County while providing a high-end experience. Building them with sustainable materials and energy efficiency in mind would strongly appeal to the target market of outdoorsy professionals and active families. The cottages should be built on stilts to avoid damage in the event of any flooding. Each cottage would be approximately 800 – 1,000 square feet with a small kitchen, living and dining area, a jack-and-jill bathroom, and one or two bedrooms. Two-bedroom cottages could be configured with a master bedroom and a smaller bedroom with bunk beds, making them ideal for families. To maximize efficiency during construction, there could be as little as two floor plans for the cottages. It may make sense to consider modular construction, which uses manufacturing principals to reduce costs and ensure consistent quality. There may also be grant opportunities through the Maryland Energy Administration for solar and/or energy efficiency technologies. Efforts should be made to ensure each cottage has its own unique curb appeal. This is important to make the property more special and marketable, as well as more pleasant and acceptable to local residents. This could be achieved through something as simple as unique and colorful paint schemes for each cottage. The grounds of the development should include outdoor common areas such as a fire pit, grilling area, pool, and games like bocce ball, pickleball, and cornhole. These activities would enhance the visitor experience and encourage groups of friends or families to travel together and rent multiple cottages. Other amenities could include secure storage for bicycles and kayaks. These types of accommodations are very appealing to younger Gen X and Millennial professionals. They are more likely to book accommodations through websites like Airbnb or VRBO. They like having access to a kitchen and a “homier” environment while traveling. They also tend to be environmentally conscious and would greatly appreciate the energy efficiency and green building techniques used in the project. Finally, amenities specifically geared toward outdoor enthusiasts and active families would make the cottages an obvious choice for these travelers. Brew Pub Attraction Although Somerset County is already home to several great dining establishments, there is a void in terms of the type of lively pub that is so appealing to visitors in their 30’s and 40’s. A microbrewery, nice sports bar, or gastropub would have a tremendously positive impact on the downtowns of Crisfield and Princess Anne. Based on feedback in interviews and the focus group, these types of establishments would be readily embraced by locals as well. They are the type of anchor establishments that bring tremendous energy and increased foot traffic to downtown areas. Both Crisfield and Princess Anne could deploy a variety of tactics to attract such an establishment. For example, a property tax incentive could be offered to encourage investment in suitable vacant buildings. The designated properties could also be given “fast track” status for all necessary reviews and approvals. The towns can also partner with other stakeholders to develop the types of incentives and support services that are very appealing to new businesses. The Chambers of Commerce could offer free membership for one year and free marketing assistance to promote the opening of the pubs. Perhaps the local utilities (water, electric, cable/internet) could offer discounted service for a certain period of time. The goal should be to create a package that involves lots of different organizations and businesses. The incentives within the package will be helpful, but an even more important benefit is uniting the community to focus on the goal of recruiting and supporting these businesses. Once the incentive package is established, the economic development and/or tourism offices can present it to entrepreneurs and investors. The most efficient approach would be to contact established businesses elsewhere on the Eastern Shore, especially those that already operate multiple locations. These business owners have experience and knowledge that significantly increase their chances of being successful in the long term. They will also recognize that an organized, supportive community reduces a lot of the risk associated with an expansion project. This makes the untapped markets of Crisfield and Princess Anne even more appealing. Somerset County Branding & Messaging Tackling these projects successfully will require consistent messaging and a strong brand. To best understand the power of a strong placemaking brand, consider iconic examples like “Virginia is for lovers,” “I love NY,” and “The Sunshine State.” Locally, Dorchester County has had good success with its “Water Moves Us” brand. These brands are succinct, unique, and they evoke powerful imagery. By adopting such a brand, Somerset County will be able to differentiate itself within the region and be more memorable to its target markets. Somerset Brand / Tagline Based on the analysis developed through our competitive research, focus groups, and interviews, we are recommending the following brand: Endless Somerset This is a play on the popular phrase and hashtag “Endless Summer” (#endlesssummer). It evokes long, relaxing days in the sun. It aligns with Somerset County’s greatest assets: its natural landscapes, the Chesapeake Bay, and its easy pace of daily life. This brand is also highly adaptable to messaging that highlights these assets. For example, a graphic featuring a beautiful sunset on the Bay could read: *Endless Coastline* Somerset County is home to 600+ miles of pristine Chesapeake Bay coastline. Visit Endless Somerset This concept can be incorporated into a variety of other graphics/ads. Somerset County’s rich culinary heritage can be captured through “Endless Flavor.” The County’s fantastic outdoor recreation can be captured through “Endless Trails,” “Endless Exploration,” “Endless Paddles,” etc. In all of these examples, the messaging conveys that Somerset County has an incredible amount to offer visitors. It suggests that this isn’t the kind of place you just pass through. Rather, it’s a place you want to visit and stay a while to experience its endless opportunities. Furthermore, by using the hashtag #endlesssomerset across social media, you will help more people discover the County. It is close to #endlesssummer, which has been used nearly two million times on Instagram alone. People typing this popular hashtag will be more likely to discover the #endlesssomerset hashtag and see posts about Somerset County. In order to implement the brand, a professional graphic designer would ultimately need to develop a logo and provide it in both standard and inverse versions. They should also provide a simple style guide that lists the fonts and colors used in the brand (including in the logo itself as well as complementary fonts and colors). Once complete, the brand should be implemented, at a minimum, across all Tourism messaging. Ideally, the brand would be adopted by other County agencies and partners. However, before diving into implementation, it is always important to test a branding concept and build local support for it. To do this, a facilitator would reconvene the people who previously participated in focus groups, recap the findings, and present examples of how the proposed brand would be used. It may be necessary to adjust course based on the feedback received. However, if the feedback is generally positive, the focus group participants can become allies in promoting the new brand once it launches. One point to note is that Delaware is using the brand “Delaware: Endless Discoveries” for their statewide tourism initiatives. This brand launched in 2015, but it seems to have developed little traction since then. “Endless Discoveries” on its own is quite generic and doesn’t tie back to Delaware in any way. It is also too generic to work as a hashtag, so the state uses #VisitDE and #Delegram instead. The “Endless Somerset” brand would not have these issues. It is much more distinct and unique to Somerset County specifically, and it evokes a strong, authentic feeling of endless summers spent in the community. Messaging & Campaigns The “Endless Somerset” brand provides a long-term foundation on which to build the County’s tourism messaging. In the shorter-term, targeted campaigns should be executed to reach the County’s target markets. These campaigns can have a duration of one to three years each, and they should always incorporate the Somerset County brand. Our recommendation for the first targeted marketing effort under the new brand is a “Sounds of Somerset” campaign. This campaign would juxtapose the noise of suburbia and urban environments (traffic, sirens, phones ringing, keyboards clacking, etc.) with the peaceful sounds of a relaxing vacation in Somerset County (a paddle hitting the water, a bike tire on gravel, water lapping at the shore, crickets singing, etc.). The imagery and sounds would immediately make stressed, urban professionals long for a relaxing getaway. A version targeting families could juxtapose sounds of video games and a blaring television with children laughing and playing outside. This would appeal strongly to parents who long to reconnect with their children through a “back to basics” escape from the hectic pace of their daily lives. Every ad or message should conclude with the “Endless Somerset” brand and a call to action (i.e. “Visit EndlessSomerset.com to plan your escape.”). These campaigns also provide an opportunity to manage visitors’ expectations. For example, if a visitor doesn’t know that cell service may be limited in parts of the County, that could be a frustrating disappointment. But if it’s presented as a positive (an opportunity to disconnect), it becomes a feature rather than a bug. Because sound would be critical for this campaign, it would have to be executed through video and digital placements. Digital ad placements through companies like Comcast, as well as targeted ads through social media sites, are quite affordable and provide extensive data to measure results. An up-front investment would be required to get a good volume of footage, but that same footage could then be reworked and repackaged for several years, ultimately making execution of the campaign highly cost effective. This is just one example of the type of campaign that highlights the best attributes of Somerset County. Every few years, the County can undertake a fresh campaign that resonates with the target markets. Execution Strategies The previous sections detail the concepts and vision for each recommended strategy. This section provides some tactical ideas about how to implement these strategies. This isn’t intended to be a comprehensive how-to guide. Rather, these recommendations are intended to help you better understand the scope of implementation and how it can be approached practically with the resources available in Somerset County. Human Capital One of the greatest challenges in executing any strategic plan is having sufficient human capital to get the job done. Launching a new Somerset County brand and developing and marketing the vacation packages outlined in our strategic recommendations will require significant time. There are several approaches that could help Somerset County add human resources to work on these projects. AmeriCorps Volunteer The AmeriCorps program is designed to help communities tackle projects that reduce poverty. By building tourism capacity and projects that support job growth and retention, Somerset County would likely be eligible to host an AmeriCorps volunteer. Typically, AmeriCorps volunteers are employed full-time for one-year, which would be enough time to: - Recruit businesses and organizations to participate in the vacation packages - Conduct market research about how to best structure, price, and market the packages - Develop vacation package itineraries based on participating organizations - Develop schedules for when the packages will be offered - Develop an operating agreement with participating businesses that details how they will participate, how and when they will be paid from package sales, what they will contribute toward marketing costs, etc. - Develop an operational plan to ensure visitors have everything they need when they arrive and throughout their visit - Lead the development of marketing assets including a website with online bookings, social media accounts, graphics, press releases, etc. - Lead marketing efforts including social media management and ads, digital ad placements, and sharing information with niche content creators (bloggers, podcasters, etc.) Someone with marketing experience and at least moderate technical skills would be ideal for this position. Although some elements of the marketing development would likely need to be contracted out, the AmeriCorps volunteer may be able to contribute significantly to development of a website (platforms like Shopify make it very easy to build an online store), basic graphic design, etc. AmeriCorps volunteers can be recruited through the Governor’s Office on Service and Volunteerism. The majority of the volunteer’s salary will be paid through the program (along with other benefits such as medical insurance, possible education credits, etc.). Somerset County would pay a fee to participate, but it is only a fraction of the typical cost of employing someone full-time. An approach that has worked well for other organizations is to identify an individual interested in participating in your project as an AmeriCorps volunteer prior to applying for the program. You and the individual would both apply at the same time and indicate your interest in being matched. A great way to identify a candidate would be to work through University of Maryland Eastern Shore and Salisbury University. Part-time or graduate students are often very interested in full-time work experience that is relevant to their careers and that includes health insurance. Staff at the Governor’s Office on Service and Volunteerism can provide you with additional information about how the AmeriCorps program is structured within Maryland, and how to best move forward with applying to participate. **Project Committees** Small, nimble project committees can be a tremendous help in executing projects and building local support. These are highly focused committees of just two or three people working in concert with Tourism staff. Rather than standing committees that work on ongoing issues, these are short-term committees that disband at the conclusion of the project. People are often willing to serve when there is a clearly defined ask and they have a vested interest in the outcome of the committee’s work. These individuals bring expertise, passion, connections, and influence to the work at hand. Examples of project committees that would be helpful in executing the strategies recommended in this report include: - **Vacation Package Development Team:** These individuals would work with Tourism staff to recruit other businesses to participate in the packages, define the offering, set the travel schedules, etc. - **Branding Team:** These should be marketing-savvy individuals who have a deep understanding of Somerset County’s culture. They can help refine the new brand and provide input on logo design, marketing materials, etc. They can also serve as ambassadors to promote the new brand within the community. - **Pub Attraction Team:** These would be two committees (one in Princess Anne and one in Crisfield) each working to attract a pub or microbrewery to their towns. These committees should work cooperatively to develop similar incentive packages and assistance that can be offered in each location. Committee members could be especially helpful in joining Economic Development and/or Tourism staff to reach out to successful pub operators about expanding to Somerset County. Having a business owner in this role of ambassador can be very effective. - **Developer Attraction Team:** This committee would work with Economic Development and the property owner to attract a developer for the Eco Cottages project. Individuals with connections in real estate and finance would be especially helpful on this committee. Financial Resources & Sustainability The other challenge that comes with executing a strategic plan, particularly in a small jurisdiction like Somerset County, is the financial resources required to do so. This section offers strategies to fund development projects and build a sustainable financial model for ongoing projects. Co-Op Marketing & Administrative Fee Businesses participating in the vacation packages can help share the costs of marketing them. If the promotional tactics primarily involve social media ads, digital ad placements, and PR, the overall marketing costs should be relatively low. Therefore, pooling resources and dividing the costs over several businesses will render participation feasible for everyone involved. If the Office of Tourism is able to front the marketing costs for the project, a fee can be deducted from proceeds that are ultimately distributed to each business. This makes it even easier for businesses to agree to participate as they would not have any up-front costs. Similarly, a small administrative fee should be retained by the Office of Tourism from sales of the vacation packages. This would cover costs like website hosting, software, financial administration, etc. This would help ensure that at a minimum, the program would be self-funded. Any additional revenue generated could be re-invested in this and other Tourism programs. Grant Programs There are a variety of grants that may be helpful at various stages of executing the projects recommended in this report. These include: - **Advantage Maryland (aka MEDAAF)** This flexible grant program through the Maryland Department of Commerce can be used for a variety of purposes including Strategic Economic Development Opportunities, Local Economic Development Opportunities, and Special Purpose Programs. Advantage Maryland may be particularly useful in development of the Eco Cottages project and/or the microbrewery attraction project, both of which involve downtown revitalization, business attraction, and visitor attraction. - **Maryland Traditions Project Grant** This is a small grant program (awards range from $1,000 - $5,000) through the Maryland State Arts Council that seeks to preserve and share Maryland’s cultural traditions. This grant may be applicable to the development of historical and cultural aspects of the vacation packages. For example, it could be used to develop a day trip to Smith Island that includes learning the traditions of watermen, the impact of the Bay on local art and culture, etc. The Crisfield Heritage Foundation is a past recipient of the Maryland Traditions grant. • **Maryland Touring Program** The Maryland State Arts Council subsidizes presentations of artists on the Maryland Performing Artist Touring Roster. These are performers with professional experience who have been admitted to the roster through a peer-reviewed process. This presents an opportunity for Tourism to partner with established events and/or the Crisfield Arts & Entertainment District to bring these performers to Somerset County to coincide with scheduled vacation packages. It adds another excellent component to the visitor experience while also providing something for local residents to enjoy. • **Maryland Agricultural Education and Rural Development Assistance Fund (MAERDAF)** The MAERDAF grant program through Rural Maryland Council can be used to support regional planning and economic development projects. Because this grant requires projects to be regional in scope, this would be most beneficial in future years after Somerset County has implemented the projects outlined in this report. At that point, the County will have a more solid foundation on which to pursue regional projects with other jurisdictions. **Part II Conclusion** Somerset County has proven that tourism is a sound investment, with a return of $8 for every $1 invested by the County. The County has an opportunity to invest strategically in new tourism initiatives that would increase these returns even further by fostering entrepreneurship, creating year-round jobs, and improving quality of life for residents. All of these things can be achieved while respecting Somerset County’s culture and traditions. The strategies recommended in this report enhance Somerset County’s character and assets rather than try to change them. The end result will be a more vibrant, economically stable community that is authentic to both visitors and residents alike. Exhibit A1. Somerset County, Private Sector Establishments by Size, 2016 | Establishment Size | % of Total Establishments | |-------------------------------------|---------------------------| | Micro (0-9 employees) | 78.1% | | Small (10-49 employees) | 18.0% | | Medium (50-99 employees) | 1.9% | | Large (100-499 employees) | 1.9% | | Largest (500+ employees) | 0.0% | | **Total** | **100.0%** | Source: U.S. Census Bureau, County Business patterns. Exhibit A2. Somerset County Jobs by Worker Characteristic, 2017 | Characteristic | Work Area Count | Work Area Share | Home Area Count | Home Area Share | |---------------------------------|-----------------|-----------------|-----------------|-----------------| | **Sex** | | | | | | Male | 2,879 | 49.9% | 3,578 | 46.6% | | Female | 2,896 | 50.1% | 4,100 | 53.4% | | **Age** | | | | | | Age 29 or younger | 1,011 | 17.5% | 1,727 | 22.5% | | Age 30 to 54 | 3,075 | 53.2% | 3,777 | 49.2% | | Age 55 or older | 1,689 | 29.2% | 2,174 | 28.3% | | **Race** | | | | | | White | 3,563 | 61.7% | 4,912 | 64.0% | | Black or African American | 2,018 | 34.9% | 2,587 | 33.7% | | American Indian or Alaska Native| 19 | 0.3% | 34 | 0.4% | | Asian | 124 | 2.1% | 76 | 1.0% | | Native Hawaiian or Other Pacific Islander | 2 | 0.0% | 2 | 0.0% | | Two or More Race Groups | 49 | 0.8% | 67 | 0.9% | | **Ethnicity** | | | | | | Not Hispanic or Latino | 5,614 | 97.2% | 7,435 | 96.8% | | Hispanic or Latino | 161 | 2.8% | 243 | 3.2% | | **Educational Attainment** | | | | | | Less than high school | 609 | 10.5% | 844 | 11.0% | | High school or equivalent, no college | 1,468 | 25.4% | 1,874 | 24.4% | | Some college or Associate degree| 1,571 | 27.2% | 1,869 | 24.3% | | Bachelor’s degree or advanced degree | 1,116 | 19.3% | 1,364 | 17.8% | | N/A (1) | 1,011 | 17.5% | 1,727 | 22.5% | | **Earnings** | | | | | | $1,250 per month or less | 989 | 17.1% | 1,684 | 21.9% | | $1,251 to $3,333 per month | 1,983 | 34.3% | 3,214 | 41.9% | | More than $3,333 per month | 2,803 | 48.5% | 2,780 | 36.2% | Source: U.S. Census Bureau, OnTheMap Application. Longitudinal-Employer Household Dynamics Program. Notes: 1. Educational attainment not available (workers aged 29 or younger). 2. Numbers represent primary jobs, not total jobs. Exhibit A3. Somerset County: Employment by Industry, 2017 | Industry | Count | Share | Count | Share | |-------------------------------------------------------------------------|-------|---------|-------|---------| | Agriculture, Forestry, Fishing and Hunting | 106 | 1.8% | 91 | 1.2% | | Mining, Quarrying, and Oil and Gas Extraction | 0 | 0.0% | 0 | 0.0% | | Utilities | 1 | 0.0% | 30 | 0.4% | | Construction | 259 | 4.5% | 431 | 5.6% | | Manufacturing | 229 | 4.0% | 526 | 6.9% | | Wholesale Trade | 475 | 8.2% | 332 | 4.3% | | Retail Trade | 344 | 6.0% | 961 | 12.5% | | Transportation and Warehousing | 83 | 1.4% | 202 | 2.6% | | Information | 45 | 0.8% | 93 | 1.2% | | Finance and Insurance | 65 | 1.1% | 162 | 2.1% | | Real Estate and Rental and Leasing | 57 | 1.0% | 99 | 1.3% | | Professional, Scientific, and Technical Services | 199 | 3.4% | 289 | 3.8% | | Management of Companies and Enterprises | 0 | 0.0% | 65 | 0.8% | | Administration & Support, Waste Management and Remediation | 39 | 0.7% | 289 | 3.8% | | Educational Services | 1,491 | 25.8% | 1,040 | 13.5% | | Health Care and Social Assistance | 869 | 15.0% | 1,308 | 17.0% | | Arts, Entertainment, and Recreation | 34 | 0.6% | 94 | 1.2% | | Accommodation and Food Services | 286 | 5.0% | 685 | 8.9% | | Other Services (excluding Public Administration) | 77 | 1.3% | 254 | 3.3% | | Public Administration | 1,116 | 19.3% | 727 | 9.5% | | **Total** | **5,775** | **100.0%** | **7,678** | **100.0%** | Source: U.S. Census Bureau. OnTheMap Application. Longitudinal-Employer Household Dynamics Program. Note: Numbers represent primary jobs, not total jobs. Exhibit A4. Job Openings by Workforce Region Per 1,000 People, 2018 | Rank (Jobs/Pop) | Workforce Region | Job Openings | Population (July 1, 2018) | Job Openings Per 1,000 Population | |-----------------|-----------------------------------|--------------|---------------------------|------------------------------------| | 1 | Baltimore City WIA | 158,593 | 602,495 | 263.2 | | 2 | Mid-Maryland WIA | 99,627 | 491,625 | 202.6 | | 3 | Anne Arundel WIA | 100,629 | 576,031 | 174.7 | | 4 | Montgomery County WIA | 173,145 | 1,052,567 | 164.5 | | 5 | Frederick County WIA | 32,910 | 255,648 | 128.7 | | 6 | Susquehanna WIA | 44,552 | 356,782 | 124.9 | | 7 | Baltimore County WIA | 102,124 | 828,431 | 123.3 | | 8 | Upper Shore WIA | 19,520 | 171,904 | 113.6 | | 9 | Western Maryland WIA | 27,537 | 251,064 | 109.7 | | 10 | Southern Maryland WIA | 40,086 | 366,170 | 109.5 | | 11 | Prince George’s County WIA | 91,431 | 909,308 | 100.6 | | 12 | Lower Shore WIA | 16,510 | 180,693 | 91.4 | Source: 1. U.S. Census Bureau, Annual Estimates of the Resident Population: April 1, 2010 to July 1, 2018 (table: PEPANNRES). 2. Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. The table shows the distribution of job openings advertised online in Maryland by workforce development regions (Jobs Duplication Level 2). 2. Workforce regions include the following counties: Mid-Maryland Workforce Region-Carroll and Howard Counties. Susquehanna Workforce Region-Cecil and Harford Counties. Southern Maryland Workforce Region-Calvert, Charles, and St. Mary’s Counties. Western Maryland Workforce Region-Allegany, Garrett, and Washington Counties. Upper Shore Workforce Region-Caroline, Dorchester, Kent, Queen Anne’s, and Talbot Counties. Lower Shore Workforce Region-Somerset, Wicomico, and Worcester Counties. Exhibit A5. Lower Shore Workforce Region: Job Openings and Candidates by Education/Experience Requirements (as of January 2020) | Minimum Education Level | Job Openings | Potential Candidates | |-------------------------|--------------|----------------------| | Total | 2,061 | 12,501 | | % of Total | | | | No Minimum Education Requirement/Less than HS Diploma | 1.6% | 2.1% | | High School Diploma or Equivalent | 8.4% | 36.3% | | Some College | 0.0% | 0.0% | | Vocational School Certificate | 1.1% | 10.3% | | Associate’s Degree | 0.7% | 9.8% | | Bachelor’s Degree | 3.2% | 25.3% | | Master’s Degree | 0.4% | 12.6% | | Doctorate Degree | 0.0% | 2.9% | | Specialized Degree (e.g. MD, DDS) | 0.0% | 0.6% | | Not Specified | 84.6% | 0.0% | | Work Experience Requirement | Job Openings | Potential Candidates | |-----------------------------|--------------|----------------------| | Total | 2,061 | 14,781 | | % of Total | | | | Entry-level | 3.7% | 0.0% | | Less than 1 Year | 0.4% | 8.5% | | 1 Year to 2 Years | 93.5% | 4.1% | | 2 Years to 5 Years | 2.1% | 11.0% | | 5 Years to 10 Years | 0.1% | 17.9% | | More than 10 Years | 0.0% | 58.4% | Source: Maryland Department of Labor-Maryland Workforce Exchange: Labor Market Information (online advertised jobs data). Notes: 1. This table shows the minimum required work experience/education level on job openings advertised online, as well as the experience/education level of potential candidates in the workforce system that are looking for jobs in Lower Shore Workforce Region, MD on January 6, 2020 (Jobs De-duplication Level 2). 2. Jobs De-duplication Level 2: High level de-duplication of advertised job openings (for statistical analysis). Exhibit A6. Lower Shore Workforce Region: Top 10 Occupations by Growth, 2016-2026 | Rank (Total Growth) | Occupation | Total Employment | 2016-2026 Annual % Growth | |---------------------|--------------------------------------------------|------------------|----------------------------| | | | 2016 Est. | 2026 Proj. | Total Growth | | | 1 | Preschool, Primary, Secondary, and Special Education School Teachers | 2,311 | 2,918 | 607 | 2.4% | | 2 | Nursing, Psychiatric, and Home Health Aides | 1,672 | 2,185 | 513 | 2.7% | | 3 | Counselors, Social Workers, and Other Community and Social Service Specialists | 2,033 | 2,389 | 356 | 1.6% | | 4 | Building Cleaning and Pest Control Workers | 2,271 | 2,590 | 319 | 1.3% | | 5 | Food and Beverage Serving Workers | 5,542 | 5,843 | 301 | 0.5% | | 6 | Health Diagnosing and Treating Practitioners | 3,126 | 3,421 | 295 | 0.9% | | 7 | Retail Sales Workers | 6,479 | 6,770 | 291 | 0.4% | | 8 | Other Installation, Maintenance, and Repair Occupations | 2,045 | 2,324 | 279 | 1.3% | | 9 | Health Technologists and Technicians | 2,055 | 2,321 | 266 | 1.2% | | 10 | Secondary School Teachers (Except Special & Career/Technical Education) | 939 | 1,203 | 264 | 2.5% | Source: Maryland Department of Labor-Maryland Workforce Exchange. Exhibit A7. Free and Reduced Meals (FARMS) Participation in Somerset County and Crisfield Schools | FARMS % | Somerset County | Carter G Woodson ES | Crisfield Academy & HS | |---------|-----------------|---------------------|------------------------| | 2014 | 73.4% | 74.5% | 64.1% | | 2015 | 70.1% | 74.0% | 59.4% | | 2016 | 65.4% | 69.8% | 56.4% | | 2017 | 65.7% | 69.7% | 55.4% | | 2018 | 66.4% | 63.7% | 54.8% | | 2019 | 64.5% | 63.7% | 58.1% | Source: MD Report Card Exhibit A8. Cash public assistance/SNAP Participation in Crisfield | Crisfield City, MD | Total HHs | W/ Supp. Security Income | W/ Cash public assistance income | W/ SNAP benefits in the past 12 months | |-------------------|-----------|--------------------------|----------------------------------|---------------------------------------| | 2010 | 1,275 | 5.2% | 3.1% | 22.0% | | 2011 | 1,208 | 10.1% | 3.2% | 27.5% | | 2012 | 1,158 | 5.4% | 5.0% | 27.8% | | 2013 | 1,078 | 10.3% | 6.9% | 34.7% | | 2014 | 1,034 | 12.4% | 8.5% | 34.2% | | 2015 | 1,087 | 11.4% | 7.5% | 39.0% | | 2016 | 1,061 | 9.0% | 6.0% | 40.2% | | 2017 | 997 | 7.6% | 4.7% | 38.3% | Source: Census Bureau ACS 5-Year Estimates, Table DP03 ## Appendix B. Small Town Development Strategies | Economic Gardening | Place-Based Development | Creativity & Talent Cultivation | Innovative Industrial Development | |--------------------|-------------------------|---------------------------------|----------------------------------| | The general theme of gardening is to “grow your own” by cultivating local entrepreneurs and creating an environment that supports their growth. This can include tax breaks, rent discounts and other conceivable financial incentives. | Place-based development incorporates strategies that capitalize on the distinctive characteristics of a particular place. Such characteristics might include the natural environment, cultural heritage, specialized infrastructure, and arts/crafts traditions. | Creativity & talent cultivation uses tactics that focus on attracting knowledge workers, equipping people with skills, and preparing people for community leadership. Arts and culture are often used to attract and retain talent and as occupational targets for apprenticeship and training programs. | Innovative industrial development incorporates business clustering and regional collaboration; often emphasizes “green” development; and makes use of creative incentive tools. | Source: Morgan, Jonathan Q., and William Lambe. “Find a way or make one.” *Economic Development Journal* 8, no. 3 (2009): 5-13. | Strategies and Tools | Economic Gardening | Place-Based Development | Creativity & Talent Cultivation | Innovative Industrial Development | |----------------------|--------------------|-------------------------|---------------------------------|----------------------------------| | Entrepreneurship | | Quality of life amenities | Arts and culture | Cluster-based development | | Information brokering| | Downtown development | Workforce development | Regional collaboration | | Infrastructure | | Infrastructure | Leadership development | Joint industrial parks | | Social capital | | Tourism development | Social capital | Eco-industrial parks | | Business incubators | | Growth management | | Green industry development | | | | Arts and culture | | Creative incentives | | Example Communities | Douglas, GA | Nelsonville, OH | New York Mills, MN | Sparta, NC | |---------------------|-------------|-----------------|--------------------|-----------| | Ord, NE | Dora, OR | Siler City, NC | Washington, NC | | | Siler City, NC | Hillsborough, NC | Morrilton, AR | Oxford, NC | | | Fairfield, IA | Bakersville, NC | Rugby, ND | Cape Charles, VA | | | Star, NC | Etowah, TN | Allendale, SC | Reynolds, IN | | | Big Stone Gap, VA | Ayden, NC | Douglas, GA | Douglas, GA | | | Elkin, NC | Colquitt, GA | Fairfield, IA | Ord, NE | | | Spruce Pine, NC | Big Stone Gap, VA | Elkin, NC | Farmville, NC | | | | Columbia, NC | | | | | | Hollandale, MS | | | | | | Scotland Neck, NC | | | | Source: Morgan, Jonathan Q., and William Lambe. “Find a way or make one.” *Economic Development Journal* 8, no. 3 (2009): 5-13. Recreated: Table 2. Alternative Economic Development Approaches. Examples of Small Town “Place Based” Development Strategies Related to Tourism | Place-Based Development: Columbia, NC | | |--------------------------------------|---| | Population (2000): | 837 | | Strategic Approach | Ecotourism | | Time Frame | 1991-2007 | **Summary** Columbia’s strategy is to attract investment into the community through ecotourism, which involves dogged protection of natural resources. Through innovative partnerships, Columbia has received funding for and built a downtown boardwalk, a visitors’ center and a 4-H environmental education center, each of which attracts visitation. During the late 1970s, local officials began to aggressively recruit new businesses. The town was negotiating with an international aircraft manufacturer to relocate to Tyrrell County when, in 1988, Congress modified an obscure requirement pertaining to the interest rate on industrial revenue bonds. The project fell through and the town’s aspirations for luring a significant manufacturer were dashed. Instead, ecotourism (at the time a new concept) became the centerpiece of Columbia’s economic development strategy. “Ecotourism meant a rejection of certain types of economic development,” said Rhett White, the current town manager. “We rejected taking advantage of our natural environment and instead saw the potential to develop an economy around a pristine environment.” Columbia’s strategy was to work with neighboring communities in the Albemarle-Pamlico region to promote a regional ecotourism economy and to use innovative land-transfer arrangements to preserve land around town. Working through the Partnership for the Sounds, Columbia received a $1 million grant from N.C. DOT to construct a new visitors center at the main entrance into town. **Outcomes** On average, the visitors’ center welcomes 400,000 people a year, a significant jump from previous visitation levels. In 2001, Columbia became home to a new $10 million 4-H environmental education center complete with a 250-seat meeting room, 4 dining areas and 2 hotel-style executive lodges. Local officials estimate that more than 100 jobs have been created as a result of the ecotourism strategy, a substantial figure in a town of fewer than 800 people. **Lessons from this story** Protecting natural resources represents a way to attract visitors, create partnerships and translate those partnerships into investment. | Place-Based Development: Scotland Neck, NC | | |-------------------------------------------|---| | Population (2000): | 2,414 | | Strategic Approach: | Tourism | | | Industrial development | | | Business retention & expansion | | Time Frame: | 1998-2007 | **Summary** Scotland Neck’s strategy is called the Developing Our Own Resources (DOOR) Initiative. It is a place-based economic development strategy involving three main approaches: attracting tourists, supporting small businesses and downtown merchants, and recruiting industry. The DOOR Initiative was established in 2002 with the primary objective being to stimulate sustainable economic development and diversification by engaging in activities that are consistent with Scotland Neck’s existing assets and resources. DOOR was conceived of and is driven by local elected officials, town staff, and a cadre of local volunteers committed to seeing the town prosper. In the face of economic stagnation and layoffs, Scotland Neck assessed its bountiful natural resources and decided to build its economy through support for the outdoor industry that was already attracting hundreds of fishing and hunting enthusiasts to town (without the town’s explicit support). Scotland Neck’s first step was to remove the barriers that were impeding the growth and expansion of local fishing and hunting guide service businesses. To provide more and better access to the Roanoke River, Scotland Neck partnered with the North Carolina Wildlife Resources Commission to improve the local boat ramp on the river. At the request of local hunting guides, the town began providing marketing and advertising support to guide service businesses by branding the town as “an outdoor paradise.” Recognizing the hidden value in the flat, rural back roads surrounding Scotland Neck, the town initiated an annual Country Roads Bike Tour to promote bicycle tourism. Other annual events hosted by the town include the Crepe Myrtle Festival, the Classic Car Show and Christmas on the Commons. Not only do these events build cohesiveness within the community, they also draw in hundreds of visitors, who spend thousands of dollars on food, shopping, lodging and entertainment. **Outcomes** From 2004 to 2005, local hunting guide revenues increased by 50 percent. Several new small businesses opened on Main Street. In 2005, the Best Western Scotland Neck hotel, a $1.2 million investment, opened. **Lessons from this story** Community cohesion matters. Stepped up marketing is also critical to successfully executing place-based strategies. A commitment to attracting external funding to support community projects is also of critical importance. Source: Lambe, William. 2008. *Small Towns and Big Ideas: Case Studies in Community Economic Development*. Raleigh: University of North Carolina School of Government, North Carolina Rural Economic Development Center.
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The Countdown is On! BY JEN REITER When the calendar turns the page to February, the countdown to the race start really gets going! Usually each year at this time my “to do” list is a mile long as I try to prepare for Iditarod Winter Conference presentations, prep my sub plans, and gather all of the materials and lessons my boys will need to be immersed in the race. Obviously this year, things are quite different! I will truly miss seeing everyone in Anchorage this year, but there is something magical about actually being in a classroom during the excitement of the week leading up to the race start. And, it will probably be no surprise to hear that my to do list is no shorter than normal. There are so many things to be thinking about: - How to pick mushers to follow with some kids in person and some virtual? - How to track the race with the new loop trail? - What do we know about Flat, Alaska? - How can I do my normal sled design challenge with all the protocols in place? I encourage everyone to keep a close eye on the Iditarod EDU website. As the EDU team finds ways to answer these (and many other) challenges, we’ll be posting lessons on the EDU Site. I know that every teacher has their favorite way to have students pick mushers to follow. Heidi has listed some in her February Teaching Ideas article, and Jim posted how his class is doing it virtually this year. I’ve decided to go with a fantasy team/NFL Draft style pick for this year. If you are curious, you can check it out HERE! February Teaching Ideas HEIDI SLOAN Math: Rounding Numbers Though the trail to the finish will not be the same in 2021, this Iditarod rounding game is worth playing with students to review rounding numbers strategies. It works well as a small group center and could be adapted to virtual learning! Language Arts: Create Memes with the Iditarod Still teaching virtually or back in school? This meme writing activity could be just the thing to squeeze the Iditarod into your language arts writing curriculum and motivate reluctant writers or closet comedians to be creative with words! STEM: Forces of Flight In this lesson plan, students learn the forces of flight and can discover which apply to dog sleds! Have Your Students Follow a Musher! Various Lesson Ideas Students choosing mushers to root for on the trail is always a highlight! Here are some different ways some teachers have built connections with the students and mushers. Choose a Musher Idita-Picks Musher Playlists Tell the Story The caption for this photo is: Out of Business Iditarod Store. Have the students write about what they think this building was like in its heyday. What did it sell? Who shopped here? What stories could this building tell? Click HERE for a larger photo. Photo: Kim Slade A Sneak Peek at the Upcoming January Teacher on the Trail Posts Jim Deprez, 2021 Iditarod Teacher on the Trail As you might have read already, I have deferred my Teacher on the Trail™ trail experience until the 2022 race, when this pandemic will be less of a threat to everyone’s health and well-being. Because of this, I am very excited that I will have the opportunity to extend my posting for another year! I am looking forward to this as I have truly enjoyed sharing with all of you some of the things that I do in my classroom and have learned about the race itself. For the remainder of this year, I will be posting 2 times each month, so that I can continue with more posts in the following year. You can now expect my posts to come out on the 15th and 30th of each month through June. I plan to continue my “Moments with Mushers” and “Classroom Connections” postings as those are the things that I feel us teachers find most interesting and useful in our classrooms. Due to these changes, my reporting DURING the race itself will also look a little different this year. For the first time ever, and to make it more authentic for educational purposes, students will be active participants in my daily posts. They will be reporting what we are doing in class to follow the race and some of the things we are working on. In addition to my postings, recent Teacher on the Trail™ alumni have agreed to participate and share lessons they are doing with their students as well. I am very excited about the prospects of everything and hope you will enjoy this different take on reporting from the trail this year. Here is what you can look forward to this month! Moments With Mushers: Training the Team As we are now just one month away from the start of the race, teams are in full training mode. This got me thinking about how the training differs from team to team and if the training techniques have changed at all over time. With the advancement of technology, feeding regimens, and gear (to name a few), I imagined that they had, so I posed that very question to some of the mushers I spoke with. Check back on the 15th to see some of their responses. Classroom Connections: Virtual Field Trips As teachers, we know there are plenty of things that have been difficult to deal with during this pandemic. However, there have been some upsides! ONE of the things that I have been doing more of this year is interactive, virtual field trips. There are so many things available out there that catch the interest of students to help teach about the Iditarod, history of mushing and even the dogs themselves! This month I will share some of these great resources and hope that you get to try these out with your students. Junior Iditarod History by: Sanka This February will mark the 44th running of the Jr. Iditarod. The Junior, just like the Iditarod, began as a dream. It was Joe Redington who dreamed of a long distance race across Alaska to commemorate the place of the sled dog in the history of Alaska and bring recognition to the Historic Iditarod Trail. It was Eric Beeman who dreamed of a distance race for young mushers to help prepare them for the “Big Iditarod.” Beeman shared his dream with his young mushing friends while on winter camping trips with their dogs. As the young mushers sat around the campfire listening to Eric’s idea of a junior sized Iditarod, the concept grew in their minds and took on energy. The Iditarod was only a few years old and was taking enormous time and energy to stay alive. The folks working hard on the “big one,” had little if any time to lend to a junior race or to help the kids learn about distance racing. When the kids themselves brought Beeman’s dream to Joe Redington, he, like others, was intrigued and supportive of the idea and offered encouragement. The kids carried Joe’s words, “Go for it,” in their hearts as a blessing to continue the pursuit of their dream. With the help of parents and other mushing enthusiasts, Eric’s dream has developed into a first class junior mushing event. Seems to me that Joe Redington and Eric Beeman, both dreamers, must have been cut from the same cloth. Five years after the inaugural Iditarod, the juniors had their own Iditarod. It looked quite different than the Jr. Iditarod known today. In 1978, the first year of the junior race, there were two divisions of mushers. The senior division contestants, ages 15 to 17, ran 10 dogs for a distance of 40 miles including an overnight camping layover at Nine Mile Hill. Incidentally, that was where Eric and friends were camped with their dog teams when he shared his dream of a distance race for young aspiring Iditarod mushers. The junior division, ages 11 to 14, ran 6 dogs for a distance of 18 miles in a one day event. The next year the race was changed to only one division of ages 14 to 17 and ran 90 miles with a maximum of 10-dogs. For the past 35 years, the juniors have run a distance of about 150 miles. Generally the route now runs from Knik Lake out to Yentna Station where the teams take a required ten-hour rest plus the starting differential before heading to the finish line at Willow Lake. Of the past Jr. Iditarod races, seven mushers have won in consecutive years. Winning three Jr. Iditarod races in a row was Tim Osmar – 82, 83 & 84. Back to back winners include Lance Barve in 85 & 86; Jared Jones in 89 & 90; Ramey Smyth in 92 & 93; Dusty Whittemore in 95 & 96, Ryan Redington in 99 & 2000 and Kevin Harper in 15 & 16. Books about the Jr. Iditarod are few and far between. Ted Wood tells Dusty Whittemore’s story in *Iditarod Dream*. In the big picture, the boys have dominated the winner’s circle of the Jr. Iditarod with thirty-five championships while the girls have claimed nine victories. Comparing that to Iditarod’s list of female Champions, females (Christine Delia, Cali King, Ellie Claus, Nicole Osmar, Melissa Owens, Jessica Klejka, Merissa Osmar, Bailey Schaeffer and Anna Stephen) have won 20% of the Jr. Iditarod races while females (Libby Riddles with one win and Susan Butcher with 4 wins) have won only 10% of the “Big Ones.” Of the forty plus Jr. Iditarod finishes, there have been a handful of close ones. In 1993 brothers, Ramey and Cim Smyth raced to the finish line with Ramey claiming the victory by just thirty-four seconds to defend his championship of the previous year. In 2001, thirty-four seconds was again the margin of victory as Tyrell Seavey sprinted beside his team to the finish line just ahead of Cali King. Anna Coke Will Compete in the 2021 Junior Iditarod photo: Terrie Hanke The closest finish was in 2008. Jessica Klejka dropped down onto Willow Lake just a yard or two ahead of Cain Carter. With both teams on the lake and within a quarter mile of the finish banner, Cain urged his dogs to pass, “ON BY, ON BY!” Jessica urged her team to give it their all, “HIKE! HIKE! HIKE!” Cain and team closed the gap as they overtook Jessica’s sled and her wheel dogs. Jessica’s dogs were not to be denied, they added a little more steam and maintained their lead of half a dog team to claim victory by just TWO seconds! I looked into the eyes of the canine athletes as they crossed the frozen lake, they knew what was at stake and they were every bit as competitive as their young drivers. It was a photo finish equally as exciting as the year Dick Mackey bested Rick Swenson by one second in Nome. Yes, it is the nose of the lead dog that determines the finish. Jr. Iditarod stories abound but one of my favorites is the finish of 2011. When 17 year old Jeremiah Klejka crossed the finish line; nobody was more surprised than he to realize that he’d just won the Jr. Iditarod. As Klejka dropped down onto Willow Lake and progressed to the finish banner on the other side of the lake, he was confused about the enthusiastic praise and shouts of congratulations people showered upon him – CONGRATULATIONS – WAY TO GO – YOU ROCK – GREAT JOB! Klejka thought the enthusiastic praise to be a bit much for a team finishing in third. What he didn’t realize was that the two leaders out of Yentna, Conway Seavey and Merissa Osmar, took a wrong turn adding a few extra miles to their race. Klejka ran a nice steady race thinking he was still behind them. It wasn’t until he set his snow hook under the finish banner that he learned of their detour and his victory. ACTIVITY: The Jr. Iditarod, with its smaller number, is an excellent tool to help students understand the concept of time differential. Students are forever asking how the winner can be the first musher to reach the finish line when they start at two-minute intervals. The answer applies to both the Jr. Iditarod and Iditarod. Time is added to the long required rest to compensate for the starting positions. There are twelve mushers participating in the Jr. Iditarod. The length of the required rest for the Jr. Iditarod is 10 hours. The twelfth musher will stay 10 hours at Yentna. The eleventh musher will be allowed to depart after serving 10 hours and 2 minutes. Calculate the length of the rest with differential for each musher. It’s a bigger task but lay over time plus differential can be calculated for the fifty-four mushers in Iditarod. ACTIVITY: The Jr. Iditarod offers an opportunity to practice converting military time to standard time and vice-versa. The Jr. Iditarod webpage can be accessed at jriditarod.com. The RACE STANDINGS tab provides checkpoint times of the current race. The RACE ARCHIVES tab provides checkpoint times for past races. Selecting Yentna Station will provide late afternoon and evening times to convert. A volunteer for the Jr. Iditarod since before the very first race has this to say about the teenagers who compete in the Jr. Iditarod, “The kids have astonished me year after year by their abilities, and dedication to the race, their dogs, good judgment, maturity, resourcefulness, sportsmanship, and preparedness, to name but a few of their attributes.” Follow the Jr. Iditarod, meet the mushers, learn about the history, check the archives, enjoy photos, follow the race using live tracking and read Jr. Iditarod news at www.jriditarod.com. Well there you have it, the background of the Jr. Iditarod and some stories about the race kids beg their parents to participate in. Remember, do your best everyday and always have a plan. Born to Run, Sanka Husky Talk by: Erin Montgomery Upcoming episodes: Iditarod Rookie Special, Will Troshynski, Hal Hanson, Gabe Dunham, Dakota Schlosser Do you know who is considered a rookie in the Iditarod? This month’s Husky Talk episodes will explain to you just that. We will have guests explain to you what a rookie is as well as what qualifications rookies must meet in order to compete in the Iditarod. Episodes this month will be special one-on-one interviews with some of the 2021 Iditarod rookies. We will be talking with Will Troshynski of Fairbanks, Alaska. Will is certain to have some great stories as he was mentored by Martin Buser. Another rookie we will be interviewing is Dakota Schlosser. Dakota is a rookie, but has been running dogs for 17 years. Hal Hanson, who has trained under Mitch Seavey will be another guest. Gabe Dunham, who raced last year, will be another rookie we will be talking with. Earlier this year we talked with rookie Sean Underwood (Season 4 Episode 2). Head over to the Iditarod website to listen to his incredible story of getting into the Iditarod. If your class wants to be featured on Husky Talk, follow our Iditarod EDU Facebook page to see who future podcasts will be with. Your students can email us at email@example.com and ask a question they would like us to ask our guest. We will ask their question and say their name. You can also email us if you would like to hear a certain guest on our show. If You "Mush" Know... by: Lynne Witte This month’s question comes from..... Every kid in America: What happens if the dogs have to go to the bathroom? Do you have to stop and scoop it up? Chocolate Kisses and Goggles Excitement echoes in the kennel as the dogs, supreme canine athletes, are getting ready to do what they love - RUN! The dogs, like any competitors, are fed the best diets and receive the best care. Yes, dog poop is important to good health. A musher knows the characteristics of each dog in their team. They know if a dog has the ability to poop on the fly or has to stop and drop their chocolate kisses. Some dogs will naturally just give a slight look back, loosen up on their tug, shuffle a bit, but keep going. Some just need their teammates to help pull them along while they do a dance poop shuffle. Mushers know some dogs feel the need to stop. Those dogs, particularly if leaders, need encouragement to keep going or the mushers will need to slow or stop the team to avoid tangles in the gangline. Clean up on a run differs from kennel clean up. A dog team normally running wooded trails would not clean up poop. But back at the kennel or if skijoring/ canicross public trails, the poop is cleaned up and discarded for composting. Enjoy a great run with a dog team but be cautious not to eat chocolate kisses and be sure to wear goggles. Teaching with the Insider by: Jane Holmes It’s the time of year when teachers really get ramped up teaching with the Iditarod as a theme in their classrooms. We are getting many emails from teachers all over the world asking for ideas and resources. Well, this month, you will get free access to these Insider clips to help you teach about the Iditarod. Here is a list of topics and the Insider clips that you will have free access to in February. This group of videos show how mushers train in the summer using different types of activities Aliy Zirkle and her Dogs - August 20, 2020 10:03am Matt Hall and his Pups - August 20, 2020 10:02am Here mushers explain the characteristics of sled dogs and how they care of them. The Beringtons and Their Dogs - August 20, 2020 9:58am Joar Leifseth Ulsom and His Dogs at Home - August 19, 2020 3:43pm These clips have great footage of kennels so you can see how they are set up, how the dogs live and run, and there are usually puppies too! Matt Failor and Dealing with Covid - August 20, 2020 10:05am Linwood Fiedler Talks About Happiness - November 13, 2020 10:42am Here is one that shows cultural connection/community connection. The people of the village tell of the families that had mushers in the Serum Run. Buser Wins an Award in Tanana March 10 4:25 pm These videos are excellent examples of some sled bag checks in Tanana. Aaron Burmeister is Next Into Tanana March 10 5:19 pm Sass is 5th Into Tanana March 10 5:56 pm Check out this video clip for a thorough and accurate example of checkpoint procedures. Nicholas Petit First to Arrive at Manley March 10, 3:01 am Finish the Iditarod Breakout Room by: Erin Montomery Digital breakout rooms, or escape rooms, are becoming more and more popular in classrooms, especially as more classrooms are going one-to-one. Digital breakout rooms are a great way to incorporate games and problem solving into a lesson. This month get ready for the new Finish the Iditarod Breakout Room. This breakout room will take students from the starting line in Willow, down the Iditarod Trail to several different checkpoints of the race, and then to the Burled Arch in Nome. Along the way, students will complete tasks to find clues to help them unlock the next checkpoint. There are a series of 8 locks along the way that will help your students get to the Burled Arch. Some checkpoints have multiple clues to help you unlock the checkpoint. I will give teachers a hint, Willow has 2 clues to find and White Mountain has 3 clues to find. To play the game, students will begin by opening the link that will take them to a checkpoint. Students have to find a clickable link in the checkpoint that will take them to an activity to help them figure out the clue. Some activities include a memory game, snowman (like hangman), word search, and many more. After the students have figured out the clue (or clues), they will type it in the box. If they are correct, they will be moved on to the next checkpoint. If they are incorrect, they may be given a hint to help them. Click HERE to get the Finish the Iditarod Breakout Room for your class! Primary Source of the Month Jen Reiter Primary sources are not just for Social Studies class! Here's one that you could use as a math warmup that ties in to the ghost town of Iditarod which will play such an important role in this year's Iditarod Race. Using the Source With Students 1. Display the object for your students and have them share what they See, Think, and Wonder about the artifact. 2. If possible, compare to a modern day bank deposit slip. Identify some similarities and differences. 3. The date is missing from this slip, but it came from a collection of slips dated to 1918. 4. Use this site to look at historic gold prices. Can they approximate today's value of the gold deposited? 5. According to the Bureau of Labor Statistics, the average household earned $1,518 a year in 1918 (source). Does that change their opinion of this deposit slip? Who do they think deposited this money? Was it an individual or a business? 6. As an extension, students could do a writing piece with this primary source as inspiration. What is the story behind this deposit? Associated Resources: - Photo of the bank as a tent business in Iditarod (1910): Click Here - Photo of the bank as a wooden structure (1913-1939): Click Here - Looking for some more ways to integrate Iditarod into your math curriculum? Be sure to check out our math page: Click Here For the first time in Iditarod history, the teams will be traveling seven miles southeast from Iditarod to the town of Flat, Alaska. Flat came into existence after the Christmas Day, 1908 Gold Rush on Otter Creek by John Beaton and W. A. Dickerman. Although word of that strike got out slowly, in 1909 more miners arrived in the area and set up a small camp they called Flat City. Over time it became the largest mining camp in the Iditarod Mining District and was connected to Iditarod via railroad. By 1914, the town had grown to 6,000 residents and included an elementary school, telephone service, a restaurant, a laundry, two stores, a hotel, a pool hall, and a jail. By 1920, Flat had become the main supply center and the largest town in the district, even larger than Iditarod itself. Despite all of this, there has been some question about whether Flat was actually ever a formally recognized town as no official survey was done! However, most people seem to be of the mindset that since it had postal service, it must be a town! By 1930 the town’s population began to decrease. Records from that year show only 124 residents. Between 1986-2000, the primary year round residents were a family of five, with the 2000 census showing four residents living in one household in the town. The post office was closed in 2004 and the 2010 Census showed a population of zero. Ideas for students: • Use the information in this article to create a timeline for the town of Flat • Have the students write a ghost story that takes place in Flat • Have the students read about Wiley Post, who was the first aviator to fly solo around the world. On that flight he crashed while trying to land in Flat. Have the students explore point of view by telling that story through the eyes of Wiley and then a resident of Flat: [Source 1](#) [Source 2](#) • Read about a childhood in Flat, Alaska and then have the students write their own story: [Click Here](#) • Create a Venn Diagram comparing Flat and Iditarod using [this article](#) Sources: http://no1984.org/2017/08/31/the-deserted-ghost-town-of-flat-alaska/ http://www.blm.gov/documents/national-office/blm-library/report/historic-building-survey-report-flat-alaska Iditarod Sleds by: Annie Kelley McGuire Sleds are an essential piece of equipment in the Iditarod. Typically, 50-80 sleds start the race and even more are shipped down the trail for use later in the race. Sleds have evolved since the first race in 1973, and mushers often build their sleds themselves. The sleds first used in Iditarod were long freight sleds. These sleds were heavy and very sturdy, often made from ash, hickory, or birch wood. The checkpoints weren’t what they are today when the race first started, so mushers had to bring a lot more equipment with them in order to make it to Nome. The larger sleds in the 1970s were a necessity. Today sleds are often handcrafted by the musher using aluminum or carbon fiber, while a few still opt to use wood. Some mushers even use hockey sticks to create their sleds! There are only two main rules when it comes to sled requirements: The sled or toboggan must be capable of hauling any injured or fatigued dogs under cover, plus equipment and food AND braking devices must be constructed to fit between the runners and not to extend beyond the tails of the runners (Iditarod Rule #15). It is also fun to note that mushers are not allowed to use sails or wheels on their sleds! Besides the style of the sled, one of the more important parts is the runners. Runners are the two long pieces that touch the ground on either side of the sled. Today mushers used different types of plastic, called runner plastic, while out on the trail. It is interesting to note that there are different running plastics for different temperatures. You’ll often hear mushers chat at checkpoints and ask “Which runners are you using?”. Mushers may send up to two sleds down the trail to different checkpoints. A musher may begin the race with a heavier sled that will help them get over the Alaskan Range, and then switch to a lighter sled towards the end of the race for the finish push to Nome. If a musher’s sled is broken, they are allowed to borrow a sled from a fellow competitor. However, no musher is allowed to use more than three sleds during the duration of the race. If you are interested in learning more about sled creation, check out this video about Cody Strathe of Squid Acres Kennel. Cody builds sleds for many mushers and takes you through the different parts of a modern sled. No matter what sled style or material a musher chooses, they all have one rule they all follow- never let go of the sled! Traditional Sleds Right: Jon Van Zyle with his sled, photo: Terrie Hanke Above: Traditional sled, photo: Annie McGuire Sleds of the Iditarod Mark Your Calendar March 6, 2021, 10am: Iditarod Start March 7, 2021, 2pm: Iditarod ReStart Editarod EDU Newsletter Staff Editor: Jen Reiter Contributing Writers: Jim Deprez Terrie Hanke Jane Holmes Annie McGuire Erin Montgomery Heidi Sloan Lynne Witte Photography: Jim Deprez Terrie Hanke Annie McGuire Jeff Schultz Kim Slade Newsletter Feedback, Questions, or Suggestions? email: firstname.lastname@example.org
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Home Maintenance Guide The first thing you need to do is to make a list of important telephone numbers that you may need to help maintain your home. Once you have read this Home Maintenance Guide, be sure to keep it near the phone so you will know where it is in case of emergencies. FOR EMERGENCIES, CALL 911 MY ADDRESS MY PHONE IN CASE OF EMERGENCY, CALL FIRE, POLICE, EMERGENCY NUMBERS FIRE DEPARTMENT POLICE DEPARTMENT SHERIFF’S DEPARTMENT HOSPITALS INSURANCE COMPANY UTILITIES’ EMERGENCY NUMBERS ELECTRICAL POWER COMPANY GAS COMPANY WATER DEPARTMENT SEWER DEPARTMENT STREET DEPARTMENT PHONE COMPANY HEATING OIL SUPPLIER GARBAGE SERVICE ## Important Phone Numbers ### Repair Service Emergency Numbers | Service | Phone Number | |----------------------------------|--------------| | Heating Service | | | Air-Conditioning Service | | | Telephone Repair Service | | | Cable Television Service | | | Plumbers | | | Electricians | | | Carpenter | | | Painter | | | Appliance Repair Services | | | Other Repair Services | | Now, take a minute to find the shut off valves for your utilities. Then write down where they are located so someone else could find them if necessary. Make note of any special conditions about the location of each one or how it works. Also, read the warranty and instructions for all your appliances. Then place all this information in one location so you can find it when you need it. ELECTRICAL MAIN SWITCH LOCATION WATER MAIN VALVE LOCATION HOT WATER HEATER SHUTOFF VALVE LOCATION GAS MAIN VALVE LOCATION WARRANTY AND INSTRUCTIONS LOCATION # HOME MAINTENANCE GUIDE for TENNESSEE HOUSING DEVELOPMENT AGENCY | Section | Page | |----------------------------------------------|------| | IMPORTANT PHONE NUMBERS | 1 | | EMERGENCY SWITCH AND VALVE LOCATIONS | 3 | | INTRODUCTION | 5 | | HOME EXTERIORS | 6 | | Foundation | 7 | | Exterior Walls | 8 | | Roof and Gutters | 10 | | Windows and Doors | 12 | | Yards | 14 | | HOME INTERIORS | 15 | | PLUMBING | 20 | | ELECTRICAL SYSTEM | 27 | | HEATING AND AIR CONDITIONING SYSTEMS | 31 | | MONTHLY MAINTENANCE/INSPECTION CHECKLIST | 35 | | GLOSSARY | 39 | Your home is one of your most important financial investments and proper maintenance will help you protect this valuable asset. Since you are the owner, it is your responsibility to take good care of your home. You can take charge of maintaining your home by regularly doing: * Routine Inspections * Preventive Maintenance A house is made up of a lot of different parts that are all related and depend on the other parts. For example, if you have a leak in your roof, it can not only damage your roof, but can cause you to have problems with your ceilings, walls, and your electrical system as well. So, it’s very important that you fix a problem when you detect it. This Home Maintenance Guide will provide you with important information about the different parts of your house. Each section will give you several important items to look for as you conduct your routine inspections. As we discuss each part of the house, we will give you preventive maintenance tips that can save you from problems in the future. The first section gives you a place to record the important names and phone numbers of departments, companies and home maintenance professionals that you need to keep on hand for maintenance and emergencies. Then we’ll look at all the major parts of your house. In each section we’ll discuss what you need to look out for in your routine inspections and how you can take preventive measures to maintain your house. The last section is a schedule for a month-by-month inspection of your house. If you follow the monthly inspection schedule, it will help keep your house in top notch condition. Remember, problems with your house will not simply go away. They will only get bigger and cost you more. It’s really true that “an ounce of prevention is worth a pound of cure.” When you think of the exterior part of your house, you think of the outside portion of your house. The exterior of your house is made up of five major areas: **Foundation** - The foundation of your house supports the structure that is above it and keeps the structure from shifting. **Siding** - The siding of the house is the outside walls. **Roof** - The roof covers the top of the house. **Windows and Doors** - Windows and doors are openings in the siding and walls of your house. **Yard** - The yard is that area surrounding your house generally known as your property. Each of these areas make up the exterior of the house. The exterior of your house is what people see first – it is their first impression of how you live. For that reason, you should keep your house looking clean and neat. FOUNDATION The foundation of your house is the part of your house that supports the floor, the walls, the roof and everything inside your home. A well-constructed and properly maintained foundation should last for your lifetime and then some. There are several different types of foundations, but one thing that they all have in common is that they must rest on solid ground. If a foundation is properly built, you should have very few problems if you maintain it. A foundation that is poorly built, either through materials or labor, will only cause you problems later. A foundation can create many different problems inside your house. Some may be very minor and require very little repairs, while others may be major, life-threatening problems that require lots of time and money to fix. The foundation of every house should be inspected at least two times a year, once in the spring and once in the fall. As your house ages and settles, your foundation can crack, creating new problems. Severe weather conditions such as bad winters, severe summer storms, or long rainy periods can also create foundation problems. The foundation should look like a “foot-print” of your house that is designed to carry the house’s weight. Generally, foundations are built on footers with either a crawl space or concrete slab. If your house has a basement, then your house will have an outside foundation. FOUNDATION INSPECTION The first time you inspect your foundation you should make notes as to your findings and the date the inspection was conducted. You will then be able to check any changes that may occur over the next few years based on your notes. Landscaping, Drainage and Water Runoff - To begin your inspection you need to look at the landscaping and drainage around the foundation. You may need to have someone grade the soil so that water will run off away from your house. You should also make sure that any gutters and downspouts will be diverted away from the foundation. Landscaping planted around the foundation will absorb the water and stabilize the soil. However, trees and shrubs with large root systems can damage the foundation. Cracks, Leaks, and Condensation - Small hairline cracks are common and nothing to worry about. However, cracks that are wider than 1/16 of an inch are important. Wider cracks should be inspected by a professional building inspector to determine the cause of the cracking. Vertical or stepping cracks usually are caused by severe winters where the ground has frozen and expanded, thereby putting pressure on the foundation. Cracking can also be caused by a “settling” of the foundation. Settling cracks will occur when the foundation was not poured on solid ground. When leaks occur in the foundation, they are generally from improper drainage or condensation. Insects - Insects are a potential problem to consider when examining your foundation. Termites, worms and ants can hide in your house and create problems before you ever know they are there. They generally like dark and damp places that are difficult for the naked eye to detect. You should have an annual termite inspection to ensure that you keep your house free of termites and insects. **FOUNDATION MAINTENANCE** Low-lying shrubs and ground cover, like grass or mulch, will allow the soil to drain away from the foundation and will keep the soil around your foundation stable. Plants should not be planted next to walls of your house. Flowerbeds should be planted several feet from the house. This allows for adequate drainage of the soil and limits the moisture and condensation. Small hairline cracking can be prevented by keeping the soil around the foundation as dry as possible. If the foundation was properly installed and if the ground surrounding the foundation drains properly, cracking will be minimal. Another important element is the ventilation of foundations. If you have a crawl space or basement, this area should be properly ventilated to prevent condensation and the build up of moisture between the ground and the subflooring. Condensation occurs when the cool foundation is met by warmer air. Proper ventilation can eliminate condensation problems. Vents should be left open during the summer and closed shut during the winter. The treatment and prevention of termites is not a do-it-yourself project. It takes a complete understanding and knowledge of how and where the insects live. You should hire a properly trained professional exterminator to get rid of the insects. The best way to keep insects out of your house is to hire an exterminator to spray for bugs on a regular schedule. Once you start having foundation problems, it is difficult and costly to correct them. These measures are simple maintenance tips that can save you from expensive foundation repairs. **EXTERIOR WALLS** The exterior walls and siding of your house should be weathertight to prevent water damage and drafts. Peeling paint, damaged shingles and open seams in siding and trim are not only unsightly, they invite serious problems. Proper maintenance of your exterior walls will help you avoid costly damage of the inner walls. Exterior walls are made up of framing, insulation, sheeting paper, siding and trim. Each item plays an important part in making your house weatherproof which will keep you dry and warm inside. There are a number of different types of siding: wood, vinyl, aluminum, brick and stone. But the simple truth is that siding and trim do not last unless they are well kept on a regular basis. **EXTERIOR WALL INSPECTIONS** No matter what type of siding and trim you may have on your exterior walls you need to inspect the walls at least twice a year. Your primary concern will be detecting areas where water may get through your walls. Inspect the walls from top to bottom looking carefully for defects in the surface. It may be necessary to use a screwdriver on the surface to see if wood is rotting. Pay close attention to the walls on the south and southeast sides of the house. These walls get more exposure to sun and to variations in temperature which make them more apt to deteriorate quickly. Keep your note pad handy so you can record the conditions and any changes in the exterior walls of your house. **EXTERIOR WALL ROUTINE MAINTENANCE** As part of your inspection, you should include routine maintenance through periodic cleaning, caulking, painting or staining and any simple preventive repair jobs on an as-needed basis. **Cleaning** - One of the simplest maintenance chores for your walls is to simply hose down your siding and trim to remove dirt and grime. For brick surfaces you can use a carwash brush that attaches to a hose. The combination of good old elbow grease mixed with water and a brush will address most brick cleaning problems. With vinyl, aluminum and wood siding you may find it necessary to scrub down the dirty surfaces with a cleaning solution. Any hardware store will have cleaning supplies. Always be sure to follow directions and cover any shrubs and plants beneath your work area. While you are cleaning, look for mildew on your walls. You should clean the mildew with one part household liquid bleach mixed with three-parts warm water. Scrub the surface and let it soak for 15 minutes. Then use a garden hose and rinse the wall thoroughly. If the mildew remains, scrub the walls with a mixture of water and powdered laundry detergent. Remember to protect your skin and eyes from any cleaning solution. **Caulking Openings** - Caulking and sealing open joints and seams in the exterior walls should be a priority in your routine maintenance program. Openings will allow moisture, water, drafts and insects to creep into your house. Caulking dries out over time, so don’t be surprised to find yourself caulking each year. Caulking is a simple process that you can perform using a caulking gun and a putty knife. Make sure you are using the right kind of caulk for what you are sealing. Your hardware store can help you select the correct caulk. Areas that typically need caulking are listed below: 1. Windows and door frames 2. Brick and siding joints 3. Seal small foundations cracks 4. Cracks in siding 5. Trim and siding joints 6. Vents 7. Foundation and siding joints **Painting and Staining** - If you keep the paint on your house in good condition, the joints and seams well caulked and the wall surfaces clean, you will greatly reduce the chances of wood decay and moisture getting into your house. Paint will blister and peel over time due to exposure to sun and weather. When this occurs, you are allowing water to get into your house. The correct way to repaint a surface that is blistering and peeling is to scrape off all of the loose paint. Wash the area with a mild detergent, then clean off the surface and let it dry completely. Once the surface has dried, caulk the areas that are needed, reset loose nails, putty over holes, and paint a primer coat on all bare surfaces. Again allow the area to dry. Last, apply two coats of paint being sure that each coat of paint dries completely. By preparing the surface, you will extend the time between painting. If you have metal siding, you will need to follow the same process except you will use a wire brush to clean the surface of dirt and rust. Be sure to use a metal primer before applying the two coats of paint. Painting or staining combined with caulking will keep the wood around the exterior of your house from decaying. Your local hardware store can advise you on the types of paints you need to use for the type of surface you are painting. **Brick and Mortar Repairs** - It is not uncommon for the mortar between bricks to crack. Again, cracks will allow moisture and water to seep into your house. Repairing mortar is a simple process that most people can do. As with every other repair process, be sure to clean the surface properly. You can remove the small particles by flushing with a hose or by using a wire brush. Mortar can be purchased at any hardware store. You will want to match the color of your mortar, so you may want to take a sample with you when you go to the store. Then mix the mortar and wet the surface that you will be filling. Then press the mortar into the joints with a jointer tool. After a few minutes, clean --- A word of caution: At the bottom of each wall you will find small openings called weep holes. They are there to allow moisture to escape. Locate the weep holes first, and then be sure to leave them open so they can let trapped moisture escape. As with any preventive maintenance, before making repairs to your exterior walls, **find the source of the problem**. Covering up a problem will not make the problem go away. The longer a problem exists, the more it is likely to cost you to repair. Be sure to go right to the source before making any repairs. **ROOF AND GUTTERS** The roof and the different parts of the roof, such as the flashing, drains, gutters and downspouts, cannot be ignored year after year. Just because you don’t have visible leaks doesn’t mean that you don’t have problems. Don’t expect your roof to be problem-free. Proper maintenance can significantly extend the life of your roof. To provide the best preventive maintenance for your roof, you should inspect your roof at least twice a year, once in the spring and again in the fall. It also makes good sense to scan your roof and gutters throughout the year. During and after a rainstorm, you can tell if gutters are clear of debris and if you have leaks around vents and fireplaces. ROOF AND GUTTERS INSPECTION Roof Covering - Shingles are the most common form of roof covering; however, the type of covering will depend on the slope of the roof. You will need to inspect the shingles from the ground, on top of the roof and from the interior portion of the rafters in the attic. If you find that the shingles are curling, cracking, losing their grainy surface, peeling away from the roof and/or changing color; then the roof is showing signs of wear. It may be time to get a new roof. When you perform your inspection in the attic, you will need to look for discoloring of rafters, water marks on the walls and decaying of wood. Water leaks can be from old and decaying shingles. But more often than not, leaks occur around plumbing vent pipes, chimney structures, roof vents and roof valleys. Gutters and Downspouts - One of the most overlooked preventive maintenance measures to your roof is the cleaning of gutters and downspouts. Gutters and downspouts fill up with leaves, pine needles and debris. When the gutters are clogged, this gives water the chance to seep into cracks and back up under the roofing material. Gutters will also spill over on the ground and can cause damp or wet basements and foundations. If you want to limit your cleaning time, you can install plastic or wire screens over the gutters. However, the screens will also need some cleaning. Trees - One thing many people overlook when performing a routine inspection is the location of trees and branches around your house. Trees and branches close to the house or hanging over the house can be a hazard to your roof. During ice storms or severe wind and rain, it’s not uncommon for branches or trees to snap, allowing them to crash on top of your roof. Keep trees and branches clear of the house. **ROOF AND GUTTER MAINTENANCE** When inspecting your roof, safety is a primary concern. If you are going to check the roof yourself, make sure someone is with you in case of an accident. Also, if you are elderly or handicapped, do not get on top of your roof. Get a professional to inspect your roof. If you have any of the signs of a roof wearing out (for example: leaks, discoloring, or peeling shingles), it may be time for a new roof. Before you call a roofer in to make the repairs, you might want to get an opinion from a contractor. He can give you an idea of what needs to be done to your roof. Roofs and roof repairs are very specialized, so know what you are doing or get someone that knows what they are doing when roof repairs are needed. When you see the signs of leaks, you need to get a professional to determine the problem. Addressing the problem early will limit the damage and will cost you less. Remember to keep your gutters and drains cleaned out. This is a simple and inexpensive measure that will save the life of your roof and your foundation. Also, by keeping the limbs and trees trimmed away from your house you lower your risk of damage during storms. **WINDOWS AND DOORS** Windows and doors are an important part of any house. They provide access, lighting and ventilation into your home. Poorly installed or poorly maintained windows and doors will cause you many problems. If a window or door does not fit snugly, then it will allow hot and cold air to enter your home. Properly installed storm windows and doors will also provide additional security. If the storm window fits loosely or if the glass is broken, the storm window offers no benefit to your house. WINDOWS AND DOORS INSPECTION Windows are the biggest source of heat loss. Loose-fitting, cracked or missing panes, allow your heat to go out the window during the winter. Caulking and weather stripping around the windows are very important. Caulking seals cracks and gaps around windows where frames meet exterior siding. Sealing the cracks and gaps reduces the rate of heat loss in addition to keeping moisture out of your house. Weather stripping is usually installed on windows where the sash and frame meet and on doors where the door and jamb meet along the sides and top. Weather stripping is made of bronze, aluminum, steel and rubber or plastic strips. Weather stripping needs to be replaced periodically, particularly in areas that are used most frequently. You need to inspect all of your windows every spring and every fall. Check the caulking and weather stripping around your window and look for cracked, missing or loosely fitted windows. Doors not only provide you access into and out of your house, but they also provide you with protection from the outside. First, you need to check your door for operation. Does the door open easily, does the door close completely and will the door lock securely? Then you need to make sure that the door is not cracked or missing any panes. Use a screwdriver to gently check for rotten wood, loose putty and flaking caulk. When you find these problems, generally it means that there is some type of moisture in your wood. You may be able to make some of these repairs yourself. If you do not know how to make these repairs, get a carpenter to make these improvements. As with your windows, caulking and weather stripping are also very important. Doors that are used most frequently will need to be caulked and weather stripped more often. If your door is still drafty, then you may have a problem with your house settling. WINDOWS AND DOORS MAINTENANCE Inspect your windows and doors twice a year, once in the fall and once in the spring. You will need to look for and make the following repairs: 1. Repair cracked, loose or broken glass. 2. Scrape and paint any peeling paint on all doors and windows. 3. Replace or repair missing, loose or deteriorated caulking. 4. Repair, tighten or replace any loose or missing storm windows. 5. Patch or replace the screenings on the windows. YARDS Your yard is the first part of your house anyone sees. So you will want to make sure that the yard is cleaned up to give everyone a good impression of your house. There are a number of other important reasons you will want to keep your yard clean. First and foremost, by keeping the debris and trash picked up around your house, you keep insects, rats and rodents from nesting and making new homes. If your yard is well maintained, you also improve the safety of your house. Yards that are cluttered with appliances, broken-down cars and trash are an eyesore to neighbors. A storage shed in the back of your house, where you can store items, is the safest and cleanest way for you to keep your yard neat. **YARD MAINTENANCE TIPS** **Keeping the Yard Mowed** - You will want to keep the grass cut in your yard. During the summer months yard maintenance is more demanding. During the fall you will want to rake or mulch the leaves. **Plants and Shrubs** - Planting flowers will add color to your yard. Plants and shrubs also help stabilize the soil around the foundation. When planting, be sure to allow some distance between the foundation and your plants. Too much moisture next to the foundation can damage your foundation. **Trees and Limbs** - Survey your yard for dead limbs and trees. These should be removed. It may require a professional tree surgeon to do this. However, you shouldn’t have any problem moving the limbs to the proper place for disposal. Check with your city or county to see who is responsible for disposal of tree and limb debris. You will also need to survey your live trees. Trees that are too close to the house or trees that hang over power lines are dangerous, particularly during windy and freezing weather. By trimming limbs and removing dead limbs you will save yourself from a lot of problems. **Storage** - Keep your yard free from debris. If you have odds and ends in your yard, keep them in a covered shed in the back of your house. Not only will this help eliminate unwanted rats and rodents, it will keep your neighbors happy. The interior walls, ceilings and floors of your house form a surface that covers the structural frame, plumbing, electrical system, heating and cooling ducts and other building components that would be unsightly or hazardous. This is why it is important to examine the interior of your house. For example, a leak in your plumbing can damage your walls, foundation and electrical system. INTERIOR INSPECTIONS Since the walls, ceilings and floors cover the areas you are inspecting, you need to use your sense of sight and smell. You also have to train yourself to spot changes over time. Inspection of the interior of your house should be an ongoing process. As you clean your house, look for changes in the level of the floor, cracks in your walls, damp spots on your walls and floors. When you think you have found an area that may have changed, take the extra time to explore the problem. You want to catch a problem early before more extensive damage is done to your house. The following items are some warning signs that you should examine closely. Sagging Ceilings and Walls - When inspecting your ceiling and walls, first make sure your room is well lit. Then look carefully at your ceilings and walls. Sagging ceilings may be a sign of loose wallboard or plaster and should be inspected more closely. Bowed walls may indicate a weakness in the structural framework. Minor localized sagging or softening of walls or ceilings may indicate a water leak above or behind the area. Water travels along the framework of your house and will settle in the lowest point. A leak in one area of the house may be noticed in an area that is far from the actual leak. Cracks in Walls and Ceilings - Cracks come in many sizes, shapes and forms. All cracks need to be looked at to determine the cause. Very fine, straight cracks that are parallel to the walls and ceilings generally are of no great concern. They can be repaired with a flexible caulking and touched up with paint. Look closely with a magnifying glass at joints where two pieces of wallboard come together. Normally these joints are covered with paper tape and layers of joint compound. If you find a crack at a joint, only cosmetic repairs are necessary. You will need to watch the area over time to see if it occurs again and increases in size. Cracks may change size from season to season as your home expands and contracts with the weather. If the cracks grow wider over time, you should call a professional to inspect your foundation. Cracks at angles, jagged cracks and open cracks need to be looked at more closely. If the cracks occur over a short period of time, look for the source. Poor drainage outside your home or standing water underneath it, may be causing the soil to heave and shift the building. An improperly constructed foundation in a freezing climate could be another cause. Cracks in Floors - Cracks that appear in concrete slab floors or in rigid floor coverings such as ceramic tile should be closely analyzed. Trace the cracks to the outside wall where the face of the foundation is exposed. Here you can see if the crack runs up the wall or even through the foundation itself. Hairline cracks are common in any concrete structure. However, if the crack is wider than 1/8 inch, it should be further inspected and addressed. Floor Squeaks and Buckling Floors - Wood floors are rarely squeak free. Since green, unseasoned wood is used in new construction, squeaks can occur later when the wood dries out. Squeaks are annoying, but rarely a sign of structural problems. Floors will buckle when they are exposed to high humidity or if they are not properly installed. Wood needs adequate expansion areas. When this is not provided, then the floor will buckle to get the necessary space. **Insect Damage** - Inspection for insect damage needs to be an ongoing effort. The best way to address insect damage is to prevent insect damage. A professional inspection service can inspect your home and periodically spray for insects. Once you spot insect damage, the insects are well on their way to spreading throughout your house. You should look closely at exposed wood baseboards, trim, door and window jambs throughout your home. Small tan or dark brown pellets or a sawdust-like material indicates the presence of wood damage. Dry wood termites like dark, damp spaces. Again, the best way to prevent insect damage is to have your house professionally serviced on an annual basis. **Sight and Smell Senses** - As you inspect your home, pay close attention to what your nose and eyes are telling you. A musty, damp, stale odor should be tracked at once. Check the crawl space or basement for moisture or damp soil. Look and smell inside closets to determine whether they are adequately ventilated. Check for leaky pipes. Shower water that is continually splashed onto the floor can leak through cracks and cause the floor or subflooring to rot. Check the walls behind furniture and pictures that are not frequently moved. Look for mold and mildew. This is a sign of moisture or poor ventilation. If your carpet smells, the padding may be absorbing moisture. Pull back your carpet to inspect the padding and floor for rust spots or fungal growth. If the carpeting falls apart when you pull at it, you have a serious moisture problem. Use your eyes to survey for water leaks in your ceilings, walls and floors, particularly around baseboards. A water stain typically appears as a dark ring of discoloration around an affected area. As mentioned earlier, water will move along the framework of a house to the lowest point. When a ceiling stain occurs below an attic, check for leaks in the attic plumbing and use a strong flashlight to inspect the roof frame. Be sure and check the caulking around windows and doors. As caulking gets older, it will crack and separate, allowing water to seep through into the interior of your house. **INTERIOR MAINTENANCE TIPS** When you see changes in your walls, ceilings and floors, you should take the time to give them some immediate attention. Here are some interior maintenance tips that will help eliminate some major and costly repairs in the future. Use common sense when spotting changes in your house. The most important maintenance tip is to **keep a clean house, free from trash and debris**. **Ceilings** - Ceilings that are newly installed generally need very little attention. However, if you see cracks and water stains they need to be looked into. immediately. Most cracks are hairline cracks and do not represent a serious problem. These types of cracks can be easily patched and painted. Remember, every crack needs to be investigated to see if it represents a more serious problem. **Walls** - Most wall damage is caused by simple physical abuse. You can prevent a problem by paying special attention to the care of your walls. Walls need to be periodically cleaned by a nonabrasive household cleaning product. You should find out the type of paint used on your walls and make sure that your cleaning solution is suitable for the surface. If you paint your walls, then you should be sure to use the type of paint that is suitable for your walls. You can always use oil based paint over any type of paint. However, you can not paint water based paint over oil based paint. Structural problems with walls are indications of a more serious problem within the interior walls or the foundation of the house. When a problem is discovered, it is important to determine the cause of the problem. This may require a professional inspector or contractor to look into the problem. **Floors** - Floors should be maintained by regular cleaning and vacuuming. Regular cleaning can extend the life of your floor. A trouble-free floor depends on good subflooring and the installation of the subflooring. **Odors and Mildew** - You can do a lot to control mildew and musty doors. Check all ventilating systems in the crawl spaces and attic. Replace vent screens that have become clogged by debris or paint. Closets may become musty due to poor circulation. Louvered doors increase air circulation and will help keep your closets smelling fresh. Place your furniture several inches away from the wall to allow ventilation. If your basement or crawl space has a dirt floor, try sealing the exposed earth with a sheet of plastic. This will act as a vapor barrier and will also keep moisture out of your house. **Stairways** - Stairways are areas where accidents frequently occur. Make sure that handrails are securely attached to the walls and extend the length of the stairs. Each step should be the same depth and distance apart. When a stairway has steps of different heights, you are asking for trouble. Keep debris cleared off the stairs to prevent tripping. **Bathrooms and Kitchens** - Bathrooms and kitchens need extra attention because of the constant presence of moisture. Use a strong flashlight to check the plumbing under the sinks. Check behind refrigerators to make sure that water is not running out of your refrigerator and rotting your floor. A sponginess or discoloration of the floor covering around the toilet could mean a leak in the seal where it connects to the floor. Look for damaged or missing caulking between the tub, sinks, toilets and the walls and floors. Joints between bathroom walls and sinks, bathtubs or showers require caulking. It cannot be over emphasized that caulking is a simple and inexpensive method of moisture proofing that can save you hundreds of dollars in later repairs. The kitchen cooking areas need inspection about once a month. Check your range ventilator hood for grease build-up and keep it clean. This will reduce the risk of fire due to grease build-up. Light bulbs covered with grease should be cleaned or replaced. **Smoke Alarms** - Each house should have at least one smoke alarm. If you have more than one level to your house, you should have one smoke alarm for each level. You should locate a smoke alarm in each bedroom. Smoke alarms operate on batteries or on electricity. If you use batteries, then you will need to change your batteries twice a year. Smoke alarms are essential to the health and safety of your home. **Who Should Do the Work?** - Normal routine inspection and maintenance will eliminate the need for a costly professional in most cases. By addressing a problem or potential problem early on, you may be able to make some of the repairs yourself. The longer a problem goes unattended, the more costly and more involved it will be to solve. Most of the home maintenance tips presented here can be done by you or someone that is handy with repairs. Structural problems often require a professional to make the necessary repairs. When using a professional, be sure to get a fixed price before they start the work. You should ask for references from the home repair professional and check the references. Make sure you have a written contract when working with a contractor. That way everyone will have a good understanding of the work to be performed. Once they begin the work and any changes are needed, make sure you know the cost of the changes. If you are paying for someone else to do the work, it should be quality work that he/she will stand behind. Plumbing in your house is largely taken for granted until you have problems. If you have just had your house rehabilitated or reconstructed, any plumbing problems should have been addressed. When you start having small problems, this is a clue that your plumbing system needs some maintenance. Before you can inspect your plumbing, you need to have a good understanding of your plumbing. The plumbing in your house is made up of three different systems: a water supply system, a drain-waste system and a vent system. All three systems depend on your water source and the capacity of your water source. WATER SUPPLY SYSTEM If you are on a public water system, then you pay a monthly water bill and the utility company is responsible for providing you with water. Your responsibility begins at the property line. The utility company will bring the water to your property, then you are responsible for the water getting into your house. If you are on a public water system, the water should enter your house at 20 to 80 psi (pounds per square inch). If your water pressure is low, you need to check with the utility company to see if it has adequate sized lines with the right amount of pressure to serve your home. If you live in an older home, the water line leading into the house may be undersized or corroded from age. If this is the case, you may need to replace the line leading into your house. Some homes may use a well to provide water. Underground water is pumped into a pressure tank. As your house demands water, the water is pumped into the house and the pressure tank is refilled. If you use a well, then periodically you will need to have your well professionally inspected. If you have problems with your water supply, hire a professional to inspect and maintain your water lines. Take note of your water bill. If your water bill is suddenly higher, you could have a leak in the ground. Also, if your water bill gradually increases, you could have a small leak in the house. Remember, when you water plants in the summer, you pay for the extra water. When you have problems with delivery of water to your house, call your utility company and ask them to inspect the lines. Keep in mind that you are responsible for maintaining the water line on your property. The Water Supply Piping - Most water supply lines are made up of galvanized iron, copper, brass or plastic pipe. Older homes may use lead pipes or may have used lead joints to connect the pipes. If you live in an older home, you may want to have your water tested for high levels of lead. If your house contains galvanized iron piping, there is a good chance that your lines have some decay on the inside of the water line. That can be one of the reasons for problems with water pressure and water delivery. Galvanized pipes have a life expectancy of about 30 years. If you are experiencing difficulty in water delivery, you will want to have a professional look at your water lines. Plastic polyvinyl chloride (PVC) pipes can last a very long time since rust or decay will not build up. However, your local codes may limit the use of PVC. If PVC is exposed to cold weather, it will need to be insulated to prevent cracking. Again, you will want a professional to inspect and install your PVC pipes. Water Shutoff Valves - When water pipes break or leak, the damage to your home can be very costly. If you know how to shut off your water supply, you can prevent further damage to your house. There are several fixtures that have their own shutoff valve such as toilets, sinks, water heaters and washer connections. These shutoff valves are generally located behind or beneath the fixture. In any case, you can always shut off the water at the meter and this will shut off all water leading into the house. You should take the time to familiarize yourself with the exact location of the shutoff valves for your house. You need to check to see if a tool is needed to assist you in shutting off the water. Inspect your shutoff valves to make sure they are fully opened. Then record the exact location of your shutoff valves in the spaces provided in the front of this guide. DRAIN-WASTE SYSTEM Used water and waste are carried to public sewage lines or to your septic tank system. One of the most frequent problems with your plumbing system is stopped or slow-draining fixtures and appliances. The best way to prevent problems with your drainage system is to limit the debris you put in your drain. Each drain should be sealed off by a trap. The trap prevents gaseous odors from coming back into your house. If you have a sour or sewage smell in your house, you can pour some water down the drain. This will cause the trap to drain the liquid and create a seal between the drain and your sewer system. If the odor continues, then you will want to have a professional look at your drains. VENT SYSTEM Venting is necessary to maintain equal pressure in your plumbing system and to make sure that any sewer gases escape to the outside of your house. All plumbing fixtures must be vented to the outside. Some vents will lead to the roof while other vents will run to the side of the house. A newer house may have one main vent that connects to all the fixtures. It’s important to keep the vents clear of debris. Small animals and birds can build nests in vents. A wire covering is always an easy way to prevent this. Vents should be checked twice a year to make sure that they do not become clogged. PLUMBING INSPECTIONS Many elements of your plumbing can be inspected by you, the homeowner. If you do not feel comfortable inspecting your plumbing, ask a friend or neighbor to help or call a licensed plumber. Do not confuse the plumbing pipes with gas lines or warm-water heating systems. The Water Supply Pipes - First, locate your water shutoff valve. This can be located in a basement, crawl space or outside the house. Know where your water meter is and how to shut off the water pipes at the main water line. Next, notice the type of water lines installed in your house. Make sure that the water lines are supported by floor joists or wall studs. Pipes running under the floor joists should be connected to the joists by pipe straps. Depending on the type of pipe, you should have pipe straps every 3 or 5 feet. Obviously, as you inspect your house you will need to look for any type of leaks. Do not confuse sweating pipes with leaks. If you have a wet pipe, wipe the pipe off with a towel. If the pipe is leaking, it will start dripping immediately. If a pipe is wet from condensation, it will take time to get wet again. While looking at your water pipes, make a note of any pipes that have been patched. Patched pipes should be checked periodically for leaks, or replaced with new pipes. If your basement or crawl space is not heated, the pipes should be insulated or wrapped with electrical heating cable to prevent freezing. This is especially important when pipes are located near windows, foundation vents, or walls that are not insulated. **Exterior Faucets** - If you have exterior faucets, you need to have frost-proof faucets or have a stop-and-waste valve to prevent freezing. Both types of faucets can be bought at your local hardware store. You may need a professional to install the faucet, or someone that knows plumbing. Another alternative is to install a shutoff valve on the water line leading to the outside faucet. During the cold weather months, it’s always a good idea to drain your hoses and store them in a dry, warm area. This will keep your hose from cracking and extend the life of your hose. **The Water Heater** - You will need to inspect your water heater on a regular basis. To inspect the water heater you should start at the hot and cold water lines attached to the tank. Carefully touch each pipe to distinguish the hot water and cold water lines. Make sure that metal piping has been used for at least the first 12 inches above the heater. Check for corrosion or leakage at the pipe joints. Locate the shutoff valve on the cold water line leading into the tank. Next, check the pressure and temperature relief valves to make sure they match the tank specifications usually found on the side of the water tank. Carefully inspect the outer metal jacket for rust or signs of leakage. A leaking water heater almost always has to be replaced. Use a towel to make sure it is a leak and not condensation that has wet the outside of the tank. Make sure your water heater is located in a drip pan. In case of a leak in the water heater, this can limit the damage done to your house. Your water heater must be vented to the outside of your house. This is particularly important with gas water heater tanks. **Drains and Sewage Pipes** - Locate the drainage pipes in your house. They can be easily found by listening for running water. Drains and sewage pipes should have a gradual slope to allow the water to run down the pipe and not get backed up. Pipes should be securely fastened to floor or walls every 4 to 5 feet. Carefully check for leaks under water fixtures such as toilets, sinks and washing machines. All leaks should be repaired immediately. Use a strong flashlight to check all the drains under the sinks. Test a sink drain for leaks by running water into the sink and watching as the sink drains. As the water drains from the sink, listen for a gurgling sound. This will indicate that the drain is not properly vented. If you have a slow drain, this indicates your drain lines need cleaning. If you have a slow drain or a clogged drain, you may be able to fix this problem. First, try pouring boiling hot water down the drain. It’s a good idea to do this every week. This will eliminate build up in the drain. If the drain still does not drain properly, you can use a plumber’s plunger or a plumber’s snake. If you use a chemical cleaner to clean your drain, read the instructions very carefully. Chemical cleaners will burn your skin and can cause permanent damage to your body. Remember, you can always call a professional to clean your drains. The Vent System - Inspecting for vents begins outside your house. You should have vents protruding through the roof or along the walls of your house. Vents should be capped to prevent clogging from outside debris and to keep an airtight seal between the inside and the outside. A simple wire screen will keep small animals and birds from nesting in your vent. Continue your inspection of the vents on the inside of the house. When visible, make sure that vents are properly connected so that the air will vent to the outside. Do not allow vents to stop in your basement or crawl spaces. Vents must end outside of your house. This is very important since sewers create vapors than can be deadly. The same is true with a gas furnace or gas hot water heater. Make sure that they vent all the way to the outside. Sewer Systems - Your home should be connected to either the public sewer system or to a septic tank in your yard. If you are on public sewer, you are responsible for getting the sewer lines from your house to your property line. At that point the utility agency is responsible for transporting the sewage. If sewer lines become clogged, sewage can back up into your house. When this happens you have a very serious health and safety problem. Again, get a licensed plumber to correct the problem. If you have a septic tank, you need to know its location. Locate the septic tank and the drain fields. The size of the septic tank and the drain field lines depend on the intended use of the septic tank and the type of soil in which the drain field is located. Your County Health Department can inspect your septic tank and drain field to see if they are properly sized. If you have both a septic tank and a well, the septic tank drain field and the well should be at least 50 feet apart. When sewage seeps into your well you have a very serious health and safety problem. Periodically, you will need to clean out your septic tank. If you smell foul odors in your yard or house and if the ground over the septic tank or fill lines are soggy you need to have your septic tank inspected. You will want to use a professional septic tank pumping service to pump out your septic tank. **PLUMBING MAINTENANCE TIPS** Most homeowners can perform the routine inspections and maintenance tasks necessary to keep their plumbing in good shape. When you get into more serious matters, you should call a licensed professional plumber. Here are some very basic but helpful tips that can prevent some major and costly plumbing problems. **Shutoff Valves** - Locate your shutoff valve so that you can go right to the valve in case of emergency. Once a year turn the valve completely off. Then open the valve completely and turn the valve one quarter of a turn back. This will prevent the valve from corroding and getting stuck in the open position. **Water Heaters** - Every six months drain a few gallons from the water heater to prevent the accumulation of sediment. Refer to your owners manual for instructions on draining your system. Also, inspect the pressure and temperature relief valves for overflows. Again, refer to your owners manual to see if they are operating at their designated specifications. If you have a gas water heater, a professional should check to make sure that it is vented properly. **Drains and Vents** - Each month you should check the pop-up drains and strainers in your sinks. Check the hot and cold faucets to make sure that they will close completely. If you have a leak at the handle, it’s probably a worn out washer that needs replacing. Remember, if you do any work on a water fixture, you should shut off the water either at the fixture or at the main water shutoff valve. Before winter comes you should make sure that the outside faucets are shut off or protected. Cold weather creates a booming business for plumbers. Make sure any exposed pipes or pipes that are not in a heated room, are properly insulated. In very cold weather, you may want to leave a faucet dripping. This will keep the water in the pipes moving and will keep the water from freezing. Freezing causes pipes to expand. When the water thaws, old decaying pipes will burst. When this happens, you should turn off the water leading into the house and call a licensed plumber. Make a habit of running very hot water down your drain on a regular basis. This will help move along any debris that has gotten clogged or built up in your drain. If you smell gaseous odors in your house, pour water down the drain and then check the venting. Water Supply - If you are a public water customer and you have low water pressure or a limited water supply during the day, report the problem to the utility agency. If the utility agency cannot correct the problem, you may first need to replace your water line from the water meter to the house. Then replace the water lines in your house. Check with nearby neighbors to see if they are having water pressure or water supply problems. If you are on a well and you have discolored water, limited water supply or particles in your water system, you need to have your well inspected. Wells can dry up over time and during dry weather periods. Also, check to make sure that your well and septic tank are properly spaced. If you have problems with discolored water, water that smells or water that tastes funny, you should have your water tested. Private labs, utility agencies, and some County Health Departments can provide this service for a fee. Call the lab where you are going to have your water tested and ask them to instruct you about the proper procedure for collecting the sample. HIRING A PROFESSIONAL When you have plumbing problems that are beyond routine maintenance repairs, you may need to call on a professional licensed plumber. Plumbers can be expensive. They should be licensed and should have liability insurance. You may want to ask a friend or relative to suggest someone they have used. Don’t hesitate to ask for references and don’t hesitate to get bids from several plumbers. Most plumbers will charge a fee for making an initial visit. If you are going to get bids from several plumbers, check with them before they make the trip to your house. To protect yourself, you should have a written agreement for the work to be performed. Even though we recommend that you perform routine maintenance tasks, it may be necessary to call a plumber for certain items. If you are not comfortable with performing routine maintenance, then you should call a plumber. You will have spent less money on ensuring that your plumbing system is properly maintained rather than waiting to call someone when you have a disaster. Use common sense with your routine maintenance and with necessary repairs that occur over a period of time. Electricity is an essential utility that operates the majority of our appliances, our lighting and, in some cases, our heating and cooling systems. It is a utility that we have learned to depend on, and we find it most aggravating when our electrical service is interrupted. All electrical work and inspections should be performed by a licensed electrician only. Working on your electrical circuitry is dangerous and can be deadly even to someone who understands how electricity works. Even though we do not recommend that you work on any electrical improvements, there are some things about electricity you should understand. You need to know how and where electricity enters your house. Does your electricity enter the house through an overhead wire or does it enter your house through an underground conduit? The electric company is responsible for providing electricity to the meter. Once the electricity passes through the electric meter, it becomes your responsibility. The electricity is then tied into an electrical service panel. Once inside the electrical service panel, electricity is distributed to the different circuits within your house. ELECTRICAL INSPECTIONS Your inspection of your electrical system will be entirely visual. Do not insert or probe any type of tool into any electrical panel or connection. Service Entrance - If you receive your electrical service from an overhead wire, you need to make sure that the service line is properly connected into the house. The electrical cable should be high enough that no one can reach it from the ground or from any attached steps. You will also want to make sure that the cable is not in the path of any falling limbs. During ice storms and heavy wind and rains, it is not uncommon for a tree or some branches to fall. An electrical cable will not hold a falling tree. Instead, the cable will snap or be pulled away from the house. When this happens, you are without electricity until the electrical company can restore the line. Most residential service has 240 volt power. If your home is older, you may have 120 volts. You might consider updating your electrical circuits. Again, this is a job for a professional electrician. Electrical Service Panel - It is most important that you know where your electrical service panel is located. Go to the section in this Home Maintenance Guide for important numbers and notes and write down where the electricity enters your house. Within the electrical service panel you will find breakers or fuses that protect the electrical current against short circuits. You will also see a main electrical disconnect switch that will turn off all electricity coming into the house. Once the electricity enters the service panel it is then broken down into circuits that provide electricity to specific appliances or areas of your house. Make sure that each breaker or circuit is labeled as to where it is providing electricity. When a circuit becomes overloaded with electrical demand, the breaker will disconnect. When this occurs, you should first turn off the appliances and lights in that circuit. Then go to your electrical service panel and find which switch has been disconnected. Reconnect or flip the circuit to see if the electricity is restored to that particular circuit. If you flip the circuit and it disconnects or flips back you have overloaded your circuit. Try not to overload your circuits. Always use common sense when dealing with electricity. You will also want to inspect your electrical service panel to make sure it is grounded. The service panel should be grounded either into the ground or attached to a metal cold-water supply pipe. Homes built since 1978 are required to have both grounding connections. Grounding reduces the chances of shock, fire or damage to appliances and motors and helps protect your house from lightning. **Electrical Wiring** - Electrical wiring should be concealed behind the wall. However, sometimes it is necessary to run electrical wiring outside of the wall. When this occurs, all wiring must be run through a conduit to protect the wiring. You should also notice that as wiring becomes old it will crack and expose the metal inside the wire that conducts the electricity. This old, faulty wiring is a fire hazard and should be replaced. Do not attempt to replace any wiring yourself. A licensed professional electrician understands the current and circuit requirements. Each year we read about numerous fires that have been started due to faulty wiring that could have been prevented. **Room-by-Room Inspections** - As you conduct your room-by-room inspection, notice the electrical plugs. Since the 1960s, builders have been installing outlets where one slot is larger than the other. You will also notice that manufacturers are making one prong of an electrical plug larger. The GFCI outlet is another outlet designed to protect people from severe electric shock. It monitors the current and disconnects the circuit if it senses an imbalance in the electrical current. GFCI outlets are required in bathrooms, kitchens within 6 feet of a sink and outdoors. You will know if you have a GFCI outlet because there will be a red button labeled *test* and *reset* or *T* and *R*. You should test your GFCI at least once a month by pressing the test button and resetting it. You can test every outlet in your house by using a circuit tester or a small lamp. A circuit tester can be purchased at any hardware store. A circuit tester indicates if an outlet has energy and if it is correctly wired. Again, if you have electrical problems, don’t attempt to make the correction yourself. Call a licensed professional electrician to do your electrical improvements. As you inspect each room, check the light switches and the light fixtures by turning the switches on and off to see if they operate properly. If you have any light fixtures that have hanging cords from the ceiling, check the wiring very closely. If the wiring and/or insulation around the wiring is cracked, you need to have it replaced. Extension cords can also be a hazard. If you have to use them, your home probably requires additional electrical outlets. Extension cords should never be secured with nails or staples, run through walls, under doors or under carpets. Also, the size of the wire of an extension cord should never be thinner than the cord of the appliance it serves. **ELECTRICAL MAINTENANCE** Check your monthly electric bill for substantial increases. Remember, you are billed on the amount of electricity used. **The best way to reduce your electric bill is to reduce the amount of** electricity used. Simple things that will help are turning off the lights when you leave a room and turning off appliances when not in use. Also, remember that heating and cooling with electricity will substantially increase your electric bill. If you still think your electric bill is high, you can contact the electric company and have them check the meter. There are several things that you will need to check from time to time. Every spring or fall you will need to check the overhead service line that connects to your house. Make sure that trees and limbs are a safe distance away from the line. If you need to prune trees around the overhead service line, contact a professional tree pruning service or, in some cases, your electric utility company will trim upon request. Check your electrical service panel to make sure you can locate the panel. Once a year you should exercise the breakers by flipping them off and on by hand to make sure that they will trip when necessary. Overloaded circuits are often indicated by flickering or dimming lights when appliances are turned on and by frequently blowing fuses or tripping circuit breakers. If you frequently trip the circuit breakers, this may indicate that you do not have adequate service for your electrical demand, or that you are overloading that one particular circuit. Try moving appliances and lights to other outlets. Once again, if you need electrical maintenance or electrical work, hire a professional licensed electrician. Electricity is a complicated utility, and you will want someone that understands how it works. Heating a house is essential during cold weather. If your house is not heated, then all the other systems in your house are at risk. Pipes will freeze, electric circuits will become overloaded, and you are putting yourself at risk. If you recently had your house rehabilitated or a new house was constructed, your heating system should be adequate for the size of your house. As with your electrical system, the inspection on your heating system should be conducted by a professionally licensed heating and air-conditioning company. However, you can use your sight and smell for inspections and to detect problems. HEATING INSPECTION There are many different types of heating systems but each system is based on the type of energy you use. Determine what type of heating system you have and what type of energy you are using to heat your house. It could be gas-fired, coal-fired, electric heat, wood-burning, steam heat or a combination of these. Determine if you have a central heating system or if your house is heated by individual units. Once you have determined the type of heating system you have, you should have a professionally licensed heating and air-conditioning company inspect your unit. If you have a central heating system, then you will have a central thermostat that gives you a temperature reading. As the temperature changes within your house, the heat will turn on and off to keep the temperature of the air constant. The colder the weather, the more demands that will be placed on your heating system. The less cold air allowed in your house, the less heat you need and the lower your heating bill will be. For that reason, it’s important that your house is insulated. HEATING MAINTENANCE Heating and systems are expensive to replace. For that reason, we recommend that you have your licensed heating system professional inspect your system once a year. If you do this in September or October, you should have a problem-free winter. If you have electrical heat, one of the easiest maintenance tasks that each homeowner can do is change or clean the filter every month. By changing the filters you allow your heating system to operate more efficiently. This will save you money. You can conserve heat by insulating your house with storm windows and storm doors, attic insulation and even do-it-yourself plastic seals. Insulating windows and doors will reduce the amount of heat loss from your house. This will also reduce your energy bill and save you money. If you smell gas or oil, you should immediately turn off your heating system and call the gas or oil company. Don’t try to make the repairs yourself. Today’s gas fired heating systems have a safety measure installed so that if your pilot light goes out, then the gas automatically shuts off. You will know if the system isn’t working because your house will get colder and colder. If you have baseboard heat or a wall mounted heater, you should vacuum the heater once a month. Be sure that the unit is turned off before you start your cleaning. You should also keep objects from coming into direct contact with the heater. The newer units have protective screens that keep anything from touching the coils. Every heating system is different. For that reason, use only a licensed heating and air conditioning professional who is familiar with your system for routine inspections, repairs, and maintenance. **AIR-CONDITIONING SYSTEMS** There are two primary types of air-conditioning systems used in homes today: (1) central air-conditioning systems powered by electricity or gas, and (2) electric window units. There are several different variations of central air-conditioning units and some are combined with the heating system. As with heating systems, a licensed heating and air-conditioning professional should perform the routine inspections and maintenance of the system. **AIR-CONDITIONING INSPECTIONS** Again, you should only attempt to conduct a visual inspection. If you have problems call a professional. Your air-conditioner should be inspected annually, usually during May or June when the outside temperature is above 60 degrees. As with your heating system, you need to know what kind of air-conditioning unit you have and what type of energy to use to operate the system. With a central air-conditioning system, you can determine if it is functioning properly by a simple test. Hold a 12-inch piece of yarn over the air-conditioning vent. The breeze should be strong enough to make the yarn flutter. Depending on the temperature, you may want to adjust the openings of the air vents. For example, the side of the house that is getting afternoon sun will require more cooling due to the exterior heat. A window unit air conditioner should be inspected once a year when the outside temperature is above 65 degrees. Each spring you should check the unit to make sure that it is securely attached in the windows. No vines or other obstructions should be wrapped around the outside case. Inspect the caulking around the window unit, both the inside and the outside of the house. Make sure that any old decaying or cracking caulking is replaced. A window unit air conditioner uses electricity to cool. Read the directions and make sure that you have adequate voltage to operate your system. Most window units will have at least a three-prong plug. Never twist or cut off the round prong to force the plug to fit your electrical receptacle or circuit. An electrician can determine if you have adequate voltage to operate a window unit. An improper electrical connection may damage the unit or cause an electrical fire. AIR-CONDITIONING MAINTENANCE You will conserve energy if you will set your unit on one temperature and leave it there. Many people will cut off their central air-conditioning during the day when they are not home. This actually is more costly than setting the unit at one temperature and letting it remain at that temperature. Make a habit of changing or cleaning your air filters at least once a month. This allows your unit to function at its maximum capacity and will keep the air in your home cleaner. Know where the air-return vent is located and do not block the front of the vent. All air-conditioning units will have condensation which will result in water discharging from the air conditioner. You should have a pipe for drainage to the exterior of the house. These drains can become clogged with algae or debris. The drain lines should be cleaned out with your routine annual inspection. If you have a window unit, you will want to make sure that the water drains to the outside of the house. Sometimes a window unit will shift, allowing the drainage pipe to drain into your home. Your heating and cool systems are so specialized that all routine inspections, repairs and maintenance should be performed by a licensed heating and cooling expert. However, you can learn to recognize problems early on before they become major problems that are more costly and time consuming to make. An annual inspection of both your heating and air-conditioning will eliminate a number of aggravating problems. Here are some routine maintenance and inspection tasks that should be conducted on your house. Make a habit of performing these tasks each month and making the necessary repairs. This will reduce the possibility of expensive repairs and maintenance in the long run. JANUARY Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Inspect heating system for safety. ☐ ☐ ☐ Check the attic for condensation during colder days. FEBRUARY Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Vacuum coils on refrigerator. ☐ ☐ ☐ Make sure every electrical plug has a protective cover. ☐ ☐ ☐ Make sure that all electrical wires are under the floor. ☐ ☐ ☐ Make sure all electrical fuse boxes, junction boxes and switches are covered. MARCH Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check the foundation of the house. ☐ ☐ ☐ Clean the gutters, gutter strainers and downspouts. ☐ ☐ ☐ Clean up the yard from the winter storms. ☐ ☐ ☐ Remove dead and fallen trees and limbs. ☐ ☐ ☐ Check gas connections. ☐ ☐ ☐ Drain your hot water heater. APRIL Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check the exterior walls of your house. ☐ ☐ ☐ Replace or repair the screens of the doors and windows. ☐ ☐ ☐ Inspect the roof for loose or damaged roofing materials. ☐ ☐ ☐ Check for any signs of water damage or dampness. ☐ ☐ ☐ Change smoke alarm batteries MAY Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check for termites and other pests. ☐ ☐ ☐ Check the painted surfaces of the house. ☐ ☐ ☐ Check the roof for loose shingles. ☐ ☐ ☐ Clean out gutters and downspouts. JUNE Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check the basement for dampness. ☐ ☐ ☐ Check the locks and latches on all doors and windows. JULY Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Inspect and make necessary repairs to flooring throughout the entire house. ☐ ☐ ☐ Check all stairways to make sure they are secure. AUGUST Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Wash and clean interior walls. ☐ ☐ ☐ Make necessary repairs to any damaged walls. ☐ ☐ ☐ Drain your water heater. SEPTEMBER Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check insulation in your house. ☐ ☐ ☐ Check insulation in the attic. ☐ ☐ ☐ Check the exterior walls/siding of your house. ☐ ☐ ☐ Check the foundation. OCTOBER Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check the caulking around windows and doors. ☐ ☐ ☐ Secure weather stripping around windows and doors. ☐ ☐ ☐ Replace or repair any damaged glass on windows or doors. ☐ ☐ ☐ Clean gutters, gutter strainers and downspouts. ☐ ☐ ☐ Clean chimney and make necessary repairs. ☐ ☐ ☐ Change smoke alarm batteries. NOVEMBER Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Clean dead plants, leaves and garbage from around the house and yard. ☐ ☐ ☐ Check gas connections to make sure there are no leaks. ☐ ☐ ☐ Check your roof for loose shingles. ☐ ☐ ☐ Clean out the downspouts and gutters. ☐ ☐ ☐ Insulate all exposed water pipes to prevent freezing. DECEMBER Yr. Yr. Yr. 1 2 3 ☐ ☐ ☐ Clean and replace air filters. ☐ ☐ ☐ Don’t overload any single electric circuit. ☐ ☐ ☐ Check all faucets, hoses and valves for leaks. ☐ ☐ ☐ Check for any exposed electrical wires. Caulking - Caulking is the sealing of open joints, gaps and seams in exterior wall covering. Caulking keeps the exterior air and water from entering the house. Most doors and windows are caulked around the rim of the opening. Conduit - Conduit generally refers to a tube or duct that covers electrical wiring within the walls or along exterior surfaces. Crawl Space - The space located between the ground and the subflooring of the first floor. Generally, this area is bare soil and is an unheated part of the house. Downspouts - Downspouts are that part of the gutter that carry water off the roof and away from the house and foundation. Electrical Service Panel - The electrical service panel is a box that houses the point where the electrical service enters the house and is distributed to the electrical system. It is usually located near the electric meter box. The electric meter box is that point where the electric company delivers the electricity to the house. Flashing - Flashing is sheet metal or some other durable material that is used to seal joints in roofs. Generally used when one material meets another, for example when shingles meet bricks. Footer - A footer is the base of a foundation. A footer is placed on solid soil and the foundation is built up from the footer. Grade - The grade of the ground or surface is the angle of the ground. Grounded - An electrical wire is grounded by running a rod into the earth and by attaching a wire to a metal cold water supply pipe. Grounding reduces the chances of shock, fire or damage to appliances and motors and helps protect the house from lightning. Grounding permits stationary appliances such as washing machines, clothes dryers, refrigerators, ranges and microwave ovens to be used safely. Gutters - A gutter is installed along the edge of the roof to catch the rain so that it will carry it to the downspout and away from the house. Jamb - The jamb is the vertical or side piece of the door or window. Joist - A joist or floor joist is the parallel beam set from wall to wall to support a floor. Roof valley - The roof valley is where two sections of a roof come together to form a valley. A valley is generally a metal material that is placed over the shingles to channel the water to the gutters and downspouts. Roof Vents - Roof vents are vents that are installed to allow moisture to escape from inside the house. Sash - The sash is the frame that holds the glass pane of a window or door. Settling - Settling occurs in a house over time when the ground under the house shifts. A house can settle because of poor foundation, use of heavy equipment, blasting nearby, earthquakes and/or underground water sources. Storm Windows and Storm Doors - A storm window or storm door is an additional glass covering installed over a door or window. A storm window or door reduces the heat loss from a house. Subflooring - The subflooring is the surface that is under the finished floor. The most common examples of subflooring are wood, concrete, and mortar beds. Tennessee Housing Development Agency Andrew Jackson Building Third Floor, 502 Deaderick St., Nashville, TN 37243 (615) 815-2200 - www.thda.org
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WAYS TO WELL-BEING An Evaluation of the Impact on the Well-being of Vulnerable People Who Received 3-6 Months Support from Community CVS Volunteers, 2015 – 16. What We Do CONNECTING PEOPLE GROWING COMMUNITIES How we do this; SUPPORT To the most vulnerable in society ACTION Inspiring people to action in our communities RESOURCE Developing groups with funding and advice VOLUNTEER Connecting people to help their community Find out more at www.communitycvs.org.uk This evaluation assesses the impact on the well-being of vulnerable people who received Community CVS support through our social prescribing projects; Fast 4wd and Volunteering on Prescription. It is based on a survey of 83 vulnerable people who have been supported on a one to one basis by a Community CVS peer support volunteer over a time period of at least 3 months, with 31 receiving support for 6 months. Volunteers included Community Navigators from our Volunteering on Prescription Project, and Recovery Support Volunteers from our Fast 4wd Project. Our social prescribing work is an asset-based community development approach which maximises the use of volunteers as community assets and helps citizens to reduce their reliance on using health and social care services. We have recruited and trained a Volunteer Bank of Support Volunteers, to benefit the population of BwD as a whole and to support people facing multiple disadvantages into themselves becoming assets in their community. Our bank of Support Volunteers link into and support key public health & social care initiatives including GP practices, Drug and Alcohol Treatment Providers, the Well-being Service, THOMAS, Lancashire Women’s Centre, Your Support Your Choice, initiatives around MEAM, mental health service providers, Criminal Justice Services, community centres, targeted neighbourhoods, and targeted vulnerable groups across the Borough. Volunteer Hours providing 1-2-1 support for vulnerable people 2015-16 in social prescribing projects (Fast 4wd and Volunteering on Prescription) also supporting partner services Value to the Borough @£9.88 average BwD wage (not including savings through prevention*) Funding received for social prescribing projects; Fast 4wd and Volunteering on Prescription. Total Volunteer Hours 2015 – 16 (includes all Community CVS projects) Value to the Borough @£9.88 average BwD wage (not including savings through prevention*) *Using proxy figures (Dept of Communities and Local Government) the following costs to public services may be saved through prevention; | Cost Category | Cost per person per year | |--------------------------------------|--------------------------| | Drug Misuse | £3631 | | Alcohol Misuse | £1962 | | Depression & Anxiety Disorders | £956 | | GP cost per hour | £125 | | Prescription costs per consultation | £42 | | Adult Social Worker | £58 per/hr | | A&E Attendance only not including investigation or treatment costs | NHS £66 per attendance. | In addition to service users and volunteers connecting with community activities and volunteering in the community, our programmes have supported the development of new community support groups. These have included developing football teams to play in the social inclusion football league - helping the league to develop and grow, supporting the development of Café Hub recovery café, and helping VOICE service user group to deliver a Saturday Breakfast Club engaging over 70 people facing severe and multiple disadvantage every week and a Sunday Family Club reaching troubled families. Our schemes are working to create a win win win scenario – benefiting residents by making them healthier and happier, benefiting our health and social care providers by reducing the demands on their services and benefiting the social economy by helping to generate an additional volunteer workforce that will be able to sustain positive activities within our communities. This approach is helping to build resilience within our communities and reduce the burden on the state. It is a virtuous cycle and we are now seeing the evidence emerging, of positive outcomes for individuals, public services, community groups and the community as a whole. Using our well-being outcome measurement tool we have been able to capture the positive public health benefits of volunteering and social capital linking to the 5 ways to wellbeing public health outcomes framework. The following data is from a survey of 83 vulnerable people* who have been supported on a one to one basis by a Community CVS peer support volunteer over a time period of at least 3 months, with 31 receiving support for 6 months. An initial assessment was conducted when people first engaged with our service to gain a base line measurement, and follow up surveys were conducted 3 months – 6 months following initial engagement. The survey included a series of objective measures covering the REGULARITY of engaging in the 5 ways to well-being. **CHART 1** shows the increase in the % people REGULARLY (every week or more) engaging in all 5 ways to well-being activities. In addition our survey also included self-reported measures where we asked people “where do you see yourself on a scale of 1 – 10” against each of the 5 ways to well-being as well as a question in relation to employability/ readiness for work. **CHART 2** shows the increase in the % people who rated themselves 6 or above on a scale of 1-10 for each of the 5 ways to well-being and work. *Vulnerable people; those facing multiple disadvantages including substance misuse or alcohol issues, disability or long term conditions, mental health problems, housing or homelessness issues, or offending backgrounds.* CHART 1: % Vulnerable people who received 1-2-1 support from a Community CVS volunteer in 2015-2016 who REGULARLY (EVERY WEEK or more) engaged in Ways to Well-being. | Category | Initial Assessment | After 3 Months Support | After 6 Months Support | |---------------------------|--------------------|------------------------|------------------------| | CONNECT - % people who CONNECT regularly (every week or more) | 51 | 66 | 90 | | ACTIVE - % people who are ACTIVE regularly (every week or more) | 67 | 90 | 100 | | TAKE NOTICE - % people who TAKE NOTICE regularly (every week or more) | 14 | 68 | 81 | | KEEP LEARNING - % people who regularly KEEP LEARNING (every week or more) | 21 | 33 | 58 | | GIVE - % people who regularly GIVE (every week or more) | 14 | 43 | 54 | Initial Assessment, After 3 Months Support, After 6 Months Support CHART 2: SELF-RATED Well-being changes for vulnerable people who received 1-2-1 peer support from a Community CVS volunteer in 2015-2016 - **Connect**: - % of People rating themselves high (6 or above) on a scale of 1 to 10 at the initial assessment: 36 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 3 months support: 86 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 6 months support: 97 - **Be Active**: - % of People rating themselves high (6 or above) on a scale of 1 to 10 at the initial assessment: 25 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 3 months support: 78 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 6 months support: 94 - **Take Notice**: - % of People rating themselves high (6 or above) on a scale of 1 to 10 at the initial assessment: 25 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 3 months support: 78 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 6 months support: 90 - **Keep Learning**: - % of People rating themselves high (6 or above) on a scale of 1 to 10 at the initial assessment: 26 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 3 months support: 71 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 6 months support: 94 - **Give**: - % of People rating themselves high (6 or above) on a scale of 1 to 10 at the initial assessment: 29 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 3 months support: 74 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 6 months support: 87 - **Work**: - % of People rating themselves high (6 or above) on a scale of 1 to 10 at the initial assessment: 23 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 3 months support: 71 - % of People rating themselves high (6 or above) on a scale of 1 to 10 after 6 months support: 71 The % people regularly meeting to do something positive increased from 45% to 90%. Some of the ways we enabled people to connect to do something positive; - Connecting them to peer support volunteers from the community - Helping people to access mutual aid like the VOICE Family Club and Breakfast Club - In community projects, consultations, campaigns and clean ups - In local festivals and fun days CONNECT: SELF-RATED The % people who rated themselves high (6 or above) increased from 36% to 97% “I’m very happy, I now have friends, I’m doing something not just sat around at home” “I haven’t got any family – well I have now – these guys are my family” “Everyone has time for you here” The % people regularly doing 30 mins of physical activity at least once a week increased from 67% to 100%. Some of the ways we enabled people to do physical activity more regularly; - Men Dive In football team (Social Inclusion Football) - Volunteering in environmental projects such as community allotment - Walking to activities or volunteering in the community BE ACTIVE: SELF-RATED The % people who rated themselves high (score of 6 or above on a scale of 1-10) increased from 25% to 94% "The Football gives me, and others like me, the chance not only to play but to also make the changes I needed to make in my own life... I have help to show me that problems can be solved" "I would never have dreamed of going where large amounts of people are, now it’s becoming less of a problem" The % people who Take Notice once a week or more increased from 14% to 80% Some of the ways we enabled people to reflect on themselves and the world around them; - Peer support volunteers helping people to consider their strengths – connecting them to activities where their skills would be needed - Using a Circle of Support’ tool for people to consider different aspects of their life and sources of support they can draw on. - Preparation for volunteering workshops where we considered listening and communication, diversity and equality issues. TAKE NOTICE: SELF-RATED The % people who rated themselves high (score of 6 or above on a scale of 1-10) increased from 25% to 90% “This place helped me start from fresh. It’s making something good come out of some mistakes I’ve made” “I am in a much better place - I am looking forward to the future, I have found my voice and I am able to talk out – at last I am no longer scared”. “I’ve learnt a lot about myself” The % people who regularly learn once a week or more increased from 21% to 58%. Some of the ways we enabled people to Keep Learning; - running preparation for volunteering workshops ‘Volunteer Passport’ and Recovery Access Point Training, - ‘on-the job’ learning of new skills while volunteering such as learning catering at Café Hub, - giving people opportunities to explore different types of volunteering in the community as taster experiences. KEEP LEARNING % Vulnerable People provided with intensive support by a volunteer over a 3 to 6 month period rating themselves 6 or above on a scale of 1 - 10. The % people who rated themselves high (score of 6 or above on a scale of 1-10) increased from 26% to 94%. “I’ve learnt a lot about myself” “It has changed my life, when I first met (Community CVS) at the refuge I was terrified and never thought it possible that in such a short space of time I would have my own place, be going to college, Volunteering and giving something back.” The % people who regularly Give unpaid help once a week or more increased from 14% to 54%. Some of the ways we enabled people to Give unpaid help: Linking people into volunteering and other activities in the community where they can support others; 50% of our support volunteers are in fact people who have faced multiple disadvantage including ex-service users. Voluntary work that people got involved in was in a range of informal community based activities, small community groups as well as volunteering in larger established charities. GIVE: SELF-RATED The % people who rated themselves high (score of 6 or above on a scale of 1-10) increased from 29% to 87%. “I felt useful and needed, which was a new experience for me” “Supporting HB put me on a high - to see someone go from zero confidence unable to talk to you because of the trauma they have been through then to watch them and support them into becoming a confident young woman in full time education – has been amazing” WORK: SELF-RATED The % people who rated themselves high (score of 6 or above on a scale of 1-10) increased from 23% to 71% “The volunteers and the support I’ve been given has given me a lot of confidence. It’s really helped me out” “It has changed my life and is giving me a second chance, last year I would never have believed that I would have achieved what I have achieved in such a short period of time” | Volunteering Opportunities | Advocacy Focus | |---------------------------|----------------| | Witton Park | | | Blackburn and Darwen Schools | Age UK | | Old People’s Homes | Barnardos | | Your Support Your Choice | Befriending | | Changing Lives | CVS – Care Homes Project | | The Wish Centre | Care Network | | Café Hub | Circle of Friends | | Foodbank | Canal/ Community clean ups | | Men Dive In Football Team | Community CVS Fast4wd Project | | Mill Hill Library | Gateways/ MEAM | | Heart Foundation Shop | East Lancs Hospice | | Roman Road Library | Mill Hill Community Centre | | Older Peoples Forum | NHS Radio | | Voice Sunday Family Club | Nightsafe | | Voice Saturday Breakfast Club | Only Foals & Horses | | Womens Centre | Outdoor Green Gym | | Volunteering on prescription | R.S.P.C.A | | Roman Road Community Centre | Refresh | | Bangor Street Community Centre | Samaritans | | Accrington Road Community Centre | Stroke Assist | | PACT | Victim Support | | East Lancs Hospice – Charity Shop | Wildlife Trust | | Cancer Research - Charity Shop | Youth Action | | Community CVS – reception | Youth Zone | | | British Heart Foundation | | Computer Training | Mill Hill Community Centre – Social Group | |-------------------|------------------------------------------| | English & Maths | Library Training | | Befriending | Health and beauty | | Circle of Friends | Social Inclusion Football | | Mill Hill Community Centre – Job Club | Public Health campaigns e.g. Dry January | | Refresh – Healthy Eating | Community consultations/ focus groups | | Refresh – Weight loss | Mutual Aid Groups | | Refresh – Physical Activity | Family Club | | Sporting activities | Cooking Course | | Community Events | Community Living Room – Sewing | | Passport Training | Gardening | | Health & Safety Training | Art Classes | | RAP training | Community Living Room – Singing | | | Women’s Centre – well-being courses | APPENDICES A: 12 Case Studies B: Well-being Data CASE STUDY 1: DH Circumstance (How did they get there) Supporting DH to become a volunteer is a long term process and we have spent time in the first few months in building up his confidence and self-esteem for him to be in the right place for eventually starting to volunteer. We have linked him with a support volunteer, Paul. When DH was referred by his doctor to Volunteering on Prescription, he was very apprehensive about coming along to the Boulevard Centre. DH had not been out of his house for a very long time. His problems had started after the death of his 18 year old son when he turned to drink as a way to block out all the pain. He had also had a stroke and slowly over the years he became more estranged from family and friends and as a result became totally isolated. He gained a lot of weight which impacted on his mobility. Therefore he became stuck in a rut feeling that there was no light at the end of the tunnel. He would spend all week alone at home, he did all his shopping via the internet and the only time he left the house would be to visit his doctor. Progression (What did they do) DH’s first visit to The Boulevard centre was “terrifying – getting out of the car was frightening”. DH was scared of the people around him and he had sat at home all morning trying to talk himself out of it…but he really did want to make a change. When he arrived he was shaking and crying - he was reassured by staff who suggested that he had everything to gain and nothing to lose. In the first initial meeting DH mentioned that “it’s not a life I’m living it’s an existence…I want to live again, I want to go out like I used to”. DH was linked with Paul, a support volunteer who he met the second week. DH came in earlier so that he could calm down and be composed for when he met Paul. At the first initial meeting DH & Paul hit it off and arranged to meet up the following week. **Outcome (What are they doing)** DH & Paul have been meeting up weekly for over 8 months - initially it was for a brew and a chat at The Boulevard Centre, but once DH had built up a little more confidence they went out to the museum, and for walks when the weather permitted. One major achievement for DH has been that he is no longer petrified when walking from the car park to The Boulevard Centre, and slowly over the past 8 months he has set himself a weekly challenge. Initially he would drive into the town centre of Darwen, park up and sit with the windows open – “Just getting myself to being around people was a challenge, when I was comfortable with that and when I felt a bit more confident I would park up and get out of the car, then slowly I have built up the confidence to park on one of the car parks and slowly walk into the centre of Darwen and back to my car. I picked Darwen as it is quieter than Blackburn” “I no longer feel nervous about being around people and when I come into the Boulevard I am now relaxed.” DH has now made contact with a couple of old friends and is signing up to tablet training and is wanting to relearn how to read and write after his stroke. He has decided to try CBT and bereavement counselling. **What have they found to be good or not so good about their experience of Volunteering** “It has helped me a hell of a lot - before I came here I would spend all my time at home drinking and listening to music, but now because I have things to do I won’t drink the night before as I have never believed in drinking and driving” “I’m no longer as scared of people, I am still wary but coming along to the Boulevard Centre has given me confidence in people, not everyone is bad and there are some decent folk out there.” **Do they have any other comments?** “I would never have dreamed of going where large amounts of people are, now it’s becoming less of a problem” “My drinking is not as bad as I have other things to do and think about” I would definitely recommend this service to everyone, it has changed my life and is giving me a second chance, last year I would never have believed that I would have achieved what I have achieved in such a short period of time.” ## CASE STUDY 1: DH – Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Never | Once a week | | CONNECT (with family friends or colleagues) | Never | Every week | | CONNECT (as part of an organised group) | Never | One off | | GIVE (unpaid help to an organisation) | Never | Never | | GIVE (unpaid help to individuals) | Never | One off | | KEEP LEARNING | Never | Every month | | TAKE NOTICE | Never | Once a week | ## CASE STUDY 1: DH Self-Reported Well-being Outcomes | DH | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 1 | 4 | 30 | | Connect | 2 | 3 | 10 | | Give | 1 | 3 | 20 | | Learn | 1 | 4 | 30 | | Notice | 1 | 4 | 30 | | Work | 1 | 2 | 10 | | Outcome (What are they doing) | DS and NT continue to meet up and DS is now looking for volunteering opportunities, DS expressed an interest in working with animals, she now is feeling more confident and feels like she can give something back. NT is looking at opportunities for DS. | |-------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | What have they found to be good or not so good about their experience of Volunteering | “NT is perfect we have a really good laugh when we go out, she doesn’t only support me as a volunteer– she has become a really good friend…you couldn’t have chosen anyone better” “My confidence continues to grow, I love getting ready to go out with NT, before I didn’t want to go out now I cannot wait for Wednesday. I am no longer afraid, I don’t even think about it, I just get ready and go “Please let me continue to work with NT” | | Do they have any other comments? | “My patient continues to go from strength to strength, would recommend this service to everyone”— Katie Cain community staff nurse, West District Nurses | ## CASE STUDY 2: DS - Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Never | Once per Week | | CONNECT (with family friends or colleagues) | One Off | Every Week | | CONNECT (as part of an organised group) | One Off | Every Month | | GIVE (unpaid help to an organisation) | Never | One Off | | GIVE (unpaid help to individuals) | Never | One Off | | KEEP LEARNING | Never | Every Month | | TAKE NOTICE | Occasionally | Once per Week | ## CASE STUDY 2: DS - Self-Reported Well-being Outcomes | DS | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |-------|---------------------------|-----------------------------------|---------------| | Active| 2 | 6 | 40 | | Connect| 3 | 8 | 50 | | Give | 1 | 3 | 20 | | Learn | 1 | 6 | 50 | | Notice| 1 | 5 | 40 | | Work | 1 | 3 | 20 | **CASE STUDY 3: HB** | Circumstance (How did they get there) | HB was referred through her GP. HB had experienced domestic violence and was staying at the BWDDA refuge. At our first meeting HB was unable to look at us in the eyes or speak, - her support worker spoke for her. She was “scared”. | |--------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Progression (What did they do) | W a support volunteer was introduced to HB and they agreed to meet up every week. Initially they met up at the Boulevard Centre as HB didn’t want to go out. Since then they have been out for coffee, trips to Oswaldtwistle Mills, Accrington, and Blackburn town centre, “it’s great I get to see new things and learn about the area”. | | Outcome (What are they doing) | HB then signed up for the Community CVS Recovery support volunteer training herself and attended our volunteer passport training. She signed up to be a volunteer for Volunteering on Prescription and Fast 4WD. She is also signed up to Blackburn College for a course that starts in September. | | What have they found to be good or not so good about their experience of Volunteering | “I like W because she’s patient and funny and explains everything to me” | | Do they have any other comments? | “I feel more confident and comfortable around people and talking to people and just being in Blackburn” “I enjoy talking to W about my problems and I enjoy the company” | Part 2, 6 months on…. Progression (What did they do) HB has been meeting up on a weekly basis with WM her support volunteer. Over the last year they have been on days out, cinema, shopping. Over the year HB slowly started to open up, from a very shy individual who couldn’t talk to anyone to a very confident young women – volunteering and starting college. Outcome (What are they doing) HB now feels that she needs to prioritise her college and college work as she is looking to start a degree course next year. At college she has been allocated a support/mentor, she also meets regularly with her support worker from BDDWA. She also meets weekly with her CBT therapist, volunteers and meets up with family- HB no longer needs the support of WM. What have they found to be good or not so good about their experience of Volunteering “Volunteering on Prescription has changed my life, when I first met Community CVS staff at the refuge I was terrified and never thought it possible that in such a short space of time I would have my own place, be going to college, Volunteering and giving something back. Thank you for all the support and help you have given me.” Do they have any other comments? “WB has helped me to be confident, without VOP I wouldn’t be where I am today. WB has taught me how to relax and how to enjoy myself again. WB has shown me that I am important and I really have enjoyed meeting up with WB, our days out were really good she is a really kind, wonderful lady. Volunteering on Prescription is a really good service, very flexible and when I had my bad days and couldn’t get out of bed WB and Community CVS staff both understood and kept in touch – this helped as I felt like I was letting people down. I am in a much better place with WB’s help. I am looking forward to the future, I have found my voice and I am able to talk out - at last I am no longer scared”. ## CASE STUDY 3: HB Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Never | Once a week | | CONNECT (with family friends or colleagues) | Every Week - refuge | Every Week | | CONNECT (as part of an organised group) | Never | Every Week | | GIVE (unpaid help to an organisation) | Never | Every Week | | GIVE (unpaid help to individuals) | Never | Every Week | | KEEP LEARNING | Never | Every Week | | TAKE NOTICE | Every Day -negative | Once a week | ## CASE STUDY 3: HB Self-Reported Well-being Outcomes | HB | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 2 | 10 | 80 | | Connect | 3 | 8 | 50 | | Give | 1 | 8 | 70 | | Learn | 1 | 10 | 90 | | Notice | 8 | 8 | 0 | | Work | 1 | 8 | 70 | Case Study 4: CW Circumstance (How did they get there) CW was referred by Bootstrap. His support worker at the time said she was at a dead end as she couldn’t find anything for CW to do. CW has disabilities and his dad wanted him to get out and start meeting people. They had been to a number of services who had all failed to help him. CW was very shy and his dad spoke for him all the time. CW’s dad wanted someone to support CW to go to the gym, play snooker, and go to the cinema etc as CW had never been out by himself. Progression (What did they do) CW was matched with our support volunteer, P and they agreed to meet up every week. P and CW got on very well and both shared a love of football. Outcome (What are they doing) CW and P went out every week, they met at the Boulevard Centre then they would go out. What have they found to be good or not so good about their experience of Volunteering “CW has been a different lad since he has started to go out with P, he never stops talking and he is full of energy” “I really like going out with P, he is really easy to talk to and we get on really well” “it’s a brilliant service – thank you “ Do they have any other comments? “I cannot thank you enough – you have done more for my lad in one month than anyone else has done in years.” “Me and CW’s mum have now started going out for lunch on Wednesdays when CW is with P, it has given us a chance to spend time together” Part 2, 6 months on...... Progression (What did they do) CW has now decided that he no longer needs support, he is now ready to go and volunteer. CW had mentioned that he was interested in volunteering at Mill Hill Library, so we went along, met the team and CW decided to give it a go. Outcome (What are they doing) CW now volunteers every week at the library and has made new friends, CW has recently been out on his first night out with his new friends and thoroughly enjoyed himself. What have they found to be good or not so good about their experience of Volunteering “I’m very happy, I now have friends, I’m doing something not just sat around at home, I love volunteering at the library and when the new computers are installed I will be helping people to use them” Do they have any other comments? “You have changed CW’s life, he has friends and a social life - his self-confidence is amazing” “from the very start you have listened to CW’s needs and you have found him the right thing, P was great and brought CW out of his shell and now the volunteering at the library is perfect for him” “it’s a brilliant service – thank you” ## CASE STUDY 4: CW Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Never | Twice a Week | | CONNECT (with family friends or colleagues) | Every Month | Every Week | | CONNECT (as part of an organised group) | Never | Every Week | | GIVE (unpaid help to an organisation) | Never | Every Week | | GIVE (unpaid help to individuals) | Never | Every Month | | KEEP LEARNING | One off | Every Month | | TAKE NOTICE | Occasionally | Once a week | ## CASE STUDY 4: CW Self-Reported Well-being Outcomes | CW | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |----------|---------------------------|-----------------------------------|---------------| | Active | 3 | 7 | 40 | | Connect | 4 | 7 | 30 | | Give | 1 | 6 | 50 | | Learn | 2 | 6 | 40 | | Notice | 3 | 6 | 30 | | Work | 2 | 5 | 30 | ## CASE STUDY 5: WH Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | 5 or more times per week | 5 or more times a week | | CONNECT (with family friends or colleagues) | Every Week | Every Week | | CONNECT (as part of an organised group) | Never | Every Week | | GIVE (unpaid help to an organisation) | Every Week | Every Week | | GIVE (unpaid help to individuals) | One Off | Every Week | | KEEP LEARNING | One Off | Every Week | | TAKE NOTICE | Occasionally | Once a Week | ## CASE STUDY 5: WH Self-Reported Well-being Outcomes | WH | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |----------|---------------------------|-----------------------------------|---------------| | Active | 5 | 9 | 40 | | Connect | 9 | 9 | 0 | | Give | 9 | 10 | 10 | | Learn | 5 | 8 | 30 | | Notice | 6 | 8 | 20 | | Work | 8 | 10 | 20 | Case study 6: WM (Support Volunteer) Circumstance (How did they get there) “I had previously worked at SAMS helping to support vulnerable people volunteering. Unfortunately I had an accident and was unable to volunteer for quite a while, I had hurt my leg and was unable to get out and about being on my own for long periods resulted in me losing my confidence, I was very low and didn’t want to go out I lost touch with a lot of my friends and was very isolated. I was very wary of taking on a new volunteer role as I was fearful I may have another accident.” Progression (What did they do) “Donna from Community CVS persuaded me to give Volunteering on Prescription a go, so I attended the training and she linked me up with service users. All the service users were completely different and all required different skills. Initially I was quite nervous but my confidence started to grow, every week I would meet up with the service user and every week I would feel great. The feedback from the service user was very positive and this made me feel better, knowing that I had contributed positively to someone else’s life” Outcome (What are they doing) WM is currently volunteering at Mill Hill Library with a view to supporting a number of service users weekly under the Try It scheme. She continues to support service users and the feedback we have had from service users & their families has been amazing. What have they found to be good or not so good about their experience of Volunteering “If it hadn’t been for Community CVS persuading me that I could volunteer and that I had a lot to give, I would still be at home, feeling terrible and lonely” “Volunteering has turned my life around, when I started as a support volunteer I was at my lowest now even though I have recently had surgery and was off for 6 weeks I am feeling really good and I have built my confidence back up and I know I will go further over time” Do they have any other comments? “supporting HB put me on a high - to see someone go from zero confidence unable to talk to you because of the trauma they have been through then to watch them and support them into becoming a confident young woman in full time education – has been amazing” “volunteering is very rewarding” ## CASE STUDY 6: Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Never | 4 times a week | | CONNECT (with family friends or colleagues) | One Off | Every Week | | CONNECT (as part of an organised group) | Never | Every Month | | GIVE (unpaid help to an organisation) | Never | Every Week | | GIVE (unpaid help to individuals) | One Off | Every Month | | KEEP LEARNING | Never | Every Month | | TAKE NOTICE | Once a Month | Once a Week | ## CASE STUDY 6; WM Self-Reported Well-being Outcomes | WM | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |----------|---------------------------|-----------------------------------|---------------| | Active | 2 | 8 | 60 | | Connect | 2 | 8 | 60 | | Give | 2 | 8 | 60 | | Learn | 2 | 8 | 60 | | Notice | 3 | 8 | 50 | | Work | 1 | 6 | 50 | Case Study 7: written by RQ (Support Volunteer) Circumstance (How did they get there) “As a carer for my mum I was unable to finish school with GCSEs. At only 17, I was forced to get married to a man more than twice my age. My life would have seemed better for me if I had just ended it all. I could no longer live at home, a home that seemed to be more of a prison. I chose to leave. I left home with only two bin bags of clothes. For the next few years, I had lived from a hostel, to a grotty bedsit and at one point even homeless. Through my journey, I knew I needed the help to get me back on my feet. I came across organisations such as the Women’s Centre, and the Wish Centre. Here I was offered counselling, CBT, and just interacting with other women helped me get through those dark days. Finally, I had a place I could call my home, I got myself into college, worked hard through the years and once finished”. Progression (What did they do) It was while at university, that I got to know about volunteering. Heeding my lecturer’s advice, I looked into it and thought I can do this. While studying for my degree, I looked into becoming a volunteer and help others within mental health and care. I wanted to give something back and help others as I had got the help when I needed. Outcome (What are they doing) I now volunteer weekly on the Community CVS Volunteering on Prescription project – supporting and helping individuals who are now in a place where I once was. What have they found to be good or not so good about their experience of Volunteering “Volunteering has given me the opportunity to give something back which is one of the greatest benefits of being a volunteer”. “Volunteering has given me the chance to develop the skills that I have learned at University” Do they have any other comments? “Not only am I meeting people from different backgrounds, but knowing that I am doing something positive to help others. Without volunteering, I wouldn’t have the skills and the training to do the work I have studied so hard for, helping others through mental health and giving people the life skills so that they can live a positive and fulfilling life.” ## CASE STUDY 7: RQ Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Less than once a week | Four Times a week | | CONNECT (with family friends or colleagues) | Every Week | Every Week | | CONNECT (as part of an organised group) | Never | Every Month | | GIVE (unpaid help to an organisation) | Never | Every Week | | GIVE (unpaid help to individuals) | One Off | Every Week | | KEEP LEARNING | Every Month | Every Week | | TAKE NOTICE | Once a week | Every Day | ## CASE STUDY 7: RQ Self-Reported Well-being Outcomes | RQ | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 5 | 8 | 30 | | Connect | 5 | 9 | 40 | | Give | 5 | 9 | 40 | | Learn | 6 | 9 | 30 | | Notice | 7 | 9 | 20 | | Work | 5 | 9 | 40 | **CASE STUDY 8: RH** | Circumstance (How did they get there) | RH first came into contact with Community CVS after the service he previously engaged with ceased operations leaving him with no access to services. RH suffers from depression and anxiety that manifests through alcohol use which led RH to have a Criminal Record | |--------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Progression (What did they do) | RH became a founding member of the Social Inclusion Football team, Community CVS’s Men Dive In FC, making use of his coaching qualifications gained whilst serving a prison sentence. As the team expanded, so did RHs role – regularly managing a team at competitions | | Outcome (What are they doing) | After one season, with regular support from Community CVS, RH now manages his own team in the Social Inclusion Football League – Diverse Rovers – finishing Div 2 champions | **What have they found to be good or not so good about their experience of Volunteering** “Things don’t always go to plan. Involvement with the Social Inclusion Football put me in contact with the people who can help me help myself” “We are part of something bigger – everything we do is to help the team and the league. Everybody benefits from the good stuff we do” “RH has been a God Send. The lads love him. They even love training.” John Walsh, Manager, Mill Hill Diversity “My involvement with football has given me a new life. The roles I have are a responsibility that I take seriously. It was Community CVS that taught me that. Responsibility is a reward – I’m trusted now and that is, in part, because of Geoff through Community CVS” **Do they have any other comments?** “The Football gives me, and others like me, the chance not only to play but to also make the changes I needed to make in my own life. My life isn’t perfect and things still go wrong but Geoff through Community CVS help show me that problems can be solved” ## CASE STUDY 8: RH Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | **ACTIVE** | Less than once a week | Four Times a week | | **CONNECT (with family friends or colleagues)** | Less than once a week | Every Week | | **CONNECT (as part of an organised group)** | Never | Every week | | **GIVE (unpaid help to an organisation)** | Never | Every Week | | **GIVE (unpaid help to individuals)** | Every month | Every Week | | **KEEP LEARNING** | Never | Every month | | **TAKE NOTICE** | Every month | Every Day | ## CASE STUDY 8: RH Self-Reported Well-being Outcomes | RH | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 5 | 8 | 30 | | Connect | 3 | 9 | 60 | | Give | 5 | 9 | 40 | | Learn | 3 | 5 | 20 | | Notice | 4 | 8 | 40 | | Work | 5 | 7 | 20 | ## CASE STUDY 9: DM Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | Twice a week | 4 Times a week | | CONNECT (with family friends or colleagues) | Every month | Every week | | CONNECT (as part of an organised group) | Every month | Every week | | GIVE (unpaid help to an organisation) | Every month | Every week | | GIVE (unpaid help to individuals) | 4 times a year | Every week | | KEEP LEARNING | Every month | Every month | | TAKE NOTICE | Once a month | Every day | ## CASE STUDY 9: DM Self-Reported Well-being Outcomes | DM | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 7 | 9 | 20 | | Connect | 8 | 10 | 20 | | Give | 8 | 10 | 20 | | Learn | 7 | 9 | 20 | | Notice | 7 | 9 | 20 | | Work | 6 | 8 | 20 | **Circumstance** (How did they get there) KF went through rehab and was informed about the recovery support services that Community CVS had to offer through our Fast4wd Project. KF wanted to keep busy and was very interested in volunteering and putting something back in the community. He wanted to help others with similar addiction issues as he could use his own life experiences to help others through similar circumstances. **Progression** (What did they do) KF was keen to volunteer as a Recovery Support Volunteer. He accessed our 5 day Recovery Access Point training and also completed most of the modules of the Volunteer Passport Training. KF started to volunteer at the Breakfast Club on Saturdays providing Breakfast and informal befriending to people facing severe and multiple disadvantages. After completing our volunteer training course and processing a DBS check KF was ready to be a Recovery Support Volunteer. He shadowed and asked lots of questions to build up his knowledge of our systems and processes. He also accessed our suicide awareness course, and first aid courses. KF became more confident and slowly built up cases of vulnerable people that he was mentoring. He also helped out at the Community CVS drop in sessions at Your Support Your Choice and at Thomas. **Outcome** (What are they doing) KF, unfortunately recently relapsed and asked us for help to get back on track. He linked up with one of our recovery support volunteers who helped and supported him get back into the support of the drug and alcohol services. He has been accessing services and at this more difficult time of his life we have taken a flexible approach to his volunteering, offering him less emotionally demanding roles such as helping out in the office with general office duties, and greeting people at reception. **What have they found to be good or not so good about their experience of Volunteering** KF found that accessing the service has helped him get back into recovery. Volunteering at Community CVS has helped KF keep on track of his recovery. KF’s goal is to sustain recovery and eventually be able to mentor again. “Volunteering has been rewarding and it’s great to see people’s self-esteem, self-worth and confidence increased”. ## Case Study 10: KF Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | ACTIVE | 3 times a week | 3 times a week | | CONNECT (with family friends or colleagues) | 4 times a year | Every week | | CONNECT (as part of an organised group) | Every week | Every week | | GIVE (unpaid help to an organisation) | Every week | Every week | | GIVE (unpaid help to individuals) | Every month | Every month | | KEEP LEARNING | 4 times a year | Every week | | TAKE NOTICE | Once a month | Every day | ## Case Study 10: KF Self-Reported Well-being Outcomes | KF | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 3 | 5 | 20 | | Connect | 3 | 7 | 40 | | Give | 8 | 8 | 0 | | Learn | 7 | 9 | 20 | | Notice | 6 | 7 | 10 | | Work | 1 | 4 | 30 | ## CASE STUDY 11: PG Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | **ACTIVE** | | | | CONNECT (with family friends or colleagues) | Every Week | Every week | | CONNECT (as part of an organised group) | Every Month | Every week | | GIVE (unpaid help to an organisation) | Every Week | Every week | | GIVE (unpaid help to individuals) | Every Month | Every week | | KEEP LEARNING | Every Month | Every week | | TAKE NOTICE | Once a week | Every day | ## CASE STUDY 11: PG Self-Reported Well-being Outcomes | PG | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |------|---------------------------|-----------------------------------|---------------| | Active | 8 | 9 | 10 | | Connect | 8 | 10 | 20 | | Give | 9 | 10 | 10 | | Learn | 8 | 10 | 20 | | Notice | 9 | 9 | 0 | | Work | 10 | 10 | 0 | CASE STUDY 12: SA Circumstance (How did they get there) SA presented at Sunday Family Club- he was staying at Nightsafe and had only 5 nights remaining. He had had a sanction through the job centre, and his benefits had been stopped. His issues had been caused by the impact of using legal highs. As a result he had stolen from his family to support his addiction. His mum and dad decided that he could not stay in the house and he was now homeless. Progression (What did they do) A Community CVS recovery support volunteer, Pippa, supported him emotionally as well as with housing, family, recovery issues and with practical support to use the computer at the Boulevard centre for Job Centre -he was required to complete job search activities 35 hrs a week. Further down the line SA told Pippa that he had come off the legal highs. She supported him to address the relationship break down between him and his family and contacted his mum for SA to speak to her to help resolve the issues. SA really wanted to change in order to get his life back on track. His mum told Pippa that she just wanted things to be back the way that they were, she missed him being at home and the situation itself was making her ill. She said that she would speak to his dad about him moving back home. Pippa also engaged with housing needs to find out what other options SA would have. They suggested the Islington, which wasn’t an appropriate choice for SA in his current situation. After contacting his mum again, she informed Pippa that SA could go home. Pippa, our Recovery Support Volunteer says; “SA came back into the office, I informed him that his mum was coming to pick him up and he was allowed to move back into the family home. He looked shocked and said “Really?” when I confirmed he gave me a hug and said “Thank you so much!” His mum came into the office to pick him up, SA was stood with all of his stuff and him and his mum shared a hug and they were both crying. It was a very emotional scene and was heart-warming to see”. Pippa continued to help SA with his job search, relationship and recovery issues. Pippa, SA’s Recovery Support Volunteer says “SA came in after his first night back at home. He looked much better in himself. SA told me that he had had the first proper night’s sleep that he had had in a long time. SA also told me that having returned back home he’d realised how much he’d missed what he had at home and that he didn’t want to lose it again”. “SA’s mum told me about how much she had missed having SA at home with them, about how every time she would drive past the hostel he was previously staying and she saw an ambulance she would worry about it being SA. She told me that she and the family are willing to support him and ensure that he remains on the correct path from now and they will all help wherever and whenever they can. When SA and his mum left they both gave me a hug. His mum turned to me and said “Thank you for everything, you’re lovely.” Pippa continued to keep in touch with SA having regular meetings and supporting him in his job search at the Boulevard Centre. SA and his mum came in October and he told us he had a job interview at Old Mother Redcap and he had managed to get a suit from the job centre. A few days later SA popped into the office to let Pippa know that he had been successful in his job interview and would be now be working. SA’s mum said “Without this support being in place, none of the amazing things would have been able to happen” Pippa said “Both SA and his mum have shown their appreciation for what I have helped them to achieve. Seeing the bond that SA and his mum have now been able to recreate is amazing. In helping SA resolve his issues and begin to get his life back on track I have gained something personal, knowing that I can help someone and I am making a difference in people’s lives”. ## CASE STUDY 12: SA Objective Well-being Outcomes | 5 ways to well-being - Survey | 1st visit | 6 month Outcome | |------------------------------|-----------|-----------------| | **ACTIVE** | Five or more times weekly | Four times a week | | CONNECT (with family friends or colleagues) | One off | Every month | | CONNECT (as part of an organised group) | One off | Every month | | GIVE (unpaid help to an organisation) | One off | Every month | | GIVE (unpaid help to individuals) | Never | Every month | | KEEP LEARNING | One off | Every month | | TAKE NOTICE | Occasionally | Once a week | ## CASE STUDY 12: SA Self-Reported Well-being Outcomes | SA | 1st Visit Score out of 10 | 3rd visit/6 month Score out of 10 | % Improvement | |----------|---------------------------|-----------------------------------|---------------| | Active | 6 | 9 | 30 | | Connect | 7 | 9 | 20 | | Give | 5 | 9 | 40 | | Learn | 7 | 9 | 20 | | Notice | 4 | 8 | 40 | | Work | 9 | 10 | 10 | ## APPENDIX B: Well-being Survey Data ### CONNECT: How often do you meet with people to do something positive? | Response | Initial assessment | After 3 months support | After 6 months support | |---------------------------|--------------------|-------------------------|-------------------------| | Every Week | 42 | 55 | 28 | | Every Month | 20 | 18 | 3 | | At least 4 times each year| 6 | 5 | 0 | | One off | 8 | 1 | 0 | | Never | 7 | 3 | 0 | | No Answer Given | 0 | 1 | 0 | ### BE ACTIVE: How often do you undertake at least 30 minutes of physical activity? | Response | Initial Assessment | After 3 months support | After 6 months support | |-----------------------------------|--------------------|-------------------------|-------------------------| | Never | 12 | 1 | 0 | | Less than once per week | 14 | 5 | 0 | | Once per Week | 15 | 12 | 5 | | Twice per week | 9 | 14 | 10 | | Three times per week | 7 | 14 | 7 | | Four times per week | 7 | 6 | 3 | | Five or more times per week | 18 | 29 | 6 | | N/A | 0 | 1 | 0 | | No Answer Given | 1 | 1 | 0 | ### GIVE: How often have you given unpaid help? | Response | Initial assessment | After 3 months support | After 6 months support | |---------------------------|--------------------|-------------------------|-------------------------| | Every Week | 15 | 36 | 18 | | Every Month | 11 | 16 | 11 | | At least 4 times each year| 12 | 11 | 1 | | One off | 16 | 9 | 1 | | Never | 28 | 10 | 0 | | No Answer Given | 1 | 1 | 0 | ### KEEP LEARNING: How often do you try something new, learn a new skill, or participate in a learning activity? | Frequency | Initial assessment | After 3 months support | After 6 months support | |----------------------------------|--------------------|------------------------|-------------------------| | Every Week | 10 | 27 | 18 | | Every Month | 16 | 24 | 11 | | Every Day | 7 | 0 | 0 | | At least 4 times each year | 11 | 17 | 1 | | One off | 12 | 8 | 1 | | Never | 1 | 7 | 0 | | Occasionally | 25 | 0 | 0 | | No Answer Given | 1 | 0 | 0 | ### TAKE NOTICE: How often do you reflect and think about how you are and the world around you? | Frequency | Initial Assessment | After 3 months support | After 6 months support | |----------------------------------|--------------------|------------------------|-------------------------| | Every Day | 2 | 36 | 12 | | Every Week | 6 | 10 | 0 | | Once per Week | 4 | 10 | 13 | | Once per Month | 13 | 10 | 1 | | At least 4 times a year | 5 | 1 | 0 | | Occasionally | 10 | 2 | 5 | | One Off | 23 | 13 | 0 | | Never | 20 | 1 | 0 | | % Vulnerable People provided with intensive support by a volunteer over a 3 to 6 month period who engage in ways to well-being activity EVERY WEEK OR MORE | Initial Assessment | After 3 months support | After 6 months support | |---|---|---|---| | CONNECT - % people who CONNECT regularly (every week or more) | 51 | 66 | 90 | | ACTIVE - % people who are ACTIVE regularly (every week or more) | 67 | 90 | 100 | | TAKE NOTICE - % people who TAKE NOTICE regularly (every week or more) | 14 | 68 | 81 | | KEEP LEARNING - % people who regularly KEEP LEARNING (every week or more) | 21 | 33 | 58 | | GIVE - % people who regularly GIVE ( every week or more) | 14 | 43 | 54 | | % Vulnerable People provided with intensive support by a volunteer over a 3 to 6 month period who NEVER or ONLY OCCASIONALLY engage in ways to well-being | Initial Assessment | After 3 months support | After 6 months support | |---|---|---|---| | CONNECT - % people who never or only occasionally CONNECT | 24 | 11 | 0 | | ACTIVE - % people who are never or only occasionally ACTIVE | 31 | 7 | 0 | | TAKE NOTICE - % people who never or only occasionally TAKE NOTICE | 64 | 19 | 16 | | KEEP LEARNING - % people who never or only occasionally KEEP LEARNING | 46 | 18 | 3 | | GIVE - % people who never or only occasionally GIVE | 78 | 37 | 10 | ### CONNECT: Where do you see yourself on a scale of 1 to 10 | | Initial Assessment | After 3 months support | After 6 months support | |---|--------------------|------------------------|------------------------| | 1 | 18 | 2 | 0 | | 2 | 13 | 1 | 0 | | 3 | 10 | 0 | 1 | | 4 | 8 | 4 | 0 | | 5 | 4 | 5 | 0 | | 6 | 10 | 13 | 2 | | 7 | 6 | 12 | 8 | | 8 | 3 | 13 | 9 | | 9 | 5 | 18 | 7 | | 10| 6 | 15 | 4 | ### BE ACTIVE: Where do you see yourself on a scale of 1 to 10 | | Initial assessment | After 3 months support | After 6 months support | |---|--------------------|------------------------|------------------------| | 1 | 18 | 1 | 0 | | 2 | 15 | 1 | 0 | | 3 | 10 | 2 | 0 | | 4 | 11 | 5 | 1 | | 5 | 8 | 9 | 1 | | 6 | 3 | 15 | 1 | | 7 | 3 | 17 | 8 | | 8 | 3 | 11 | 6 | | 9 | 6 | 10 | 8 | | 10| 6 | 12 | 6 | | TAKE NOTICE: Where do you see yourself on a scale of 1-10 | Initial Assessment | After 3 months support | After 6 months support | |--------------------------------------------------------|-------------------|------------------------|------------------------| | 1 | 16 | 0 | 0 | | 2 | 18 | 3 | 0 | | 3 | 10 | 3 | 0 | | 4 | 14 | 3 | 1 | | 5 | 4 | 9 | 2 | | 6 | 5 | 9 | 5 | | 7 | 4 | 13 | 5 | | 8 | 2 | 10 | 9 | | 9 | 4 | 12 | 7 | | 10 | 6 | 21 | 2 | | KEEP LEARNING: Where do you see yourself on a scale of 1-10 | Initial Assessment | After 3 months support | After 6 months support | |----------------------------------------------------------|-------------------|------------------------|------------------------| | 1 | 17 | 2 | 0 | | 2 | 12 | 3 | 0 | | 3 | 13 | 3 | 0 | | 4 | 4 | 7 | 1 | | 5 | 15 | 9 | 1 | | 6 | 4 | 9 | 4 | | 7 | 4 | 10 | 2 | | 8 | 4 | 15 | 9 | | 9 | 4 | 10 | 7 | | 10 | 6 | 15 | 7 | ### GIVE: Where do you see yourself on a scale of 1-10? | | Initial assessment | After 3 months support | After 6 months support | |---|--------------------|------------------------|------------------------| | 1 | 17 | 2 | 0 | | 2 | 9 | 3 | 1 | | 3 | 14 | 4 | 2 | | 4 | 16 | 5 | 0 | | 5 | 3 | 8 | 1 | | 6 | 5 | 8 | 6 | | 7 | 2 | 10 | 2 | | 8 | 2 | 16 | 6 | | 9 | 5 | 7 | 7 | | 10| 10 | 20 | 6 | ### WORK: Where do you see yourself on a scale of 1-10? | | Initial assessment | After 3 months support | After 6 months support | |---|--------------------|------------------------|------------------------| | 1 | 21 | 9 | 1 | | 2 | 16 | 2 | 1 | | 3 | 14 | 3 | 1 | | 4 | 9 | 3 | 3 | | 5 | 4 | 7 | 3 | | 6 | 4 | 11 | 1 | | 7 | 5 | 12 | 5 | | 8 | 2 | 8 | 6 | | 9 | 3 | 10 | 8 | | 10| 5 | 18 | 2 |
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Geo-locators and Grey-tailed Tattler migration What do we know about Grey-tailed tattler migration? Well many thousands of Grey-tailed Tattlers have been banded in Australia, primarily in Queensland and North West Australia. The majority of these birds have been banded with both a metal coded band and a plain coloured leg flag, which identifies to observers where the bird was banded. The flags are important as they can be seen easily without having to catch the bird so large amounts of information can be collected without having to recatch the bird. Grey-tailed Tattlers with plain leg flags on migration in Japan ©Queensland Wader Study Group For example, if the bird you are looking at has a green flag, it was banded in Queensland, Orange is Victoria, light blue is Japan and so on. You can have a look at the flag combinations used across the Pacific flyway at this link: http://www.awsg.org.au/flagging.php So what have we learnt from all this banding? If we’re going to make the effort to catch these birds and interfere, all be it briefly in their daily routines there has to be some value there that ultimately benefits those birds, or why do it? Most people will be aware that our shorebird populations are declining and this was highlighted in a recent paper using data from Moreton Bay (Wilson et al 2011). Various causes are being cited, with habitat destruction top of the list and supported by several high profile examples recently including the Saemengeum estuary destruction and the ongoing environmental damage in the Yellow Sea. Leg flags have helped focus effort in this fight by identifying the most important areas that these remarkable birds use on their migration. A flagship paper by Clive Minton and a number of other authors (Minton et al 2006) summarised this remarkable volume of data based on plain leg flag sightings, which culminated in a series of maps, such as this one for tattlers: This paper showed that West coast and East coast tattlers migrate slightly differently. Both populations appear to use Japan for staging on their migration but whereas Queensland birds appear to fly direct to Japan on northward migration, West coast birds appear to take a more leisurely and westerly route along the Asian coastline. This kind of data is extremely important in identifying those areas the birds use on migration so investigation and lobbying can be focused on the areas that matter. It’s also important to continue doing this so any changes over time are identified and monitored. However this doesn’t tell us anything about the individuals involved, do they do the same things every year, do they return to the same sites in Australia. More recently many leg flags have had individual codes inscribed on them, allowing researchers to find out more about what individuals do. We now know from those flags that many shorebirds are very site faithful. Of the Grey-tailed tattlers banded on Moreton bay, individually coded leg flags tell us that almost all birds return not only to Moreton Bay for the Austral summer but also use the same roosting and feeding locations year after year so the leg flags give us important information on both a local and international scale. Leg-flags have limitations; they require people to see them, so sighting records are biased to areas of population. What if there are important areas these birds use that we don’t know about, where they aren’t seen? We also only have a few breeding sightings and far less information about the southward migration of Queensland tattlers. Geolocators, small 1gram light sensing devices use regular light readings to calculate daylight hours for every 24 hour period for the life of the battery in the device. They can be glued to a leg flag and the data retrieved by recatching the bird to download the information. Software then helps to translate the daylight data into latitude and longitude and this allows far more detailed and unbiased data to be collected about individual birds movements. Grey-tailed Tattler at Wynnum, Moreton Bay with a leg flag and a geolocator © Brian Russell In April 2011 Queensland Wader Study Group, with the Wild Bird Society of Japan in Chiba and with financial support from the Port of Brisbane placed 21 geolocators on Grey-tailed tattlers at Manly Boat Harbour. Two of the returning birds have been caught and the data downloaded providing very detailed information on both the northward and southward migration routes for the two birds. Both birds did very different things. **B3** left manly in early May and flew direct to Japan where the bird remained for nearly three weeks before heading up to the Kamchatka peninsular where it remained until early September. The return journey was very direct with brief 2-3 day stopovers in Guam and New Guinea before arriving back in Brisbane in late September/early October. **A6** took a much more westerly track in its routes travelling north through Indonesia and spending time staging in both the Philippines and Japan before moving up to the Kamchatka peninsular where the bird presumably bred. This bird left Kamchatka much earlier than **B3** and took a more westerly and leisurely route, staging in Japan for over 2 weeks and stopping briefly in new Guinea on its return to Australia. What does this tell us, it tells us that while leg flag data has been and remains a highly important information source for conservation, geolocators will now complement this and add considerably more detail in the fight to protect our shorebirds. Data from the Victoria Wader Study Group on Ruddy Turnstone migration has already demonstrated this and many more species in our flyway are currently under investigation using this technology. Geolocators will also help us understand individual variation in migrating birds as well as highlighting new areas, important for these remarkable birds that we don’t currently know about and which may also be threatened. Most of all these new technologies teach us yet again that no matter how much we thought we knew, the variability and complexity of these remarkable birds will continue to surprise, amaze and teach us new things as we learn ways of looking at them in more and more detail. Hopefully we will retrieve more of the remaining geolocators when the birds return in August/September and will get similar detailed information, which will allow us to understand the variation in migration of our east coast tattlers. We will also be deploying some more geolocators this season to increase our dataset. Many people have helped and given their time to get this project off the ground with the core banding team working long hours to catch and recapture birds. Many recorders in the field have been identifying birds with geolocators and reporting these so that we have known birds with geolocators were present. In some cases, such as at Wynnum, we’ve had almost daily updates which has been extremely useful in planning catching trips, as well as providing some extraordinarily useful information on faithfulness to sites. I and QWSG are extremely grateful to everyone who has helped in catching, or has taken the time to record and tell us about either a leg flagged bird or a bird with a geolocator. Jon Coleman, Queensland Wader Study Group. **Port of Brisbane Count Results for 2011 by Linda Cross** The ninth year of extensive counting has been completed by the QWSG for the Port of Brisbane Pty Ltd (PBPL) at the Port of Brisbane complex (formerly known as Bishop or Fisherman Island). As with previous years, the counts were conducted the day after the scheduled monthly count set for the QWSG count programme. The same methodology for the counts has continued as before with numbers being listed under the appropriate habitat that the birds were observed using (dry open area, wet margin, broken ground and bund wall). The overall count for the complex in 2011 was 40,841 waders, 5,134 terns and 6,034 waterbirds and raptors, which do not include the figures for the Visitors Centre Lake (54 waders and 4,044 waterbirds). No counts were completed in January, March and December due to bad weather and unstable conditions within the complex. Obviously, if these extra counts had taken place the figures would have been higher. However, these figures of course are not the number of birds using the site at any one time, but the aggregate of the monthly totals. The following table is the total migratory and resident waders recorded at the Port of Brisbane over the last nine years. Note: these figures do not include the Visitors Centre Lake site. | | Jan | Feb | Mar | Apr | May | Jun | Jul | Aug | Sep | Oct | Nov | Dec | Totals | |-------|-------|-------|-------|-------|-------|-------|-------|-------|-------|-------|-------|-------|--------| | 2011 | No count | 10173 | No count | 8108 | 2112 | 1552 | 1236 | 1488 | 2004 | 5430 | 8738 | No count | 40841 | | 2010 | 7345 | 7099 | 6709 | 2864 | 1256 | 2145 | 1648 | 2568 | 5205 | 6942 | 5904 | NC | 49685 | | 2009 | 10072 | 13243 | 7192 | 2293 | NC | 1200 | 1245 | 2439 | 4372 | 6478 | 6182 | 8003 | 62719 | | 2008 | 5179 | 8935 | 4394 | 4204 | 2202 | 2793 | 2700 | 2724 | 5468 | 4069 | 6617 | 8286 | 57571 | | 2007 | 8853 | 5264 | 8307 | 1120 | 1989 | 1543 | 1752 | 1629 | 3885 | 7609 | 6165 | 5664 | 53780 | | 2006 | 12323 | 10573 | 7055 | 4230 | 2142 | 1969 | 2250 | 2635 | 5296 | 8051 | 8995 | 7514 | 73033 | | 2005 | 4751 | 5609 | 3572 | 3317 | 2162 | 3034 | 2436 | 2096 | 3790 | 6173 | 6745 | 7731 | 51416 | | 2004 | 11650 | 4528 | 7398 | 1607 | 2416 | 1617 | 1328 | 2410 | 2974 | 6026 | 5976 | 8194 | 56124 | | 2003 | 7445 | 6922 | 6126 | 4021 | 2286 | 2107 | 2041 | 1720 | 4466 | 4118 | 8054 | 7996 | 57302 | The following table provides the waders, terns, waterbirds and raptors numbers for the Port areas and Visitors Centre Lake each month for 2011. | 2011 Month | Port Waders | Port Terns | Port Waterbirds/Raptors | Lake Waders | Lake Terns | Lake Waterbirds/Raptors | Totals | |------------|-------------|-----------|-------------------------|-------------|-----------|-------------------------|--------| | January | No count | No count | No count | No count | No count | No count | No count | | February | 10173 | 899 | 204 | 2 | 0 | 60 | 11338 | | March | No count | No count | No count | No count | No count | No count | No count | | April | 8108 | 682 | 945 | 4 | 0 | 193 | 9932 | | May | 2112 | 652 | 893 | 3 | 0 | 328 | 3988 | | June | 1552 | 273 | 880 | 3 | 0 | 339 | 3047 | | July | 1236 | 126 | 719 | 0 | 0 | 612 | 2693 | | August | 1488 | 175 | 718 | 17 | 0 | 728 | 3126 | | September | 2004 | 131 | 561 | 7 | 0 | 686 | 3389 | | October | 5430 | 700 | 410 | 6 | 0 | 550 | 7096 | | November | 8738 | 1496 | 704 | 12 | 0 | 548 | 11498 | | December | No count | No count | No count | No count | No count | No count | No count | | Totals | 40841 | 5134 | 6034 | 54 | 0 | 4044 | 56107 | A brief comment on individual count sites for 2011 follows, but it should be remembered that the three months when counts did not take place were during the summer months when many migratory waders would have been present. This would also have affected the overall use of the paddocks within the complex. **S3A & S3B** – As in 2010, all that remains of these two paddocks are two drains that attracted a very small number of waders in November. Two Black-fronted Dotterel were recorded on the site in June. **R1** – Only a small portion of this riverside site close to the compound is all that remains since 2007. It attracts small numbers of waders in pools that form after rain. The best record for the site is 466 Red-necked Stint seen in February. **R3** – This large riverside paddock was still favoured by many species for most of the year, but from October onwards the numbers dropped as birds appeared to favour the central ‘C’ sites. Some of the early records included 1,447 Red-necked Stint and 200 Pacific Golden Plover in February. April was the best total for the year that included 877 Curlew Sandpiper, 864 Lesser Sand Plover, 450 Sharp-tailed Sandpiper and two Broad-billed Sandpiper using the site. A total of 129 Red-capped Plover used the site in May and 74 of the same species were recorded in August. This site was also favoured by Double-banded Plover during their overwintering period with three being recorded in April, 31 in May, 20 in June and 29 in August. **C1** – Although this central paddock is nearly reclaimed and only attracted a small number of waders for most of the year, a large number were recorded in October and November. Some of the interesting totals were 428 Lesser Sand Plover in February and 272 Red-necked Avocet in September. In October 750 Lesser Sand Plover, 300 Lesser Sand Plover and 208 Pacific Golden Plover used the site to roost, while November saw 1,074 Curlew Sandpiper and 274 Sharp-tailed Sandpiper also roost here. **C2** – Unlike 2010, when this middle central paddock failed to attract large numbers of waders, 2011 was used by a large selection of birds, particularly during the summer. February records include 2,392 Red-necked Stint, 1,413 Curlew Sandpiper, 293 Sharp-tailed Sandpiper and one Broad-billed Sandpiper. Other good totals included 1,333 Red-necked Stint in April, 210 Red-necked Avocet in July, 1,720 Lesser Sand Plover, 162 Greater Sand Plover, 1,058 Red-necked Stint, 285 Pacific Golden Plover and 159 Eastern Curlew in November. **C3** – This last central site failed to attract any large number of birds all year. Only totals of interest were 137 Black-winged Stilt in May, 978 Red-necked Stint in September and 791 of the same species in October. **BS1** – The first of the bay-side paddocks continued to hold little interest for most birds, with the exception of 184 Red Knot and 157 Sharp-tailed Sandpiper in October and 683 Grey-tailed Tattlers in November. The site did record some good totals of Chestnut Teal and Little Tern a couple of times during the year and those details are listed further in this report in the interesting sightings section. **BS2** – Apart from 96 Red-necked Avocet in August, this middle bay-side pond that attracted so many waders in 2010 failed to interest anything other than Chestnut Teal all year. **BS3** – The last of the bay-side paddocks once again held no attraction to the birds, with the only significant record of 30 Ruddy Turnstone in August. FPE Outer – The outer rock wall is still a favoured site for Grey-tailed Tattler, Ruddy Turnstone and Australian Pied Oystercatcher. Tattler numbers of interest are 1,056 in April, 493 in September and 410 in November. Among the flock of Grey-tailed Tattler in February and November was one Wandering Tattler. There was a significant number of 155 Ruddy Turnstone recorded in April, 100 in September, 104 in October and 79 in November. Our resident Australian Pied Oystercatcher was recorded on site every month, although not in large numbers, with the largest count being 88 in February. Disappointingly the two Sooty Oystercatcher that used the site last year have not been recorded within the entire complex for all of 2011. PBAR – (Port of Brisbane Artificial Roost). Although this site is used by waterbirds and some resident waders, it still fails to attract migratory waders, particularly on count day. Only interesting numbers are 162 Black-winged Stilt and 53 Red-necked Avocets in November. In October, it managed to attract a lone Black-tailed Godwit. Claypan – Numbers and species using this roost continued to be low, although there were a few interesting records. Unusually, 33 Red Knot were counted in February and increased to 62 in April, but only 14 remained on site in May. Also in May, 5 Black-tailed Godwit and 286 Black-winged Stilt were seen, but a much higher total of 350 stilt were counted in June. The highest total of Eastern Curlew was 154 in October. In November the claypan was totally dry and there were no birds of any species on the site. Visitor Centre Lake – Only two wader species were recorded at the lake all year, Masked Lapwing and Black-winged Stilt, and they were both in low numbers. There was one breeding record for Masked Lapwing in September. As one would expect, the site continues to attract a good selection of waterbirds with Dusky Moorhen being by far the largest number of any species using the site. In July there were 128, which increased to 150 in August, then 189 in September and dropping to 149 in October before increasing again to 161 in November. There were numerous breeding records for Australasian Grebe, Dusky Moorhen, Eurasian Coot, Purple Swamphen, Black Swan and one record of a Little Pied Cormorant on a nest. **Leg flag sightings**: There were 20 green leg-flagged birds seen during the counts, but because these birds have been flagged by our group in Moreton Bay, and have not travelled any significant distance, they have not been included in the leg flag sightings. Other leg-flagged birds seen throughout the Port of Brisbane area are as follows: - **April**: Blue flag left tibia on Grey-tailed Tattler. - **May**: Yellow flag left tibia (C1) on Australian Pied Oystercatcher. - **June**: Orange flag right tarsus on Caspian Tern. - **August**: Blue flag right tibia on Red-necked Stint. - **October**: Blue flag over yellow flag right tibia and white flag over blue flag left tibia (white flag engraved with number 35) on Curlew Sandpiper and orange flag right tibia on Bar-tailed Godwit. - **November**: Yellow flag left tibia (C1) on Australian Pied Oystercatcher. (Leg flag colour code regions can be found in the “Wader Watch Section” of this newsletter). **Breeding records:** Red-capped Plover – two runners in R1 in February – one chick in R3 in February – two immature in R3 in May – two immature in C2 in June. Masked Lapwing – four chicks on Visitor Centre Lake site in September. Some other interesting sightings (not waders) during the counts were: - **February**: 340 Little Tern in R3. - **April**: 227 Silver Gull in R3 – 494 Chestnut Teal in BS2 – one Eastern Reef Egret in FPE Outer. - **May**: 270 Silver Gull in C3 – 391 Chestnut Teal in BS1 – one Eastern Reef Egret in FPE Outer. - **June**: One Brown Goshawk on S3A – 192 Chestnut Teal in BS1 – 1 Eastern Reef Egret in BS3 – 199 Chestnut Teal in Claypan. - **July**: 351 Chestnut Teal in C2. - **August**: 360 Chestnut Teal in BS2 – one Australasian Gannet off FPE Outer. - **September**: two Australasian Gannet off FPE Outer – 143 Chestnut Teal in Claypan. - **October**: 454 Little Tern in BS1. - **November**: 1,160 Little Tern in BS1. A table showing wader species and numbers at the complex during 2011 (with the exception of the Visitors Centre Lake), have been included. Many other waterbirds were also recorded using the sites; however, lack of space in the newsletter does not allow the printing of them. A table showing wader species and numbers at the complex during 2011 (see note at end of table) | Month for Year 2011 | 06Feb | 03Apr | 15May | 05Jun | 17Jul | 07Aug | 04Sep | 16Oct | 13Nov | |---------------------|-------|-------|-------|-------|-------|-------|-------|-------|-------| | Species | | | | | | | | | | | Bush Stone Curlew | | | | | | | | | | | Australian Pied | 101 | 52 | 68 | 48 | 40 | 53 | 31 | 26 | 42 | | Oystercatcher | | | | | | | | | | | Sooty Oystercatcher | | | | | | | | | | | Black-winged Stilt | 3 | 199 | 457 | 500 | 297 | 234 | 206 | 107 | 176 | | Red-necked Avocet | 3 | 35 | 210 | 145 | 276 | 33 | 53 | | | | Pacific Golden Plover | 201 | 134 | 3 | 1 | 293 | 431 | | | | | Grey Plover | 45 | 6 | | | | | | | | | Red-capped Plover | 67 | 196 | 279 | 86 | 94 | 142 | 87 | 64 | 107 | | Double-banded Plover | 7 | 31 | 20 | 5 | 29 | | | | | | Lesser Sandplover | 833 | 1030 | 204 | 223 | 42 | 105 | 119 | 494 | 1905 | | Greater Sandplover | 146 | 22 | | 50 | | | 110 | 168 | | | Black-fronted Dotterel | 2 | 2 | | | | | | | | | Red-kneed Dotterel | | | | | | | | | | | Masked Lapwing | 2 | 17 | | | 10 | 3 | | | | | Latham’s Snipe | | | | | | | | | | | Black-tailed Godwit | | | | | | | | | | | Bar-tailed Godwit | 422 | 309 | 274 | 113 | 84 | 67 | 266 | 201 | | | Whimbrel | 13 | 197 | 18 | 29 | 16 | 3 | 17 | 3 | 1 | | Eastern Curlew | 129 | 7 | 61 | 61 | 30 | 31 | 96 | 158 | 200 | | Terek Sandpiper | 5 | | | | 2 | | 4 | 1 | | | Common Sandpiper | | | | | | | | | | | Grey-tailed tattler | 551 | 1056 | 63 | 4 | 2 | 38 | 493 | 409 | 410 | | Wandering Tattler | 1 | | | | | | | | | | Common Greenshank | 1 | 6 | | | | | | | | | Marsh Sandpiper | | | | | | | | | | | Ruddy Turnstone | 136 | 185 | 15 | 27 | 27 | 30 | 101 | 115 | 93 | | Great Knot | 160 | 126 | 14 | | 1 | | | | | | Red Knot | 33 | 62 | 14 | | | | | | | | Sanderling | | | | | | | | | | | Red-necked Stint | 4791 | 2822 | 364 | 294 | 318 | 435 | 228 | 1694 | 2381 | | Sharp-tailed Sandpiper | 446 | 454 | 8 | | 1 | 1 | 93 | 362 | 464 | | Curlew Sandpiper | 2086 | 1234 | 215 | 107 | 17 | 163 | 241 | 1043 | 1356 | | Broad-billed Sandpiper | 1 | 2 | | | | | | | | | Unidentified Wader | 2 | | | | | | | | | | Total Wader Species | 21 | 21 | 19 | 15 | 17 | 15 | 15 | 23 | 24 | | Total Wader Numbers | 10173 | 8108 | 2112 | 1552 | 1236 | 1488 | 2004 | 5430 | 8738 | No columns for January because of Brisbane floods, March because of unstable conditions around the sites in the Port complex, and December due to work undertaken on the site and the bad weather. The QWSG would like to sincerely thank the PBPL for their ongoing support to the group and supplying their staff, vehicle and equipment during the counts. Scott McKinnon, Environmental Coordinator, Matthew Howe, Environmental Officer, Alison Brunott, Sustainability Officer and Rachael Attard, Environmental Advisor for the PBPL all shared the role in looking after our welfare and needs during the counts. Matthew Howe and Alison Brunott resigned early in the year followed by Scott McKinnon who resigned towards the end of the year to take up new positions elsewhere and we wished them all success in their new endeavours. We would like to sincerely thank our committed regular counters and other members and friends, whose names appear below for helping us obtain the results for the PBPL and the QWSG database in 2011. Without people like you this would not have been possible. My apologies if I have omitted anyone from the list. Rachael Attard (PBPL), Francesco Bancala, Alison Brunott (PBPL), Michele Burford, Robert Bush, Vicki Campbell, Deirdrie Chrzescijanski, Rae Clarke, Lyn Cole, Ken Cowell, Linda Cross, Phil Cross, Andy Eacott, David Edwards, Richard Fuller, Andrew Geering, Marion Grover, Joyce Harding, Sandra Harding, Matthew Howe (PBPL), Andy Jensen, Pete Jones, Arthur Keates, Sheryl Keates, Scott McKinnon (PBPL), David Milton, A. Moss, Glen Pacey, Stuart Pickering, L. Rodriguez, Peter Rothlisberg, Peter Ryan, Rebecca Ryan, Brenda Smith, Graham Smith, Floss Wainwright, Ivell Whyte and Jim Whyte. The contract with PBPL is continuing in 2012 and as over half of the regular counters are now retired and taking off on extended holidays we need a bigger support group to help spread the workload, particularly during the spring and summer months. As the PBPL insurance only covers their employees you will need to be either a QWSG or BQ member to attend these counts so their liability insurance will cover you. Please also note that these counts are not recreational outings, but we are always looking for committed counters to join our team. Please contact Peter Rothlisberg or myself if you would like to participate. The dates and meeting times for the counts are listed at the back of this newsletter. Peter Rothlisberg email: firstname.lastname@example.org Home: 3822 3759 Work: 3833 5960 Or Linda Cross email: email@example.com Home: 5495 2758 Mobile: 0404 916 047 WADER WATCH Linda and Phil Cross, Joyce Harding Can everyone please remember to use the ‘Leg Flag Observation Report’ form? Can we also please ask people to carefully check which leg the flag is on. If you are not sure, or just see the colour, and do not know which leg it is, please do not make it up. We do record the sighting on the database, even if we do not know which leg it was on. Recording information that you have not seen, or do not know creates extra work for Phil, I and other people who this information goes to. We would appreciate your cooperation on this issue. Green leg flag sightings In each Qld Wader issue there is quite a number of green leg flag sightings recorded within Moreton Bay, which is where the bird was banded originally. As we are now seeing more leg flag combinations from other states and countries, and have limited space available for sightings, we will not be listing each individual sighting of green flag records in Queensland unless there is a significant movement of the bird. Instead, we will list the number of flags for each species and the period in which they were seen. Ruddy Turnstone (HB) – Lady Elliot Island – Andrew McDougall – 03.05.12 Sightings in Moreton Bay & Environs between 11.02.12 and 07.05.12 1 Eastern Curlew, 3 Whimbrel, 35 Bar-tailed Godwit, 11 Pied Oystercatcher, 1 Masked Lapwing, 4 Great Knot, 2 Ruddy Turnstone, 2 Sharp-tailed Sandpiper, 97 Grey-tailed Tattler, 3 Curlew Sandpiper, 5 Lesser Sand Plover, 3 Curlew Sandpiper and 2 Red-capped Plover. The birds sighted above included some of the individually marked flags that QWSG have been fitting and are listed below. Eastern Curlew – AR. Whimbrel – EM, FX, UM. Bar-tailed Godwit – AE, AZ, BC, BV, CX, EE, FE, HJ, HL, HR, JE, JX, NL, NN, NP, PD, PE, RV, AAA, AAB, AAH, AAK Pied Oystercatcher – AH, BC, B4, C4, C6, D3, D8, AAE, AAK. Masked Lapwing – AAA. Great Knot – AAM, AAP. Ruddy Turnstone – EZ. Sharp-tailed Sandpiper – AAC, AAK. Grey-tailed Tattler – AV, AY, BH, C3, CD, CH, HT, HU, HV, HY, JE, JH, JJ, JN, JX, KB, KK, KP, KR, KS, KT, KY, KZ, RM, RV, RZ, AAB, AAD, AAE, AAH, AAZ, ABA, ABB, ABH, ABJ, ABL, ABW, ABX, ABZ, ACA, ACB, ACD, ACE, ACJ, ACM, CAN, ACP. Grey-tailed Tattler – A2, AB, B5, B7, C4, RX. (All six Tattlers have green flag right tibia, yellow flag and geolocator on left tibia and metal band left tarsus). Curlew Sandpiper – AAD, ABC. Lesser Sand Plover – DZ, EA. **Interstate & overseas Green leg flag sightings** 1 Bar-tailed Godwit – Aphae Island (south), South Korea – Dr Kim Seok-Yee & Andreas Kim – 06.05.12 1 Bar-tailed Godwit – Aphae Island (south), South Korea – Andreas Kim – 28.04.12 1 Bar-tailed Godwit – Aphae Island (south), South Korea – Dr Kim Seok-Yee & Andreas Kim – 22.04.12 1 Bar-tailed Godwit – Aphae Island (south), South Korea – Andreas Kim – 15.04.12 2 Bar-tailed Godwit – Aphae Island (south), South Korea – Dr Kim Seok-Yee & Andreas Kim – 11.04.12 1 Bar-tailed Godwit – Aphae Island (south), South Korea – Andreas Kim – 08.04.12 1 Bar-tailed Godwit – Clifton Beach, Whitford, Auckland, North Island, New Zealand – Simon & Morag Fordham – 15.03.12 1 Bar-tailed Godwit – Clifton Beach, Whitford, Auckland, North Island, New Zealand – Simon Fordham – 15.03.12 1 Bar-tailed Godwit (EP) – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Gwenda Pulham – 10.03.12 1 Bar-tailed Godwit – Clifton Beach, Whitford, Auckland, North Island, New Zealand – Tony Habraken – 06.03.12 1 Bar-tailed Godwit – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Tony Habraken – 19.02.12 1 Bar-tailed Godwit (EP) – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Tony Habraken – 18.02.12 & 19.02.12 1 Bar-tailed Godwit (FX) – Clifton Beach, Whitford, Auckland, North Island, New Zealand – Tony Habraken – 14.02.12 & 06.03.12 1 Bar-tailed Godwit – Waimea Inlet, Best Island, Nelson Airport Island, South Island, New Zealand – David Melville, Don Cooper & Pam McConnell – 11.02.12 2 Bar-tailed Godwit – Motueka Sandspit, Nelson, South Island, New Zealand – Jesse Conklin – 10.02.12 1 Bar-tailed Godwit – Motueka Sandspit, Nelson, South Island, New Zealand – Rob Schuckard – 10.02.12 1 Bar-tailed Godwit (EP) – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Gwenda Pulham – 26.11.11 1 Bar-tailed Godwit – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Sioux Plowman – 30.10.11 1 Red Knot – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Gwenda Pulham & Ian Southey – 08.04.12 1 Red Knot – Big Sand Island, Kaipara Harbour, North Island, New Zealand – Tony Habraken – 18.02.12 1 Red Knot – Chukotka Laguna Pikhin, Kosa Dvukh, Pilotov, Russia – unknown observer – 20.06.11 **Orange (Victoria) leg flag sightings** 1 Bar-tailed Godwit – West Geoff Skinner Reserve – Peter Rothlisberg & Michele Burford – 05.04.12 **Blue (Japanese) leg flag sightings – use four combinations** 1 Grey-tailed Tattler – Wynnum Esplanade – Tony Cotter – 29.04.12 1 Grey-tailed Tattler – Wynnum Esplanade – Tony Cotter – 24.04.12 1 Grey-tailed Tattler – Manly Harbour – Sandra Harding – 21.04.12 1 Grey-tailed Tattler – Toorbul Sandfly bay – Phil & Linda Cross – 20.04.12 1 Grey-tailed Tattler – Cairns Esplanade – Jun Matsui – 19.04.12 3 Grey-tailed Tattler – Shellgrit Creek entrance Mackay – Marlis Schoeb – 11.04.12 1 Grey-tailed Tattler – Wynnum Esplanade – Tony Cotter – 01.04.12 1 Grey-tailed Tattler – Poinsiana Drive, Seaforth Beach north of Mackay – Marlis Schoeb – 30.03.12 1 Grey-tailed Tattler – Queens Esplanade, Thorneside – Kristy Currie – 27.03.12 1 Grey-tailed Tattler – Shoalwater Bay – Andrew McDougall – 09.03.12 1 Grey-tailed Tattler – Manly Harbour – Arthur Keates – 08.03.12 1 Grey-tailed Tattler – Wynnum Esplanade – Brian Russell – 02.13.12 1 Grey-tailed Tattler – Toorbul – Arthur Keates – 26.02.12 (All the above tattlers – flagged Lake Furen or Shunkunitai, Hokkaido, Japan) 1 Bar-tailed Godwit – blue flag left tibia, white flag left tarsus, metal band right tarsus – Boonooroo – Chris Barnes – 09.03.12 (flagged Yatsu Tidal Flat, Narashino, Chiba, Tokyo, Japan) Black over white or white over black (Shanghai, China) leg flag sightings 1 Great Knot – Boonooroo – Chris Barnes – 03.04.12 1 Great Knot – Maaroom – Chris Barnes – 27.03.12 2 Great Knot – Toorbul – Arthur Keates – 26.02.12 1 Lesser Sand Plover – Kakadu Beach roost, Bribie Island – Michael Strong – 25.03.12 (possibly lost, or not seen black flag, as only white flag seen) Other wader leg flag sightings 1 Bar-tailed Godwit – green flag over orange flag right tibia – St. Helens Beach north of Mackay – Marlis Schoeb – 05.03.12 (flagged Yalu Jiang Nature Reserve, Liaoning Province, China) 1 Sharp-tailed Sandpiper – blue flag over yellow flag right tibia, metal band left tibia – Bundaberg Port – Chris Barnes – 11.03.12 & 17.03.12 (flagged at Cangzhou, China) 1 Great Knot – yellow flag right tibia, orange flag right tarsus – St Helens Beach north of Mackay – Marlis Schoeb – 05.03.12 (flagged south west, Western Australia) 1 Red Knot – yellow flag right tibia – Pine River Wetland Reserve – Vicki Campbell – 05.05.12 (flagged north west Western Australia) Pied Oystercatcher 2 digit Yellow leg flag sightings The following sightings of yellow flagged oystercatchers are not birds flagged in North West Western Australia, as per the flagging protocol. They are another project being run from Victoria and New South Wales. Birds flagged in Victoria will have a yellow flag on the right tibia and inscribed with two digits. New South Wales birds will have the yellow flag on the left tibia and inscribed with two digits. Seven NSW birds seen as follows: C4 – Manly Harbour – Linda Cross – 08.03.12 C4 – Manly Harbour – Sandra Harding – 10.03.12 J4 – Buckley’s Hole sandbar, Bribie Island – Dez Wells – 09.04.12 J6 – Manly Harbour – Sandra Harding – 10.03.12 H1 – Wynnum Esplanade – Brian Russell – 01.03.12 K3 – Wynnum Esplanade – Tony Cotter – 24.04.12 K3 – Manly Harbour – Linda Cross – 08.03.12 L9 – Wynnum Esplanade – Brian Russell – 01.03.12 ? – Bishop Island – Robert Bush – 11.03.12 (unable to read engraved flag) Interesting wader sightings Please note these sightings are not authenticated records. * = to be submitted to BQ RAC ** = to be submitted to BARC 10 Sanderling – Mirrapool Beach, Moreton Island – 23.04.12 1 Sanderling – Kakadu Beach roost, Bribie Island – 22.04.12 3 Broad-billed Sandpiper – Bishop Island – 11.03.12 3 Latham’s Snipe – Poverty Creek behind Mission Point, Bribie Island – 10.03.12 2 Wandering Tattler – Fisherman Island – 11.03.12 1 Wandering Tattler – Manly Harbour – 08.03.12 1 Red-kneed Dotterel – Kedron Brook Wetlands – 09.04.12 1 Red-kneed Dotterel – Bermuda Avenue Deception Bay – 09.03.12 1 Wood Sandpiper – Bundaberg Port – 12.02.12 & 11.03.12 Not waders but of interest anyway Errata. In newsletter No. 79 the report of 6 Great-crested Grebe at Garnet’s Lagoon 2, Hervey Bay on 14.10.11 is incorrect. It was a line entry error and was in fact 6 Australasian Grebe. 5 Buff-banded Rail (2 adult and 3 young) – Nathan Road, Redcliffe – 10.03.12 5 Buff-banded Rail (1 adult and 4 chicks) – Manly Harbour – 08.03.12 390 Black Swan – Toorbul – 10.03.12 2 Glossy Ibis – Kinka Wetlands – 05.05.12 1 Grey Goshawk – Donnybrook – 09.13.12 1 Peregrine Falcon (immature) – Fisherman Island – 11.03.12 1 Spotted Harrier – Bundaberg Port – 12.02.12 1 Swamp Harrier – Bundaberg Port – 12.02.12 1 Wedge-tailed Eagle – Kinka Wetlands – 10.03.12 2 Pink-eared Duck – Kedron Brook Wetlands – 09.04.12 1 Yellow-billed Spoonbill – Kinka Wetlands – 05.05.12 2 Rajah Shelduck – Willar-Weber Reserve, Queens Esplanade, Thorneside – 26.02.12 1492 Common Tern – Maroochy River sandbanks – 15.02.12 462 Little Tern – Fisherman Island – 11.03.12 2 Black-necked Stork – Redcliffe Airport – 10.03.12 1 Yellow-billed Spoonbill – Kinka Wetlands – 05.05.12 The counters who cover a number of Bundaberg sites headed off to count the waders on Lady Elliott Island and recorded some great numbers of other species that appear below. The count date was 29.02.12 50,000 Black Noddy, 5,000 Common Noddy, 7,500 Bridled Tern, 1,800 Crested Tern, 70 Great Frigatebird, 20 Lesser Frigatebird, 20 Brown Booby, 200 Buff-banded Rail Thanks to Chris Barnes, Nev & Jann Cappel, Trevor & Annie Quested, Bill & Jack Moorhead for their efforts. **Other leg flag sightings and banded birds** There have been a small number of flag sightings on terns, which will appear in the next newsletter. --- **Count Programme by Linda Cross** June is a rest month for the count programme because tides are not suitable for counts. It is important that you do the July count as this is the National Winter Count. If you are unable to do it please let me know, as I might be able to get a standby counter to cover the site for you. We take this opportunity to welcome Geoff Skoien to the count programme and hope he finds that wader counting enjoying and at times quite addictive. Geoff has taken over Crabbe Creek count in the Tin Can Bay area for Dorothy Pashniak, while she takes a break from counting at present due to ill health, but she may come back to the programme in the future. Crabbe Creek is counted by kayak and required quite an effort to count, particularly during windy conditions and we thank Dorothy for all her efforts in supplying us with data for this area. First autumn record for our cross Tasman visitor (Double-banded Plover) were three birds at Manly Harbour on 01.03.12, and this species has also turned up at twelve other sites since then. If you want to get a look at this species through the winter months you may find them at: | Location | Location | |---------------------------------|---------------------------------| | Mirrapool Beach Moreton Island | Reeder’s Point Moreton Island | | East Geoff Skinner Reserve | King Street mudflat Thornlands | | Manly Harbour | Fisherman Islands | | Redcliffe Airport | Sandbank No 2 Caloundra | | Noosa River sandbanks | Cooloola roost Tin Can Bay | | Shellgrit Creek Entrance Mackay | Garnett’s lagoons Hervey Bay | The best totals have been 71 at Mirapool Beach on Moreton Island on 23.04.12 – 56 at East Geoff Skinner Reserve on 05.05.12 – 36 at Manly Harbour on 21.04.12 – 25 at Fisherman Islands on 06.05.12 – 24 at Shellgrit Creek Entrance Mackay on 17.04.12. As I stated in the last newsletter Red Knot sightings during the northward migration are still being recorded, which is quite unusual. Records came from five sites as follows:- 54 at Toorbul on 11.02.12 40 at Maaroom on 07.04.12 10 at Pine Rivers Wetland Reserve on 21.04.12 4 at Cairns Esplanade on 20.04.12 7 at Fisherman Island claypan on 11.03.12 65 at Maaroom on 21.04.12 25 at Pine Rivers Wetland Reserve on 05.05.12 c110 at Pine River opposite Osprey House on 28.03.12 I mentioned in the previous newsletter the good number of Black-fronted Dotterel recorded in February at one of the Deception Bay sites, and that perhaps some of the nomadic resident waders would head toward the coast this autumn and winter. Looking at the count sheets for the last couple of months, it is looking like that might be happening. Black-fronted Dotterel have been recorded at eleven sites. In March 38 were recorded at Bermuda Avenue Deception Bay, but this total was nearly doubled on the May count with 68 of them on site (an all time record). King Street mudflat count site had 28 on the March count, and Kinka Wetlands had 24 on their May count. Black-winged Stilt have been recorded at eighteen sites in good numbers. Some of larger totals in April were:- 583 at Deception Bay south 408 at Lytton 227 at Pine River northside In May totals were: 484 at Lytton 440 at Fisherman Islands 328 at Maaroom Only three sites had records for Red-necked Avocet. 74 at Fisherman Islands on 06.05.12 – 25 at Deception Bay south on 21.04.12 and one at Luggage Point on 10.03.12 Extracts totals recorded on count sheets for a few species during the last few months are listed below. Eastern Curlew – 316 at Mathieson Homestead Hervey Bay on 10.03.12 and 2339 at Lytton claypan on 09.03.12 Bar-tailed Godwit – 1790 West, Geoff Skinner Reserve on 10.03.12 and 1,100 at Maaroom on 05.05.12 Black-tailed Godwit – 405 at Dohl’s Rocks, Pine River on 28.03.12 Whimbrel – 420 at Mathieson Homestead Hervey Bay on 13.04.12 Pied Oystercatcher – 246 at Manly Harbour on 11.02.12 Grey Plover – 16 at Fisherman Island on 10.03.12 Great Knot – 1034 at St. Helens Beach north of Mackay on 05.03.12 and 710 at Maaroom on 21.04.12 Grey-tailed Tattlers – 761 at Manly Harbour on 21.04.12 and 746 at Toobul Sandfly bay on 20.04.12 Ruddy Turnstone – 300 at Lady Elliott Island on 29.02.12 and 50 at Manly Harbour on 10.03.12 Sharp-tailed Sandpiper – 603 at Fisherman Islands on 11.03.12 and 349 at Bundaberg Port on 11.03.12 Curlew Sandpiper – 549 at Fisherman Island on 11.03.12 Greater Sand Plover – 432 at Fisherman Island on 11.03.12 and 185 at Gables Point Rocks Hervey Bay on 10.03.12 Lesser Sand Plover – 1458 at Fisherman Island on 11.03.12 Red-capped Plover – 115 at Fisherman Island on 22.04.12 Other wader sightings can be found in the ‘Interesting wader sightings’ section of this newsletter. **Breeding records.** Beach Stone-curlew – one juvenile with two adults at St. Helens Beach north of Mackay on 05.03.12 Masked Lapwing – bird sitting on nest with 3 eggs at Maaroom on 11.02.12 – nesting at Kakadu Beach roost, Bribie Island on 22.04.12 Black-winged Stilt – one runner at Manly Harbour on 08.03.12 Red-capped Plover – two chicks at Manly Harbour on 10.03.12 – nest with 2 eggs Seaforth Beach creek-mouth north of Mackay on 04.04.12 and 16.04.12 Please send counts to me at our new email address as follows: firstname.lastname@example.org Snail mail: 40 Thompson Road, Bellmere. Qld 4510 Phone: 5495 2758 Send leg flag sightings to Phil Cross using either of the two above methods. Happy counting. Linda Cross. --- **Vehicle access returns at two Moreton Island beaches** Minister for National Parks, Recreation, Sport and Racing The Honourable Steven Dickson 02/05/2012 The government is fulfilling its commitment to facilitate greater access to National Parks, with the announcement today that drivers on Moreton Island will be able to access two formerly vehicle-free beaches. National Parks, Recreation, Sport and Racing Minister, Steve Dickson, said the beaches at Comboyuro Point and North Point would be open to vehicles for a three-month trial starting from 4 May. A 20km/hr speed limit will apply during the trial. "The feedback received from many residents and tour operators prior to the election was that vehicle-free zones at Comboyuro and North Point caused major disruption, resulting in detours and difficult pedestrian access to popular visitor sites," Mr Dickson said. "During the trial, there will be a 20km/hr zone from near Bulwer to the northern end of Comboyuro Point, and along the beach at North Point. At North Point, the popular Champagne Pools and Honeymoon Bay will be more accessible to people with limited mobility and visitors on guided tours of the island. Visitors will be able to drive close to the access point instead of having a long walk. The long-standing no-vehicle zones in front of Tangalooma and Cowan Cowan have been retained as is." State Member for Redcliffe and strong advocate for the trial, Mr Scott Driscoll, whose electorate encompasses Moreton Island, welcomed the initiative. "Not only is there a direct recreational benefit to reopening these beach access points to vehicles, but there is a very practical reality that this will again improve access and safety in times of natural disaster," Mr Driscoll said. Mr Dickson said that the Queensland Parks and Wildlife Service (QPWS) was liaising with Moreton Island organisations, publishing an update on the NPRSR website, and amending signage on the island to advise of the changes. "Public safety remains a key priority. Rangers will talk to island campers, particularly families with children, to make them aware that the beach closures have been lifted at Comboyuro and North Point. Queensland Police will also assist in spreading the safety message to drivers on Moreton's beaches. We expect all drivers to be cautious, drive to the conditions, and keep in mind that families use these beaches, so everyone can have a safe and enjoyable time on the island. QPWS will evaluate and review the impacts of the beach sections being reopened to traffic." Mr Dickson reminded visitors that a vehicle access permit was needed to drive on the island and camping permits were also required, with funds going back into management of the national park. More information is at www.nprs.qld.gov.au [ENDS] 2 May 2012 Media Contact: Peter McCarthy 0408 835 548 **Wader ID Days** **Saturday 1st September at Toorbul** High tide at 9:52 a.m (plus 30 minutes later for Toorbul 10:22 a.m.) of 2.05 m. Meeting time 9:00 am Take the Bruce Highway north from Brisbane to the Donnybrook/Toorbul exit. Turn off here and head east over the highway overpass. Continue on this road to Toorbul. Turn right at the T-junction then first left and then right, which brings you onto the Esplanade. Follow this road to the end (approximately 2kms); we will be on the left. Bring water, food and a chair. It is a good idea to have a hat, sunscreen and insect repellent. Most importantly bring your binoculars or telescopes. Hopefully we can provide the answers to all your questions. Please contact any of the following people if you have any questions. Phil & Linda Cross 5495 2758. **Wader ID Days Reports** **TOORBUL WADER ID DAY REPORT 26th FEBRUARY 2012** After overcast conditions and heavy rain the previous few days it was nice to have some sunshine for this identification meeting. There were some clouds around and the threat of rain at the beginning of the outing, but nothing eventuated. We had a southeast breeze making viewing pleasant. Thirty-five people attended the outing with members coming from Boonah, the Sunshine Coast and a couple of visitors from the north island of New Zealand. A few attendees were new members and needed plenty of help identifying the waders. Once again a Beach Stone-curlew was in attendance at the southern end of the roost and although there was a large flock of waders at the roost, the number of species (11) was disappointingly low. However, we did have the two godwit and knot species to help show people just how to tell them apart and a few were showing signs of breeding plumage. One Bar-tailed Godwit was quite stunning in nearly 90% breeding plumage. One Black-fronted Dotterel and some Common Greenshank were seen at the other two roosts along the Esplanade. Leg flags were seen on four birds during the viewing. 1 Bar-tailed Godwit with plain old green flag on right tibia (Moreton Bay) 2 Great Knot with plain black flag over plain white flag on right tibia (Chongming Dao, Shanghai, China) 1 Grey-tailed Tattler with blue flag left tibia (Japan) A few of the QWSG members carried out a count during the viewing. Numbers are in brackets before the species. **Birds seen at Toorbul Roost and environs:** (83) Black Swan, Australian Wood Duck, Pacific Black Duck, Spotted Dove, Crested Pigeon, Little Pied Cormorant, (13) Australian Pelican, (1) White-faced Heron, (1) Little Egret, Australian White Ibis, Royal Spoonbill, (1) Eastern Osprey, (1) Whistling Kite, (1) Brown Goshawk, (1) Beach Stone-curlew, (5) Australian Pied Oystercatcher, Black-fronted Dotterel, (2) Masked Lapwing, (48) Black-tailed Godwit, (1350) Bar-tailed Godwit, (80) Whimbrel, (6) Eastern Curlew, (c340) Grey-tailed Tattler, Common Greenshank, (152) Great Knot, (18) Red Knot, (1) Gull-billed Tern, (8) Caspian Tern, Silver Gull, Galah, Pale-headed Rosella, Laughing Kookaburra, Sacred Kingfisher, Dollarbird, Mangrove Honeyeater, Noisy Miner, Blue-faced Honeyeater, White-breasted Woodswallow, Pied Butcherbird, Australian Magpie, Magpie-lark, Welcome Swallow, Mistletoebird. Some people saw 2 Black-necked Stork and 2 Brolga in the paddock opposite Bishop’s Marsh on the way to the meeting. The leaders decided to stop at the marsh after the meeting and do a quick count. The marsh was full of water after the recent rains, but there was no sign of the Stork or Brolga. The following birds were recorded in the marsh, and more Plumed Whistling Duck, along with Australian Wood Duck could be seen at the dam to the west of the marsh. (H) Brown Quail, (14) Plumed Whistling Duck, (2) Black Swan, (1) Pacific Black Duck, (6) Australasian Grebe, (3) Little Pied Cormorant, (1) Little Black Cormorant, (1) Black-winged Stilt, and (1) Willie Wagtail. My thanks to the QWSG and BQ members who came to this outing and helped other people identify the waders. Linda Cross. --- **MANLY WADER ID REPORT 8th MARCH 2012** After some persistent wet weather earlier in the week, 20 people were greeted by a clear sky and sunshine providing ideal conditions for wader watching. Twenty wader species were observed including Double-banded Plover but missing were the two species of sand plover and Grey Plover both of which were recorded at this site a month earlier. Apart from locally banded birds, a Grey-tailed Tattler that had been banded in Japan was observed along with a single Wandering Tattler among c 300 Grey-tailed Tattler. Quite a few of the Bar-tailed Godwit were in advanced breeding plumage and some in near full breeding plumage while many of their cohorts showed traces of breeding plumage. The agitation on the part of a pair of Black-winged Stilt was presumably due to the presence of two runners. An adult Buff-banded Rail was also observed with its four young. Our thanks to Pamela Pavey, Marina Manager, Wynnum Manly Yacht Club Marina for allowing access to the site. Please remember that this is a private area, plus being a construction site. Species seen at the roost site included the following: Little Pied Cormorant, Australian Pelican, Eastern Great Egret, Striated Heron, Eastern Osprey, White-bellied Sea-Eagle, Brahminy Kite, Buff-banded Rail, Australian Pied Oystercatcher, Sooty Oystercatcher, Black-winged Stilt, Masked Lapwing, Pacific Golden Plover, Double-banded Plover, Red-capped Plover, Black-tailed Godwit, Bar-tailed Godwit, Whimbrel, Eastern Curlew, Terek Sandpiper, Ruddy Turnstone, Grey-tailed Tattler, Wandering Tattler, Common Greenshank, Great Knot, Red-necked Stint, Sharp-tailed Sandpiper, Curlew Sandpiper, Gull-billed Tern, Caspian Tern, Crested Tern, Silver Gull. TOORBUL WADER ID DAY REPORT 25th MARCH 2012 It was a fine sunny morning with a light southeast wind when we arrived at the Toorbul roost to wave the waders goodbye. Only a couple of QWSG members took advantage of the wader identification morning, but ten Toowoomba Bird Observers had noted the date in their diary and came down to join us making a total of twenty, which was just enough for Phil and I to assist. Although the total number of birds on the roost was good it was unfortunate that there was only eight species of waders and lacking a couple of the ones needed to show people how to identify between similar species. Interestingly, no birds with leg flags were seen. Phil and I did a wader count of the birds at the roost and the numbers appear in brackets before the species. Birds seen at Toorbul Roost and environs: (85) Black Swan, Australian Wood Duck, Spotted Dove, Crested Pigeon, Little Pied Cormorant, (7) Australian Pelican, Eastern Great Egret, Cattle Egret, (1) White-faced Heron, Little Egret, Australian White Ibis, Eastern Osprey, White-bellied Sea-Eagle, Whistling Kite, Nankeen Kestrel, (19) Australian Pied Oystercatcher, (6) Black-winged Stilt, (2) Masked Lapwing, (1057) Bar-tailed Godwit, (134) Whimbrel, Eastern Curlew, (200) Grey-tailed Tattler, Common Greenshank, (102) Great Knot, Red-necked Stint, (10) Caspian Tern, (4) Silver Gull, Galah, Little Corella, Pale-headed Rosella, Sacred Kingfisher, Mangrove Honeyeater, Noisy Miner (H), Australian Magpie, Welcome Swallow, Common Starling and Mistletoebird (H). by Linda Cross. QWSG Treasurer: Goodbye to Sheryl and Welcome to Deirdre We have had the great privilege and good fortune to have had Sheryl Keates as our Treasurer for the last 15 years. Sheryl has been the best Treasurer we could have had. Always on time with all her reports, managing to make sense of all the figures at the end of the tax year and been able to keep us on the straight and narrow. Not only has Sheryl done this work but is able to remember things that have happened many years ago, that are relevant to today’s actions plus attend our ID outings etc. QWSG committee warmly welcomes the new treasurer Deirdre Chrescijanski. Please be gentle with her. Deirdre was wondering why the committee was so eager to accept her nomination; it was because she will make such a great replacement for Sheryl. Deirdre would like to thank Sheryl for all the help and understanding she has provided to make the handover so smooth. Note the changes that have resulted in a new contact address for membership QWSG CONTACTS QUEENSLAND WADER The Official Quarterly Publication of Queensland Wader Study Group MEMBERS of the MANAGEMENT COMMITTEE of the QWSG CHAIRPERSON: Jon Coleman (07) 3299 2780 TREASURER Dierdre Chrzescijanski (07) 3398 6897 email@example.com SECRETARY: Peter Rothlisberg (07) 3822 3759 NEWSLETTER EDITOR: David Edwards (07) 3262 2017 or email firstname.lastname@example.org COMMITTEE MEMBERS: Robert Bush 0404 805 558 Peter Driscoll (07) 5478 8967 Richard Fuller (07) 3395 3786 Andrew Geering (07) 3376 1241 Joyce Harding (07) 3488 0212 Sandra Harding (07) 3390 2179 Andy Jensen 0404 348 638 David Milton (07) 3390 2179 Richard Noske (07) 3300 2757 Glen Pacey 0428 510 679 Ivell Whyte (07) 3802 0757 COUNT COORDINATOR: Linda Cross 07 5495 2758 Email email@example.com MERCHANDISE Vicki Campbell 07 3378 2964 Email firstname.lastname@example.org CORRESPONDENCE All correspondence to: The QWSG Chairperson, 22 Parker Street, SHAILER PARK QLD 4128 CHANGE OF ADDRESS Please notify the Treasurer as soon as possible of any change of address so that your Newsletter can be dispatched correctly. SUBSCRIPTIONS Annual subscription rates: Single: $15.00 Student/Pensioner: $10.00 Family $25.00 A receipt will be forwarded if required. Forward application to: Dierdre Chrzescijanski QWSG Treasurer 39 Barrinia Street, MANLY Qld 4179 Members are reminded their membership expires on the date shown on the newsletter address label, and the membership joining/renewal form is now on the back page. Note: that your subscription will fall due twelve (12) months after date of joining the QWSG or date of renewal, and only one further newsletter will be sent after expiry of your subscription. Copy Deadline for the next issue of Queensland Wader is November 18th 2012 Contributions should be addressed to: David Edwards, The QWSG Editor, 54 Elliott Street, Clayfield, Qld 4011 or E-mail to: email@example.com Opinions expressed in Queensland Wader are those of the individual contributors and are not necessarily those of the Queensland Waders Study Group, nor the Queensland Ornithological Society Inc. Advertising Rates are $20.00 for one-quarter page and $25.00 for a third of a page. PRINTED BY: Mr Bob Durrington of J.R. Durrington & Sons Pty Ltd. firstname.lastname@example.org QWSG MERCHANDISE Should you wish to purchase any of the QWSG merchandise, items may be purchased at BQ Inc meetings held 1st Thursday of the month at the Royal Geographical Society Rooms, 237 Milton Rd, Milton. OR Contact Vicki Campbell Phone 07 3378 2964 or email email@example.com Postage is not included in prices quoted. Note price reduction on “Shorebirds of Australia” BOOKS $35.00 Shorebirds of Australia METAL BADGES $5.00 Metal QWSG logo badges. CLOTH BADGES $8.00 QWSG logo on rectangular bottle-green or sand background POLO SHIRTS $42.00. Our cotton polo shirts are now available. The locally made shirts are plain bottle or sky with contrast collar in sand, or tri-coloured sand/cocoa/sky and sand/cocoa/bottle. Men’s sizes: SM - XL Women’s : XS - M Other Conservation Activities of Interest QWSG is a special interest group of the Birds Queensland Inc. whose object is: “To promote the scientific study and conservation of birds by all means possible, with particular reference to the birds of Queensland”. Separate membership is required. Contacts: President, Richard Noske; Secretary, Rae Clark; Treasurer, Colleen Lock New Committee to be elected after publication of this issue. Monthly Meetings Birds Queensland - 7.45pm 1st Thursday each month except January, when there is no meeting. Royal Geographical Society Meeting Room, 237 Milton Road, Milton. Arrive after 7:15pm for a 7:45pm start. NEW MEMBERS We welcome the following new member who have joined recently: Ms Rae Clark, Prof Lyn English, Ms Kiran Dhanjal-Adams, Mrs Judith Lattawa, Mr John Little, Ms Kay McLennan, Mr Andrew Moore, Mr William Price Mr Jeff Rabbidge, Ms Joy Scott, A reminder to all members please let the Treasurer know if you change your email address. Many thanks too to those who have included a donation with their renewal or membership fee. This is greatly appreciated as such donations make on-going work possible. Electronic Newsletter ?? Are you interested in receiving your “Queensland Wader” by email? If you are interested email me on firstname.lastname@example.org. Please could you use the subject line as “Electronic Newsletter”? Editor Count Activities – 2012 QWSG High Tide – Monthly Count Program – 2012 No Count in June Sat 21st Jul 1.90m at 10:47 National Winter Count Sat 13th Oct 2.02m at 07:34 Sat 18th Aug 1.98m at 09:47 Sat 3rd Nov 2.19m at 11:54 Sat 15th Sep 2.03m at 08:43 Sat 1st Dec 2.33m at 10:58 Port of Brisbane Count Dates – 2012 Sun 3rd Jun 2.00m at 08:04 Meet 06:15 Sun 22nd Jul 1.93m at 11:29 Meet 09:40 Sun 14th Oct 2.18m at 08:20 Meet 06:30 Sun 19th Aug 2.04m at 10:29 Meet 08:40 Sun 4th Nov 2.13m at 12:33 Meet 10:40 Sun 16th Sep 2.14m at 09:26 Meet 07:35 Sun 2nd Dec 2.29m at 11:34 Meet 09:45 The Port of Brisbane is a work site and we are doing the survey for the Port and ourselves. Unfortunately we cannot accept people who turn up on the day for a bird watching day. PLEASE CHECK TO SEE IF YOUR RENEWAL IS DUE! A reminder to members: please let the Treasurer know if you change your contact details. MEMBERSHIP/RENEWAL APPLICATION I / We wish to join / renew: (Single $15; Family $25; Student/Pensioner $10) Title…… First name: ……………………Surname Name: ……………………………… Address: …………………………………………………………………………………………… ………………………………………… Postcode: ………… Membership: $……………… ………………………………………… Donation: $……………… Payment enclosed: $ ………………………………………………………………………………… Do you require a receipt? Yes / No Phone: (Home) ………… (Work) …………… Fax / e-mail: ……………………………………… How did you hear about QWSG ……………………………………………………………… Are you a member of Birds Queensland? ………………………………………… What activities do you wish to participate in? (Please circle) WADER COUNTS, FIELD TRIPS, SCIENTIFIC DATA COLLECTION, SURVEYS, CLERICAL, OTHER (specify…………………………………………………………………………………) Would you like to receive your newsletter (colour version) by E-mail…………………………… SIGNATURE: ……………………………………… DATE: …………………………… Please post this form to: QWSG Treasurer, 39 Barrinia St., Manly Qld 4179 Cheques to be made out to: Queensland Wader Study Group Or Direct funds transfer to: For a direct credit, please use the following details. Qld Wader Study Group BSB: 313 140 Account number: 08305297 Please email this form to: email@example.com
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Electronic, didactic and innovative platform for learning based on multimedia assets e-DIPLOMA Funded by the European Union D6.2 Report on the SWOT Version 1.1 30 April 2023 Disclaimer: “Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Research Executive Agency (REA). Neither the European Union nor the European Research Executive Agency (REA) can be held responsible for them.” | Version* | Publication date | Beneficiaries | Changes | |----------|-----------------|---------------|---------| | V1.0 | 30.04.2023 | INN | - Initial version of Deliverable Owner | | V1.1 | 30.04.2023 | UJI | - Final version approved by Project Coordinator | # 1. Technical References | **Project Number** | 101061424 | |--------------------|------------| | **Project Acronym** | e-DIPLOMA | | **Project Title** | Electronic, Didactic and Innovative Platform for Learning based On Multimedia Assets | | **Granting Authority** | European Research Executive Agency (REA) | | **Call** | HORIZON-CL2-2021-TRANSFORMATIONS-01 | | **Topic** | HORIZON-CL2-2021-TRANSFORMATIONS-01-05 | | **Type of the Action** | HORIZON Research and Innovation Actions | | **Duration** | 1 September 2022 – 31 August 2025 (36 months) | | **Entry into force of the Grant** | 1 September 2022 | | **Project Coordinator** | Inmaculada Remolar Quintana | | **Deliverable No.** | D6.2 Report on the SWOT | |---------------------|-------------------------| | **Work Package** | WP6: Policy recommendation | | **Task** | T6.1.3: SWOT Analysis | | **Dissemination level* | PU - Public | | **Type of license:** | CC-BY | | **Lead beneficiary** | Innogrowth European Association for Innovation and Growth | | **PIC of the Lead beneficiary** | INN:900529668 | | **Contributing beneficiary/ies** | All partners | | **PIC of the Contributing beneficiary/ies** | - UJI: 999882985 - TLU: 999421653 - TU Delft: 999977366 - BME: 999904228 - UPV: 999864846 - CSI: 913552403 - ARIS FR: 911643734 - BRAINSTORM: 999441732 | | **Due date of deliverable** | 30 April 2023 | | **Actual submission date** | 30 April 2023 | # 2. Table of Contents 1. Technical References ................................................................. 2 2. Table of Contents ........................................................................ 3 3. Introduction .................................................................................. 4 3.1. Executive Summary .............................................................. 4 3.2. Relation to Other Project Documents ................................... 4 3.3. Abbreviation List .................................................................... 4 3.4. Reference Documents ........................................................... 4 4. General Overview ........................................................................ 4 5. Participant’s performance in global digitalization ............................. 6 6. Analysis of the situation on higher education institutions, schooling institutions, and VET providers: trends, similarities, and differences ................................................................. 7 7. Overview of main governmental initiatives and policies in the sphere of online education in the participant countries ....................................................................................... 9 8. The level to which digital education is integrated and conceptualized in the curricula of the national educational system of the participating countries .................................................. 12 9. Forms of online learning at educational institutions in participating countries .................................................. 13 10. A broad overview of universities and VET institutes affected by the COVID-19 economic downturn and government initiatives to support educational institutions .................................................. 14 11. Dynamics of learners’ demographics, e.g., age, gender, and social background in participating countries ....................................................................................... 15 12. Analysis of the level of the availability of online education for all learners .................................................. 17 13. Target Audience Analysis ............................................................ 18 13.1. Main Actors Overview .......................................................... 18 13.3. Vocational Education and Training General Analysis .............. 19 13.4. High Education General Analysis ........................................ 21 14. SWOT General Analysis ............................................................ 22 14.1. Common Strengths ............................................................ 23 14.2. Common Weaknesses ....................................................... 23 14.3. Common Opportunities ..................................................... 25 14.4. Common Threats .............................................................. 26 15. Interim conclusions ..................................................................... 28 3. Introduction 3.1. Executive Summary As part of the work package 6, this report on the SWOT analysis is produced. The goal of this document is to analyse the SWOT: Strengths, Weaknesses, Opportunities, and Threats of the existing policies in the Digital Education field. To achieve this objective, the “Deliverable 6.1 Report of current policy situation and policy recommendation”, which provides an overview of the e-learning ecosystem in each country involved in the e-DIPLOMA project, was highly beneficial. This report will provide a more detailed analysis than the D6.1. The present report identifies the weakest points and addresses potential risks related to digital education that may arise from the SWOT analysis and is concentrated on several key areas. 3.2. Relation to Other Project Documents The present document is related with the following documents: - Deliverable 6.1 Report of current policy situation and policy recommendation - Deliverable 6.3 Policy recommendation 2 3.3. Abbreviation List The following acronyms are used in this document: - DESI: Digital Economy and Society Index - VET: Vocational Education and Training - VHCN: High-Capacity Connectivity Network - SWOT: Strengths, Weakness, Opportunities and Threats - ICT: Information and Communication Technology - AR: Augmented Reality - VR: Virtual Reality 3.4. Reference Documents Sources used for the present document: - Digital Economy and Society Index (DESI) for the years 2021 and 2022. - Deliverable 6.1 Report of current policy situation and policy recommendation 4. General Overview Digital transformation has rapidly gained momentum worldwide, with countries and organizations actively taking steps to leverage technology to improve their competitiveness and growth prospects. In Europe, several countries have been making significant efforts to establish themselves as leading players in the digital economy. This has been facilitated by the European Union’s efforts to create a single digital market and to promote the use of digital technologies across the region. The integration of technology in education is a trend that has been rapidly gaining momentum in recent years, with many countries exploring the potential of digital education to improve the quality of learning and increase access to educational opportunities. These initiatives aim to equip teachers and students with the necessary digital skills and infrastructure to participate in online learning effectively, with the goal of promoting technology in education and improving the quality of online education. In this context, it is essential to take a closer look at the progress made by various European countries in their journey toward digitalization. This analysis takes into account the recent data from the Digital Economy and Society Index (DESI) for the years 2021 and 2022 and provides a comprehensive overview of the performance of Bulgaria, Hungary, Cyprus, Estonia, Spain, the Netherlands and Italy in terms of digitalization. The DESI index measures the progress of EU Member States toward a digital economy and society, taking into account several key areas such as digital public services, connectivity, human capital, and digital skills, among others. These countries also make significant steps in the direction of digital education and Vocational Education and Training (VET). The national educational systems in these countries are actively incorporating digital education into their curricula to equip students with the skills they need to thrive in today's digital world. The main actors in digital education and VET play a crucial role in shaping the future of education and training and ensuring that citizens have access to high-quality educational opportunities that prepare them for the digital age. However, the implementation of digital education is not without its challenges, including insufficient digital infrastructure, resistance to change, data privacy and security concerns, intellectual property rights, teacher training and development, and funding and resources. Addressing these challenges is critical to the success of digital education initiatives and ensuring that students have access to high-quality educational opportunities in the digital age. Based on the latest DESI data, we can see that each of these countries has its own strengths and weaknesses in terms of digitalization. The analysis that follows provides a more in-depth look at the performance of each of these countries, highlighting their strengths and areas for improvement. The analysis will help policymakers and stakeholders to understand the challenges faced by these countries and to identify opportunities for further improvement. The in-depth analysis of each country in the context of digital education and vocational education and training (VET) is an important step in understanding the current state of affairs and determining what can be done to improve it. The analysis will delve into the strengths and weaknesses of each country, taking into account factors such as digital infrastructure, resistance to change, data privacy and security, intellectual property rights, teacher training, and funding. This information will be useful for policymakers and stakeholders to understand the challenges faced by these countries in adopting digital education and to determine what steps can be taken to overcome these challenges. By identifying areas for improvement and taking action to address them, these countries can ensure that they provide their citizens with the best possible educational opportunities, preparing them for the digital age. 5. Participant’s performance in global digitalization In today's rapidly advancing digital world, the ability of a country to keep up with the latest advancements and integrate technology into various aspects of its economy and society has become increasingly crucial. The Digital Economy and Society Index (DESI) provides an overview of the performance of countries in terms of digitalization. The seven countries - Bulgaria, Hungary, Cyprus, Estonia, Spain, the Netherlands, and Italy - that we will be focusing on in this analysis are diverse in terms of their digital landscape and have different strengths and weaknesses. - Starting with Bulgaria, it ranks 26th out of the 27 European Union (EU) member states in the 2022 DESI. Despite this, the country has made significant progress in integrating digital technology into its economy and society, with a growing number of businesses taking advantage of e-commerce and cloud services. The government is also putting in place measures to enhance digital skills and improve access to digital public services. - Hungary, on the other hand, ranks 22nd in the DESI, improving their performance slowly but gradually. The country excels in the areas of digital public services, human capital, and digital technology use. Hungary has a strong tradition of innovation and entrepreneurship, and the government is actively promoting the development of its digital ecosystem, including the use of e-commerce and digital technologies in various sectors. - Cyprus, which ranks 20th in the DESI 2022, has made notable advancements in its digitalization journey. The country has a well-developed digital infrastructure, with high levels of access to broadband internet and mobile networks. Cyprus has also made substantial progress in digitalizing its public services, with the government implementing various measures to improve access to digital technologies and enhance digital skills. - Estonia, with its score of 59.4 and a ranking of 7th in the DESI 2021, is considered one of the leaders in digitalization. The country boasts a high level of digital public services and human capital, but there is still room for improvement in terms of connectivity and the deployment of 5G. The country has high overall coverage of fixed Very High-Capacity Network (VHCN) connectivity, with the exception of rural areas where further investment is needed. - Spain, which ranks 9th in the DESI 2021 with a score of 57.4, has made considerable progress in its digitalization journey, especially in the dimensions of digital public services and connectivity. The country has a well-developed digital infrastructure and is promoting the use of e-commerce and digital technologies in various sectors. The government is also implementing measures to enhance digital skills and improve access to digital public services. - The Netherlands, which ranks 3rd in the DESI 2021 with a score of 67.4, is among the frontrunners in the EU in terms of digital skills of their human capital and also belongs to the most advanced in broadband connectivity, which has the potential of offering gigabit speeds. In addition, the Netherlands has the highest scores for Digital public services in DESI. The 2022 DESI ranking of Member States shows that the Netherlands is placed in the range of the most advanced digital economies in the EU. - Italy, with its score of 49.3 and a ranking of 18th in the DESI, is catching up in its digitalization journey. Despite this, the country has a strong industrial base and research communities in key areas such as Artificial Intelligence, High-Performance Computing, and Quantum. The government has established a Ministry responsible for digital affairs and has adopted several key strategies to drive its digital transformation forward. The country has a comprehensive National Strategy for Digital Skills, which is being implemented through an operational plan, and the Recovery and Resilience Plan provides the necessary funds to accelerate digital transformation. Each of these countries has different strengths and weaknesses in terms of their digitalization journey, but they all have the potential to make further progress in this area. Whether it is through investment in digital infrastructure, promotion of digital skills, or the use of digital technologies in various sectors, these countries have the opportunity to drive their digital transformation forward and make the most of the many benefits that digitalization can bring. 6. Analysis of the situation on higher education institutions, schooling institutions, and VET providers: trends, similarities, and differences In terms of higher education, there are some common trends among the participants. One trend is the increasing focus on internationalization and the promotion of international student exchange programs. This is aimed at providing students with a global perspective and intercultural skills, which are becoming increasingly important in today's interconnected world. Another trend is the emphasis on technology and digitalization in education. All seven countries are investing in technology and digital infrastructure to enhance the learning experience and make it more accessible and convenient for students. This includes online learning platforms, virtual classrooms, and digital educational resources. In terms of differences, the Netherlands has a highly developed higher education system and is known for its research-oriented universities. It also has a well-established system of vocational education and training (VET) providers. In contrast, Bulgaria and Hungary have a lower overall investment in higher education but are making efforts to improve their systems and attract international students. Bulgaria and Hungary both have VET systems combining school-based and work-based training. Bulgaria has basic, vocational, and higher VET programs, overseen by the National Agency for VET. Hungary offers vocational secondary education and vocational training, with the Hungarian Chamber of Commerce and Industry involved in developing relevant VET policies and programs. Cyprus has a growing higher education sector, with a focus on areas such as tourism, business, and technology. However, its VET sector is not as well developed as in other countries. Spain has a long-standing tradition of higher education, with a strong focus on research and innovation. Italy has a well-established higher education system, with a strong emphasis on humanities and the arts, but its VET sector is facing challenges. Spain’s vocational education and training (VET) system, Formación Profesional, provides flexible vocational programs at basic, intermediate, and higher levels with work-based learning as an integral part. The system is overseen by the Ministry of Education and Vocational Training, and INTEF develops and promotes VET policies and programs. The system is highly regarded for its emphasis on work-based learning and provides diverse vocational training options. Estonia has several universities and private higher education institutions, with basic education being compulsory and upper secondary education offering academic and vocational programs. Estonia’s VET system includes vocational schools and vocational higher education institutions, overseen by the Ministry of Education and Research. The seven countries have different strengths and weaknesses in their higher education systems, but they share common trends and challenges. The focus on internationalization, technology, and digitalization is shaping the future of education in these countries, and their continued investment in these areas will be crucial for their future success. Additionally, addressing the challenges faced by the VET sector will be important for ensuring that all students have access to quality vocational education and training opportunities. 7. Overview of main governmental initiatives and policies in the sphere of online education in the participant countries The main governmental initiatives and policies in the sphere of online education showcase a range of efforts aimed at promoting and improving the quality of online education. All these countries have realized the importance of technology in education and have taken steps to leverage it for teaching and learning. While there are common features such as the emphasis on providing digital infrastructure and digital competence training to teachers, the differences in approach and the specific goals of each country highlight their unique educational systems and priorities. For instance, Bulgaria has made digitalization in education one of its key priorities and has launched various initiatives such as the "Digitally Competent School" program to ensure that teachers and students are equipped with the necessary skills. In Estonia, the government has taken a comprehensive approach to technology in education through its ambitious Tiger Leap program and the Digital Accelerator, a digital competence development program aimed at the entire school teaching staff. On the other hand, in the Netherlands, the government has launched the "Digital Learning Environment" initiative that seeks to create a national digital learning environment and improve the quality of online education. Italy has also introduced a "Digital School" program that aims to increase the use of technology in education and improve the digital skills of students and teachers. In Hungary, the government has launched various initiatives such as the "E-School" program that seeks to promote the development and use of digital technologies in education, as well as the "IT for Children" program that aims to promote digital literacy among children. In Cyprus, the government has established the "Cyprus Institute of Technology" to promote the development and application of technology in education and research. Finally, in Spain, the government has launched various initiatives such as the "Digital Competence Plan for Schools" and the "e-Twinning" program that aim to promote the use of technology in education and improve the digital skills of teachers and students. There is a range of main common features in the government initiatives and policies in the sphere of online education among the participants. There are the following: **Figure 4. Common features of government actions in education digitalization** Emphasis on digital infrastructure and technology: All seven countries have recognized the importance of having a robust digital infrastructure and technology to support online education. They have implemented initiatives to improve the availability of technology in schools and institutions of higher education to support online learning. Bulgaria, the Netherlands, and Spain have invested in improving their digital infrastructure, including providing students and teachers with access to technology and digital tools. Similarly, Estonia has integrated digital education into the national curricula, recognizing it as a key component of general education. In Cyprus, the government and the European Social Fund have co-founded a project to create tailored digital educational content for secondary education. This demonstrates the commitment of these countries to the use of technology as an essential tool in supporting and enhancing the learning process. In Spain, in particular, the emphasis on technology is evident in the trend toward immersive experiences and gamification in online learning. The use of augmented reality and artificial intelligence are also being explored, indicating a forward-thinking and innovative approach to using technology in education. In the Netherlands, the fast and reliable internet has facilitated the implementation of online learning. All schools are equipped with digital boards and tablets, and universities have excellent technological infrastructure, making online learning a feasible and effective option. In Cyprus, the digital educational content will be available on the Ministry's Learning Management System, demonstrating the emphasis on technology as a central component of online learning. These countries have demonstrated their recognition of the importance of technology in supporting online learning and have taken steps to improve and integrate technology into their educational systems. Support for teachers and staff in adopting the technology: Most of these countries have implemented programs to provide training and support to teachers and staff in the effective use of technology in online education. This has been done through various initiatives, such as providing training and support programs, to ensure that teachers and staff are equipped with the necessary skills and knowledge to effectively use technology in online education. This has been crucial in ensuring the success and sustainability of online education in these countries, as teachers and staff play a crucial role in facilitating and delivering online learning to students. By providing support and resources to teachers and staff, educational institutions can ensure that online education is delivered effectively and that students receive a quality education. This also helps to ensure that online education remains a viable option for students and that it continues to grow and evolve as technology improves. Focus on quality and relevance of online education: The countries have introduced policies and initiatives aimed at ensuring that online education programs are of high quality and relevant to the needs of students and the labour market. This focus on technology helps to ensure that students receive a high-quality education that prepares them for the future and for the demands of the labour market. Similarly, in Cyprus, there have been initiatives aimed at creating tailored digital educational content for secondary education to ensure that students receive a relevant and high-quality education. This focus on quality and relevance of online education is a key aspect of the efforts made by these countries to promote the effective use of technology in education. Collaboration between government, schools and universities, and the private sector: Several of these countries have established partnerships between government agencies, schools and universities, and the private sector to promote the development and implementation of online education initiatives. These partnerships are aimed at pooling resources, knowledge, and expertise to create quality online education programs that meet the needs of students, the labour market, and society as a whole. Through these collaborations, government agencies provide funding and support, while schools and universities offer expertise in education and curriculum design. Private sector companies bring in their technology and expertise in digital platforms to enhance the online learning experience. These collaborations help to ensure that online education initiatives are well-rounded, relevant, and of high quality. There are also striking differences among these seven countries in the sphere of online education: Government Initiatives and Policies in Online Education: Differences Among Participating Countries - Level of development of digital infrastructure: Some countries like Estonia and the Netherlands have a more advanced digital infrastructure than others like Bulgaria and Cyprus, which have been slower to adopt technology in education, while others have equipped all schools with digital boards and tablets, and universities have an excellent technological infrastructure, making online learning a feasible option. On the other hand, countries like Bulgaria and Cyprus have been slower to adopt technology in education and are still in the process of developing their digital infrastructure. Despite the differences in the level of development, all of these countries have recognized the importance of digital infrastructure and technology in supporting online education and are making efforts to improve and expand it. - Approach to online education: Some countries like Spain and Italy have been slower in adopting and incorporating online education into their curricula and teaching methods. However, in recent years, these countries have started to invest more in technology and digital infrastructure to support online learning. On the other hand, countries like Estonia and the Netherlands have taken a more proactive approach, investing in technology and digital infrastructure, and incorporating online education into their education systems in a more comprehensive manner. These countries have placed emphasis on digital competence as an important general competence for students to acquire during their education and have implemented policies and initiatives to support the development and implementation of online education. This difference in approach to online education is likely a reflection of the varying levels of development of digital infrastructure and technology in each country. - Priority is given to vocational and higher education: Some countries like Hungary and the Netherlands have given priority to vocational education in the development of online education, while others like Italy and Spain have given priority to higher education. In Hungary and the Netherlands, there is a greater emphasis on vocational education, as they believe that it will play a significant role in preparing students for the workforce and addressing the skills gap in the job market. On the other hand, countries like Italy and Spain have given priority to higher education, as they believe that this is essential for the development of a knowledgeable and skilled workforce. These priorities reflect the specific needs and challenges faced by each country and the ways in which they believe online education can best support their goals and objectives. It is important to note that, regardless of the priority given to vocational or higher education, all of these countries recognize the value of online education in promoting access to quality education for all students. Governmental support: The level of government support for online education initiatives varies among these countries, with some providing more funding and resources than others. The level of government backing for online education initiatives varies across Estonia, Bulgaria, Cyprus, the Netherlands, Italy, Spain, and Hungary. Estonia, the Netherlands, and Spain provide strong investment in online education initiatives, with significant investments in digital learning resources and platforms. Bulgaria and Hungary have relatively low levels of government funding, with limited resources and financing for online education initiatives. Italy and Cyprus fall in the middle, with some progress in developing online learning resources and platforms but limited government sponsorship. Many countries have made efforts to develop online learning resources and platforms in response to the COVID-19 pandemic. Nevertheless, all seven countries have recognized the importance of online education and have made efforts to support it in various ways. The main governmental initiatives and policies in the sphere of online education among these seven countries aim to ensure that teachers and students have the necessary digital skills and infrastructure to participate in online learning effectively. These initiatives range from providing training and support for teachers to investing in the development of digital infrastructure. The aim is to improve the quality of online learning and ensure that it is accessible to everyone. Despite the similarities, each country has its own approach to online education, which is influenced by factors such as the level of government support, the priorities given to different areas of education, and the existing digital infrastructure. While there are differences in approach and specific goals, the common aim of promoting technology in education and improving the quality of online learning remains a consistent feature among all these countries. 8. The level to which digital education is integrated and conceptualized in the curricula of the national educational system of the participating countries Digital education is integrated and conceptualized in the curricula of the national educational systems in Bulgaria, Hungary, the Netherlands, Estonia, Cyprus, Spain, and Italy. - In Bulgaria, digital competence is included in the national curricula and e-learning methods are being used in the education process. In Hungary, the national curricula include a focus on digital competence and the development of digital literacy. The Dutch education system also has a focus on digitalization and the implementation of e-learning methods in the education process. - In Estonia, digital education is fully integrated and conceptualized in the curricula, with the majority of educational institutions using e-learning solutions for teaching and learning, and for managing and monitoring. Cyprus has initiated an effort to create tailored digital educational content for secondary education and has a Learning Management System in place. - In Spain, digital competence is recognized as a key competence within the curriculum and is included in the recent Organic Law on Education approved in 2020 (LOMLOE). The majority of regular classrooms have an internet connection and 60.1% of classrooms have Interactive Digital Systems. Spanish universities also have institutional e-Learning platforms and the majority use Moodle as their LMS. - In Italy, digital education is integrated and conceptualized in the curricula but only a part of educational institutions employs e-learning solutions for teaching and learning, and for managing and monitoring. Overall, it is evident that the national educational systems in these countries are actively incorporating digital education into their curricula to equip students with the skills they need to thrive in today's digital world. The governments of these seven countries recognize the importance of digital education and are making efforts to integrate it into the education system. They understand that the digital world has a significant impact on the way we live and work, and they want their citizens to be equipped with the necessary skills to succeed in this environment. By incorporating digital education into their curricula, they aim to ensure that students receive a well-rounded education that prepares them for the future. The various online learning forms being offered, such as asynchronous self-study, blended learning, and learning in simulators, cater to the diverse needs and preferences of students and help them to learn in a way that suits them best. In addition, the countries are investing in digital infrastructure, providing support to teachers and staff, and collaborating with various stakeholders to achieve their goals in this field. The priority is given to vocational and higher education, as well as the level of government support, also vary between countries, but the overarching goal of promoting digital education remains the same. 9. Forms of online learning at educational institutions in participating countries When it comes to online learning, educational institutions in different countries have taken different approaches. Some countries, such as Bulgaria and Estonia, have implemented a comprehensive approach to online learning by creating a single sign-on platform with high levels of data security and integrating multiple educational applications into one system. On the other hand, Italy has only partially integrated e-learning solutions into the curricula and the majority of institutions do not use e-learning solutions. In Spain, immersive experiences and gamification are popular forms of online learning and institutions are experimenting with new technologies such as augmented reality and artificial intelligence. The Netherlands, with its fast and reliable internet, has equipped all schools with digital boards and tablets, and universities have excellent technological infrastructure, making online learning a feasible option. Cyprus has also taken steps to enhance the learning process by creating tailored digital educational content for secondary education. The focus in these countries is to provide a diverse and innovative approach to online learning that engages students and helps to make learning more effective. In terms of the variety of online learning forms, all the countries have a similar approach, with options for asynchronous self-study, synchronous learning events, blended learning, hybrid/flexible learning, learning in simulators, digital games, and work-embedded learning. The variety of online learning forms available in these countries includes asynchronous self-study, which allows students to learn at their own pace and convenience. Synchronous learning events, on the other hand, provide a more structured and real-time learning experience. Blended learning is a combination of traditional classroom learning and online learning and provides a flexible approach to education. Hybrid/flexible learning is similar to blended learning, with a focus on offering greater flexibility in terms of the time and place of learning. Learning in simulators and digital games offers students a fun and interactive way to learn, while work-embedded learning provides students with practical experience in real-life situations. This helps students to apply their knowledge and skills to real-world situations and prepares them for the workforce. The information provided suggests that the countries have a well-rounded approach to online learning, offering a variety of options to meet the diverse needs and preferences of students and teachers. Overall, while each country has its own approach to online learning, they all aim to integrate technology into the learning process and offer a variety of online learning options to students. By doing so, they aim to provide students with access to a variety of online learning options, including virtual classrooms, e-learning courses, and digital textbooks, among others. This approach to digital education is designed to enhance the learning experience and to make education more accessible, flexible, and convenient. The aforementioned examples demonstrate the various approaches that countries are taking to digital education and the efforts they are making to integrate technology into the learning process. By doing so, they aim to provide students with high-quality educational opportunities and equip them with the skills and knowledge they need to thrive in the digital age. 10. A broad overview of universities and VET institutes affected by the COVID-19 economic downturn and government initiatives to support educational institutions The COVID-19 pandemic and the subsequent economic downturn have had a significant impact on universities and VET institutes across different countries, including Bulgaria, Cyprus, Hungary, the Netherlands, Spain, Estonia, and Italy. Governments in these countries have launched various initiatives to support educational institutions and help them to adopt new technologies, including investment in digital infrastructures, training programs for students and teachers, and grants for students. The aim of these initiatives is to mitigate the negative effects of the pandemic and promote the growth of the digital economy. However, the effectiveness of these initiatives varies from country to country and more research is needed to determine their impact. Nevertheless, it is clear that the use of digital technologies will play a crucial role in the future development of educational institutions and the wider economy. - In Bulgaria, the government has taken steps to increase the digitalization of the education sector in response to the economic downturn and COVID-19 pandemic. This includes investment in digital infrastructure and training programs for teachers to improve their digital competencies. In Cyprus, the government has implemented a number of initiatives to support the education sector, including the development of a national e-learning platform and investment in technology to improve online learning experiences. The government has also increased funding for scholarships and study grants. In Hungary, the government has invested in the development of digital infrastructure and technology to support the education sector. This includes the creation of a national e-learning platform and the training of teachers to improve their digital competencies. In the Netherlands, the government has taken steps to support the education sector in response to the economic downturn and COVID-19 pandemic. This includes investment in digital infrastructure, technology, and training programs for teachers to improve their digital competencies. In Spain, the government has included digitalization as a key component of its Recovery and Resilience Plan. This includes the promotion of digital tools for SMEs, digital training for society as a whole, and the promotion of innovative projects. The budget for scholarships and study grants has also been increased to support students affected by the economic downturn and pandemic. In Estonia, the government has a national Estonian Digital Society Development Plan 2030 in place to increase the digitalization of the education sector. Research has shown the need for investment in infrastructure and educational technologists as mentors to support the implementation of e-learning in universities. In Italy, there is increasing strategic planning to make e-learning a more prevalent form of learning at universities. The government is focused on improving the digital competencies of teachers and the development of digital infrastructure to support the education sector. Universities and VET institutes have been affected by the COVID-19 pandemic and the resulting economic downturn. Governments in the analysed countries have taken various initiatives to support educational institutions in this difficult time. These initiatives include an increasing budget for scholarships and study grants, promoting the use of digital technologies, and investing in the development of digital infrastructures. Additionally, there is a growing focus on e-learning and online education, as well as the need for teachers and staff to develop their digital competencies. 11. Dynamics of learners’ demographics, eg. age, gender, and social background in participating countries Age, gender, and social background are some of the key factors influencing the dynamics of learners' demographics. In Italy, data from Eurostat shows that the country consistently ranks below the EU average in terms of digital skills and internet access. This highlights the need for digital literacy initiatives aimed at the population, especially among older individuals who may struggle with digital technology. In Bulgaria, the percentage of individuals with tertiary education has increased significantly in recent years, with the majority of these individuals located in the capital city, Sofia. Additionally, the enrolment rate in early childhood education is high, and the gender balance in secondary education is fairly equal. In Spain, the number of students enrolled in non-university education has increased, with a high proportion of foreign students from Europe and Africa. In the area of university education, the enrolment rate of women is slightly higher than that of men. Online learning has been shown to be effective in the country, with students retaining more material when learning online compared to traditional classroom settings. In Estonia, the number of individuals with higher education has increased by 2.2%, with the majority located in Harju County, surrounding the capital city of Tallinn. Enrolment in general education has increased slowly over the past 10 years, while enrolment in higher education has decreased slightly. The gender balance among learners has remained relatively stable. In Hungary, the proportion of individuals with tertiary education has increased steadily in recent years, with the majority of these individuals located in the capital city, Budapest. Additionally, enrolment in early childhood education is high, and the gender balance in secondary education is fairly equal. In Cyprus, the dynamics of learners' demographics, such as age, gender, and social background, vary depending on the level of education. However, in general, the student population is relatively diverse, with a mix of local and international students from different age groups and social backgrounds. In higher education, there is a relatively high proportion of female students, particularly in fields such as health and education. The number of mature students is also increasing, as more adults return to education to improve their skills and career prospects. In vocational education and training (VET), there is a significant emphasis on developing skills for the local workforce, particularly in sectors such as tourism and hospitality. In the Netherlands, the dynamics of learners' demographics, such as age, gender, and social background, also vary depending on the level of education. Generally, the student population is diverse, with a mix of local and international students from different backgrounds. In higher education, there is a relatively high proportion of female students, particularly in fields such as healthcare, education, and social sciences. Additionally, the number of mature students is increasing, as more adults return to education for personal or professional development. In vocational education and training (VET), there is a strong emphasis on developing practical skills for the local workforce, particularly in areas such as engineering, technology, and agriculture. The VET system also provides opportunities for students to gain work experience through apprenticeships and internships. The dynamics of learners' demographics vary greatly between Italy, Bulgaria, Spain, Estonia, Cyprus, the Netherlands, and Hungary. Factors such as the proportion of individuals with higher education, enrolment rates, and digital literacy levels all play a role in shaping the demographic makeup of learners in these countries. Despite these differences, it is clear that there is a continued need for digital literacy initiatives and efforts to increase enrolment in higher education, especially among women and marginalized populations. While Italy has consistently ranked below the EU average in digital skills, the other countries have seen an increase in the percentage of adults with higher education and a growth in the number of foreign students enrolled in education. **MAIN TRENDS IN LEARNERS' DEMOGRAPHICS** - Women's Enrollment - Emphasis on Higher Education - Digital Literacy *Figure 7. Trends common for participating countries* 12. Analysis of the level of the availability of online education for all learners The availability of online education technology for all students, including those who are immigrants, foreigners, ethnic and other minorities, varies greatly across different countries. In Hungary, online education technology is primarily available for students in elite schools, such as English or German minority schools. However, refugees are not accommodated by the educational system and have to rely on personal mobile phones and online translation services to access education. In the Netherlands, all students have equal access to online education technology. The government provides laptops or computers to primary and secondary students whose families cannot afford them, and all children below the age of 18 are treated equally, regardless of their parent's immigration status. In Spain, while progress has been made in digitization, significant gaps still remain. A significant proportion of the elderly population and households without computers do not have access to the internet. The business sector in Spain is also lacking in advanced digital technologies, with a low percentage of companies using social media for business purposes and even fewer utilizing tools for sharing information and advanced technologies like big data or artificial intelligence. Additionally, there is a significant gender gap in digital skills and professions, with only 10% of STEM workers in Spain working in digital sectors, and a proportionately low number of women working in these fields. In Estonia, public initiatives have provided computers for Ukrainian migrants, but it is unclear what access to online education technology is like for other immigrants, foreigners, ethnic, and other minority groups. Italy has been improving the availability of online education for all learners, but some still face challenges related to digital access and quality. The COVID-19 pandemic accelerated the development and adoption of online learning. However, there are concerns about the need to ensure learners receive adequate support and interaction, particularly in rural areas with limited internet coverage. Despite these challenges, Italy has made progress in expanding online learning opportunities, particularly in higher education. The government has provided funding and resources to support the development of online learning platforms and tools. Online education availability in Cyprus has been improving, with the government providing funding and resources to support its development, particularly in higher education. However, access and quality issues remain, particularly in rural and remote areas. Despite these challenges, Cyprus has made progress in expanding online learning opportunities. In Bulgaria, online education availability for all learners has been improving, but challenges remain. The government has made efforts to expand access to digital resources and connectivity, particularly in higher education. However, access and quality issues persist, particularly in rural areas. Despite these challenges, Bulgaria has made progress in developing online learning platforms and tools, with the government providing funding and resources. Overall, online education availability in Bulgaria is gradually improving. While some countries like the Netherlands have made great strides in ensuring equal access to online education technology for all students, there are still significant disparities in access, particularly for immigrants, foreigners, ethnic and other minority groups, and in the elderly population in countries like Spain. 13. Target Audience Analysis 13.1. Main Actors Overview In general, the main actors in digital education and VET in these countries are typically government departments responsible for the development and implementation of education and training policies. There are also organizations responsible for promoting the use of digital technologies in education and training, and for providing support for the development of education and training in the country. In Estonia, for instance, the Ministry of Education and Research is responsible for overseeing education and training and has taken a proactive approach to integrate digital education into the country's curricula. Meanwhile, in the Netherlands, there are organizations, such as Nuffic, responsible for promoting international cooperation in higher education and facilitating the exchange of knowledge and expertise between institutions in the Netherlands and those in other countries. This approach highlights the importance placed on international collaboration and the sharing of best practices in online education. The focus on collaboration and information-sharing highlights the need for continued improvement and adaptation in the rapidly evolving field of online education. Overall, the main actors in digital education and VET in these countries play a crucial role in shaping the future of education and training, and in ensuring that citizens have access to high-quality educational opportunities that prepare them for the digital age. These actors include government agencies, educational institutions, and private-sector organizations. For example, in Estonia, there is a specific authority responsible for overseeing the implementation of policies related to education and training. This authority works to promote the use of technology in education and to improve the quality of online learning. In the Netherlands, there are organizations responsible for promoting international cooperation in higher education, and in Italy, there are initiatives aimed at ensuring that online education programs are of high quality and relevance to the needs of students and the labour market. All these actors work together to ensure that citizens have access to the digital skills and infrastructure they need to participate in online learning effectively. Ultimately, the goal of these initiatives is to promote technology in education and to provide citizens with access to high-quality educational opportunities that will prepare them for the digital age. 13.2. Regulatory, Legal Framework General Analysis - **Bulgaria, Hungary and Estonia:** These countries have a legal framework that includes regulations related to personal data protection and cyber security, but information about specific laws and regulations for digital education and copyright is limited. However, the specific laws and regulations regarding digital education and copyright in these countries are not well documented and may need further development. It is important for these countries to have clear laws and regulations in place to ensure the security and protection of sensitive information and data related to online education. Additionally, well-defined copyright laws are necessary to ensure that online educational materials are used legally and ethically. The lack of information on these laws and regulations may limit the development and growth of digital education in these countries. - **The Netherlands:** The Netherlands has a legal framework that includes data protection and privacy regulations, but the specific laws and regulations related to digital education and copyright have not been provided. - **Spain:** Spain has a well-defined legal framework that includes data protection and privacy regulations, as well as specific policies and strategies related to digital education, such as the E-learning White Paper and the Framework of Reference for Digital Competence in Teaching. - **Italy:** Italy also has a comprehensive legal framework, which includes regulations related to data protection, privacy, and cyber security, as well as a national strategy for digital skills and a specific document for the design of training activities in digital education. - **Cyprus:** In Cyprus, information about the legal framework related to education, digital education, personal data protection, and copyright is limited. Spain and Italy have a well-defined legal framework in place for digital education, personal data protection, and copyright, while the other countries have some regulations in place but the information available is limited. It can be concluded that countries have different approaches to the legal framework of education, digital education, personal data protection, and copyright. Some countries, like the Netherlands and Italy, have laws specific to digital education, while others, like Bulgaria, Hungary, and Estonia, have laws that address cyber security and data protection but not necessarily digital education. Additionally, some countries, like Spain, have specific laws and policies for the protection of personal data in education, while others, like Cyprus, do not seem to have a clear legal framework for the same. In terms of copyright, countries such as Italy and Spain have a Copyright Law, which applies to all fields, while other countries, like Bulgaria, Hungary, and Estonia, have a copyright act but it does not necessarily address the issue of digital education. Overall, each country has its unique approach to the legal and regulatory framework for education, digital education, personal data protection, and copyright, and it is important to consider these when implementing digital education initiatives within the country. These frameworks vary from country to country and play a crucial role in shaping the future of digital education. Understanding and adhering to these regulations is crucial in ensuring the success and sustainability of digital education initiatives. ### 13.3. Vocational Education and Training General Analysis Vocational education plays a crucial role in the development of various countries in Europe. In Italy, vocational education is seen as an alternative to traditional academic education and is widely recognized as a valid path for students to gain practical skills and knowledge in a specific trade. Here is the share of individuals who have at least basic digital skills in the EU countries, according to the EU survey on the use of ICT in Households and by individuals. ![Bar chart showing percentage of population in EU countries with digital skills](image) *Source: Eurostat, European Union survey on the use of ICT in Households and by Individuals* **Figure 8. Percentage of population in EU countries with digital skills** The Italian government provides funding for vocational schools and offers apprenticeships in a variety of fields to encourage students to pursue vocational careers. In Spain, vocational education is known as "Formación Profesional" and is widely recognized as a valuable path to employment. Spanish vocational schools offer training in a range of industries, including construction, hospitality, and healthcare, among others. These programs are designed to provide students with hands-on experience and help them to develop the skills necessary to succeed in the workforce. In Bulgaria, vocational education is seen as a key component of the country's economic development strategy. The government provides funding for vocational schools and offers students the opportunity to participate in apprenticeships and internships in a variety of industries. The goal of these programs is to prepare students for the workforce and provide them with the skills necessary to succeed in the modern job market. Estonia places a strong emphasis on vocational education and offers a wide range of programs in fields such as construction, manufacturing, and technology. These programs provide students with hands-on experience and the opportunity to work with experienced professionals in their field. The Estonian government provides funding for vocational schools and encourages students to participate in apprenticeships and internships to gain practical experience and build their professional network. In Hungary, vocational education is seen as a viable alternative to traditional academic education. Hungarian vocational schools offer programs in a range of industries, including manufacturing, technology, and hospitality, among others. These programs provide students with hands-on experience and the opportunity to work with experienced professionals in their field. The Hungarian government provides funding for vocational schools and encourages students to participate in apprenticeships and internships to gain practical experience and build their professional network. In Cyprus, vocational education is considered to be an important component of the country's economic development strategy. The government provides funding for vocational schools and offers students the opportunity to participate in apprenticeships and internships in a variety of industries. These programs provide students with hands-on experience and help them to develop their skills. Vocational education plays a crucial role in the development of the workforce in analyzed countries. Each country has its own unique approach to vocational education, with different levels of emphasis placed on theoretical and practical learning, as well as different types of vocational schools and programs. This means that the structure and approach to vocational education may vary among these countries, reflecting their diverse needs and priorities. For example, some countries like Bulgaria may place more emphasis on theoretical learning, while others like Estonia may place more emphasis on practical learning through hands-on experience and apprenticeships. The different types of vocational schools and programs offered also reflect these priorities, ranging from traditional vocational schools to more specialized programs that provide in-depth training in specific industries or fields. Despite these differences, vocational education remains a vital component of the educational systems in these countries. By providing students with the skills and knowledge they need to succeed in their chosen careers, vocational education helps to build a strong and competitive workforce that can drive economic growth and prosperity. The focus on hands-on training, apprenticeships, and real-world experience prepares students for the challenges they will face in the workforce, giving them the practical skills they need to succeed in the job market. Despite variations between the countries, the overarching goal of vocational education in these countries is to provide students with the skills and knowledge they need to succeed in their chosen careers. This includes a focus on hands-on training, apprenticeships, and real-world experience that can help prepare students for the challenges they will face in the workforce. Additionally, many vocational schools and programs in these countries offer flexible schedules and opportunities for customization, so that students can choose the path that best fits their goals and needs. In the current job market, having a strong vocational education can be a major advantage. With the right skills and training, individuals are more likely to secure high-paying and in-demand jobs and are more likely to succeed in their careers over time. As a result, it’s no surprise that vocational education continues to be a priority for many governments, educators, and students around the world. 13.4. High Education General Analysis - **Bulgaria:** Higher education in Bulgaria is provided by universities and colleges. The Bulgarian government provides funding for higher education, and there are also private institutions that offer higher education programs. The country has a strong tradition of science and technology education, and the higher education system is well-regarded. However, there have been concerns about the quality of education in recent years, and there have been efforts to reform the higher education system to improve the quality of education and increase access to higher education for all students. - **Italy:** Higher education in Italy is provided by universities, polytechnics, and higher education institutions. Italy has a long tradition of higher education, and its universities are well-regarded both nationally and internationally. The Italian government provides funding for higher education, and there are also private institutions that offer higher education programs. However, there have been concerns about the quality of education and access to higher education in recent years, and there have been efforts to reform the higher education system to improve these issues. - **Spain:** Higher education in Spain is provided by universities and colleges. The Spanish government provides funding for higher education, and there are also private institutions that offer higher education programs. The Spanish higher education system is well-regarded and has a strong tradition of science and technology education. However, there have been concerns about the quality of education and access to higher education in recent years, and there have been efforts to reform the higher education system to improve these issues. - **Estonia:** Higher education in Estonia is provided by universities and colleges. The Estonian government provides funding for higher education, and there are also private institutions that offer higher education programs. The higher education system in Estonia is well-regarded, and the country has a strong tradition of science and technology education. Estonia has also been at the forefront of using technology to enhance and improve its higher education system. - **Netherlands:** Higher education in the Netherlands is provided by universities and colleges. The Dutch government provides funding for higher education, and there are also private institutions that offer higher education programs. The higher education system in the Netherlands is well-regarded, and the country has a strong tradition of science and technology education. The Netherlands is also known for its innovative and progressive approach to higher education, and there have been efforts to use technology to enhance and improve the higher education system. - **Hungary:** Higher education in Hungary is provided by universities and colleges. The Hungarian government provides funding for higher education, and there are also private institutions that offer higher education programs. The higher education system in Hungary is well-regarded, and the country has a strong tradition of science and technology education. However, there have been concerns about the quality of education and access to higher education in recent years, and there have been efforts to reform the higher education system to improve these issues. - **Cyprus:** Higher education in Cyprus is provided by universities and colleges. The Cypriot government provides funding for higher education, and there are also private institutions that offer higher education programs. The higher education system in Cyprus is well-regarded, and the country has a strong tradition of science and technology education. However, there have been concerns about the quality of education and access to higher education in recent years, and there have been efforts to reform the higher education system to improve these issues. Overall, all of these countries have well-regarded higher education systems with a strong tradition of science and technology education. However, there have been concerns about the quality of education and access to higher education in some of these countries in recent years, and there have been efforts to reform their higher education systems to address these issues. Higher education in these countries is provided by universities, colleges, polytechnics, and higher education institutions, and the government of each country provides funding for higher education. There are also private institutions that offer higher education programs. All of these countries have faced concerns about the quality of education and access to higher education in recent years, and there have been efforts to reform the higher education system to address these issues. The higher education system in Estonia is known for its use of technology to enhance and improve its system, while the Netherlands is known for its innovative and progressive approach to higher education. 14. SWOT General Analysis **SWOT** **EDIPLOMA** **S** strengths - Digital infrastructure investment; - Accessible education institutions; - Vocational teacher training; - Employer involvement; and - Increased digital competencies. **T** opportunities - Opportunities in developing digital infrastructure, - Expanding the reach of education, and Enhancing its quality through innovative technologies like AI and machine learning. **W** weaknesses - Lack of digital infrastructure in poor and remote areas; - Shortage of people with ICT skills; - Lack of digital competencies among educators and specialists. **O** threats - Insufficient digital infrastructure; - Resistance to change among educators and students; - Data privacy and security concerns; - Intellectual property rights issues; - Funding limitations. *Figure 9. SWOT analysis graphics* 14.1. Common Strengths One of the most significant strengths of digital education in these countries is the level of investment that is being made in the development of their digital infrastructure. This is particularly true for the Netherlands and Estonia, where the government has made substantial investments in the development of digital solutions, which have contributed to the increase in the level of digital competence among the population. The same is true for Italy, where the State and the Regions have initiated several programs that have given further impetus to digital education. Investing in digital infrastructure has many benefits for these countries, including increased access to education, increased efficiency and diversity in education, and improved digital competencies among the population. This is a positive trend that could help these countries take advantage of new digital trends and opportunities. The Netherlands, Estonia, and Italy have all made significant progress in this area and have become leaders in the field of digital education. By investing in digital infrastructure, these countries are positioning themselves to be at the forefront of the digital education revolution and to reap the benefits of the digital economy. Another strength of digital education in Europe is the level of digital infrastructure in general education schools and vocational training institutions. This is especially true for Hungary, where the digital infrastructure of these institutions is at a good level, and for Spain, where the digital infrastructure is highly developed and accessible. In Hungary and Spain, the digital infrastructure in general education schools and vocational training institutions is highly developed and accessible, which is a major strength in their digital education sector. This provides students with the necessary resources and technology to participate in digital learning, which is becoming increasingly important in today's digital world. The investment in digital infrastructure ensures that students are exposed to modern technologies and that they have the opportunity to develop their digital competencies, which are becoming increasingly important in many areas of life and work. The level of digital infrastructure in educational institutions is a key factor in promoting the growth and development of digital education and provides a solid foundation for its future growth. The digitalization of the education system in these countries has also made education more accessible, diverse, and efficient. In Bulgaria, for instance, digital solutions offered on a state level have greatly impacted the development of people's digital competencies. The same is true for Cyprus, where digital education has been seen as a tool for promoting social inclusion and equal opportunities. Moreover, there has been an increasing focus on developing special digital competencies of vocational teachers in several of these countries. In Hungary, for example, the government has launched programs to strengthen the special digital competencies of vocational teachers, while in Italy, training programs for vocational education teachers have been put in place to observe ICT-rich work at workplaces, labs of start-ups, and research institutions. Finally, several of these countries have also recognized the importance of involving employers in providing ICT-rich learning opportunities for vocational students. In Spain, for example, employers have been increasingly involved in providing ICT-rich learning venues for vocational students, while in Italy, the role of employers has been increasing in providing ICT-rich learning venues for vocational students through funding from industry partners. The involvement of employers in digital education is seen as a positive aspect. This is because employers can provide students with valuable hands-on experience and real-world training that is aligned with industry needs and requirements. This has helped to ensure that vocational students receive the best possible education and are well-prepared for the job market. 14.2. Common Weaknesses In the field of digital education, every country has its own strengths and weaknesses. While some countries have advanced digital infrastructure and well-trained teachers, others struggle with outdated technology and a shortage of skilled personnel. Here the focus is on the weaknesses that are present in various countries in terms of their digital education systems. By identifying these weaknesses, it is possible to highlight the areas that require improvement and suggest potential solutions to address them. This will help to create more effective and inclusive digital education systems, which will benefit both students and educators. The most prominent of these are: - **Lack of digital infrastructure in poor and remote areas** One of the biggest challenges facing digital education in these countries is the lack of digital infrastructure in poor and remote areas. This makes it difficult for students in these areas to access digital education resources, which is a major barrier to their educational development. In these countries, many rural and economically disadvantaged areas have limited access to modern technology and the internet. This lack of digital infrastructure means that students in these areas are unable to fully participate in digital education programs and are at a disadvantage compared to their peers in more affluent areas. Without proper access to digital education resources, students in poor and remote areas may miss out on important learning opportunities and fall behind in their studies. This can have long-term consequences for their future academic and professional success. It is crucial that these countries take steps to address the digital divide and ensure that all students, regardless of where they live, have equal access to digital education resources. This will require significant investment in digital infrastructure and programs to support students and teachers in these areas. - **Shortage of people with ICT skills** Another major weakness in digital education is the shortage of people with ICT skills. This is a major challenge for universities and vocational education and training (VET) institutions, which lack digital learning strategies and internal competencies. The shortage of people with ICT (Information and Communication Technology) skills is a significant issue that affects the effectiveness of digital education in these countries. The lack of individuals with ICT skills means that universities and VET institutions often do not have the necessary knowledge and expertise to develop and implement effective digital learning strategies. This results in a lack of internal competencies, making it difficult to provide students with access to the latest technology and digital resources. This shortage of ICT skills also creates a gap in the workforce, which can have negative effects on the economy and hinder technological advancement. To overcome this weakness, it is essential to invest in programs and initiatives that help to build the ICT skills of educators and professionals in the field of digital education. - **Lack of digital competencies among educators and specialists** The third major weakness in digital education is the lack of digital competencies among educators and specialists. This is a major challenge for the digitization of learning content using novel technologies, such as simulations, augmented reality (AR), and virtual reality (VR). The lack of digital competencies among educators and specialists in the field of digital education is a major concern that needs to be addressed. Digital technologies, such as simulations, augmented reality (AR), and virtual reality (VR), have the potential to revolutionize the way students learn and interact with educational content. However, for this to be possible, there must be a sufficient number of educators and specialists who are trained in these technologies and have the competencies to use them effectively in the classroom. Currently, there is a shortage of people with these skills, which is hindering the adoption of digital technologies in education. This results in a gap between the potential of these technologies and their actual use, which means that students are missing out on the benefits of digital education. This is a major weakness that needs to be addressed to ensure that all students have access to the best possible education. To address this weakness, it is necessary to invest in the development of digital competencies among educators and specialists. This could include providing training programs, professional development opportunities, and support for the adoption of digital technologies in the classroom. Additionally, it may be necessary to increase the number of people entering the field of education technology and to provide incentives for educators and specialists to pursue careers in this field. The shortage of digital competencies among educators and specialists is a major weakness in the field of digital education. Addressing this weakness will require a concerted effort from all stakeholders, including the government, educational institutions, and the private sector. This will ensure that students have access to the best possible digital education and will help to position these countries at the forefront of the digital education revolution. 14.3. Common Opportunities Digital education is rapidly changing the face of education in Europe and around the world, and with it, comes a range of new opportunities for both students and educators. Here is a closer look at the opportunities that are emerging in digital education across participant countries. - **Opportunities in the Development of Digital Infrastructure:** One of the most significant opportunities in digital education in these countries is the continued development of digital infrastructure. This includes investments in broadband connectivity, digital equipment, and educational software. With the continued growth of digital technologies and the rise of the digital economy, there is a growing demand for a highly skilled digital workforce, which will in turn drive investment in the development of digital education infrastructure. The development of digital infrastructure presents a significant opportunity for these countries to improve digital education and prepare their workforce for the digital economy. By investing in broadband connectivity, digital equipment, and educational software, these countries can create the necessary foundation for delivering high-quality digital education to their students. Additionally, the continued growth of digital technologies and the rising demand for a skilled digital workforce provides further incentive for these countries to prioritize the development of digital education infrastructure. With the right investments, these countries can create an environment where students and educators have access to the tools and resources they need to succeed in the digital age. - **Expanding the Reach of Digital Education:** Another opportunity in digital education is the potential to expand its reach beyond the traditional boundaries of the classroom. This can be achieved using technology-enhanced learning, such as online courses, distance learning, and mobile learning. By making education more accessible and flexible, students can receive an education that fits their lifestyle, which in turn, can lead to improved learning outcomes. Expanding the reach of digital education is a major opportunity for countries looking to improve their education systems. With technology-enhanced learning, education can become more flexible and accessible, allowing students to learn in ways that suit their lifestyles and needs. For example, online courses, distance learning, and mobile learning can provide students with the opportunity to receive an education no matter where they are located. This can be particularly beneficial for students in rural or remote areas, who may have limited access to traditional educational resources. By expanding the reach of digital education, countries can provide students with greater educational opportunities, which can help to improve learning outcomes and increase the number of highly skilled digital workers needed to support the growth of the digital economy. Enhancing the Quality of Digital Education: A third opportunity in digital education is the potential to enhance its quality. This can be achieved using new and innovative digital technologies, such as artificial intelligence, machine learning, and big data analytics. These technologies can help to personalize learning experiences and provide real-time feedback to both students and educators. This can lead to improved student engagement and motivation, as well as better educational outcomes. In addition to expanding the reach of digital education and making it more accessible to students, another opportunity in this field is the potential to enhance its quality. With the integration of innovative digital technologies such as artificial intelligence, machine learning, and big data analytics, the quality of digital education can be significantly improved. These technologies have the potential to personalize the learning experience for each student and provide real-time feedback to both students and educators. For example, the use of artificial intelligence in digital education can provide students with personalized learning paths based on their individual learning styles and pace. Additionally, machine learning algorithms can be used to identify areas where students are struggling and provide them with personalized support and guidance to help them overcome their difficulties. With the help of big data analytics, educators can also gain valuable insights into how students are interacting with digital education resources and use this information to adjust and improvements to their teaching strategies. The integration of cutting-edge digital technologies in digital education presents a significant opportunity to enhance its quality and improve educational outcomes for students. By leveraging these tools, educators can create more engaging and personalized learning experiences, which can lead to improved student engagement, motivation, and academic performance. In the analysed countries, the use of technology in education is seen as a key enabler for improving the quality of education and preparing students for the digital world. Digital technologies allow for the creation of interactive and immersive learning experiences that can make education more engaging, accessible, and effective. Additionally, the use of technology in education can also help teachers to assess student progress and provide individualized feedback, leading to improved student outcomes. By investing in the development and implementation of cutting-edge digital technologies in education, these countries aim to give students the skills and knowledge they need to succeed in the digital age and compete in the global economy. Digital education is presenting a range of new opportunities for the future of education in Europe. From the continued development of digital infrastructure to the expansion of the reach of digital education and the enhancement of its quality, there is no doubt that digital education is set to play an increasingly important role in the future of education. The challenge for educators and policymakers is to capitalize on these opportunities and to work together to create a more equitable, effective, and accessible digital education system for all students. 14.4. Common Threats In terms of the threats to digital education in the analysed countries, there are some common challenges that can be found across all seven countries. Some of the key challenges include: - Insufficient digital infrastructure: In some countries, there may be an inadequate investment in digital infrastructure, which can limit access to online education and hinder its quality. This can result in a digital divide between students who have access to technology and those who do not, leading to unequal educational opportunities. Insufficient digital infrastructure in some countries can be a significant challenge to the implementation and growth of online education. A lack of investment in digital infrastructure can limit access to online education and negatively impact its quality, resulting in a digital divide between students who have access to technology and those who do not. This can lead to unequal educational opportunities, where some students are able to receive a high-quality education while others are left behind. To address this challenge, governments, schools, and universities must collaborate to ensure that adequate investments are made in digital infrastructure and that all students have access to the technology and resources they need to participate in online education effectively. This can involve initiatives such as providing students with laptops, tablets, or other devices, and building or upgrading the network infrastructure to ensure that online learning is accessible and reliable. - Resistance to change: There may be resistance to change among educators and students who are used to traditional teaching methods, which can slow down the adoption of digital education. Resistance to change is a common challenge that can hinder the growth of digital education in many countries. This resistance may come from educators who are used to traditional teaching methods, or from students who are comfortable with the traditional way of learning. This reluctance to embrace change can slow down the adoption of digital education, leading to a slower pace of progress and development in this field. This can also pose a significant challenge to policymakers who are trying to promote the adoption of digital education in their countries, as they must overcome the resistance of educators and students to successfully integrate digital education into their curricula. - Data privacy and security concerns: In the era of digital education, there are potential risks to students' personal data and privacy, which can result in a loss of confidence in the system and hinder its adoption. In the realm of digital education, data privacy, and security are of utmost importance. With the increasing reliance on technology in education, there are potential risks to students' personal data and privacy. This can lead to a loss of confidence in the system and pose a significant challenge to its adoption. With sensitive information being stored and transmitted digitally, it is crucial that appropriate measures are put in place to ensure that this data is protected against unauthorized access or misuse. This requires the implementation of robust data security measures, such as encryption, firewalls, and user authentication protocols, as well as strict adherence to privacy regulations. With these measures in place, it is possible to mitigate the risks associated with data privacy and security and build trust in the digital education system, enabling it to reach its full potential. - Intellectual property rights: There are also challenges related to copyright and intellectual property rights, which can limit the distribution of educational materials online. One of the challenges in the realm of digital education is the issue of intellectual property rights. The use of educational materials in an online setting raises questions about the proper distribution of such materials and the protection of copyright laws. Proper distribution of online educational materials and protection of copyright laws is specifically important for online education because the digital nature of online materials makes it easier for them to be shared, copied, and distributed without permission. This can result in copyright infringement, which can have legal and financial consequences for both the creators of the materials and the users. The infringement of intellectual property rights can hinder the distribution of educational materials online, potentially limiting the scope and reach of digital education. Thus, finding a balance between promoting access to educational resources and protecting the rights of content creators remains a challenge for the development of digital education. - Teacher training and development: Ensuring that teachers have the skills and knowledge necessary to effectively incorporate technology into their teaching practices is another challenge for countries in promoting digital education. The lack of proper training and development for teachers can be a challenge for countries in promoting digital education. Teachers need to have the necessary skills and knowledge to effectively incorporate technology into their teaching practices. Without proper training and development, teachers may be resistant to change, which can slow down the adoption of digital education and hinder its quality. To ensure the success of digital education initiatives, it is essential that teachers must receive the help they need to integrate technology into their teaching methods in an effective and meaningful way. This includes providing opportunities for professional development and continuous learning, as well as resources and tools to help them stay up to date with the latest technologies and best practices in digital education. - **Funding and resources:** Another challenge is ensuring that adequate funding and resources are available to support the development and implementation of digital education initiatives. One of the challenges in promoting digital education is ensuring that sufficient funding and resources are available to support the development and implementation of initiatives. This can include investments in technology, teacher training and professional development, and other resources necessary for delivering high-quality online learning experiences. Without adequate funding and support, it can be difficult for countries to fully realize the potential benefits of digital education, such as improved student outcomes and increased access to educational opportunities. This challenge is significant, as it requires a sustained investment over time and a commitment to developing the infrastructure and resources needed to make digital education a success. While these challenges are common across all seven countries, the specific challenges that each country faces may differ based on its unique context and priorities. Additionally, some countries may have more advanced strategies in place to address these challenges, while others may still be in the early stages of implementation. The challenges faced by each country in its journey toward incorporating digital education into its education system are diverse and context specific. These challenges may stem from a variety of factors such as inadequate digital infrastructure, resistance to change, data privacy and security concerns, intellectual property rights, teacher training and development, and funding and resources. Despite these challenges, each country has its unique approach to overcoming them, considering its priorities, context, and level of development. Some countries may have already implemented advanced strategies to address these challenges, while others may still be in the early stages of implementation. Regardless, it is clear that all countries aim to ensure that their citizens have access to high-quality digital education opportunities, which will equip them with the skills and knowledge they need to succeed in the digital age. 15. Interim conclusions In conclusion, the shift towards digital education and vocational education and training (VET) in Bulgaria, Italy, Spain, Hungary, Estonia, Cyprus, and the Netherlands is a testament to its growing importance in today's fast-paced and highly technological world. The national educational systems in these countries recognize the crucial role digital education plays in equipping students with the skills and knowledge necessary to thrive in the digital age and have therefore been actively incorporating it into their curricula. However, the journey toward a successful digital education system is not without challenges. These countries face several obstacles, including inadequate digital infrastructure, which can limit access to quality online education and exacerbate the digital divide between students who have access to technology and those who do not. There is also resistance to change among educators and students who are used to traditional teaching methods, which can slow down the adoption of digital education. Moreover, the growing use of technology in education also raises concerns about data privacy and security, which can result in a loss of confidence in the system and hinder its adoption. Additionally, there are challenges related to copyright and intellectual property rights, which can limit the distribution of educational materials online. Ensuring that teachers have the skills and knowledge necessary to effectively incorporate technology into their teaching practices is another important consideration. Lastly, adequate funding and resources must be available to support the development and implementation of digital education initiatives. To address these challenges and ensure the success of digital education in these countries, a comprehensive approach is needed. Policymakers and stakeholders must consider both the strengths and weaknesses of the current systems and make necessary improvements. This could include investing in digital infrastructure, providing teacher training and development opportunities, and allocating adequate funding and resources to support digital education initiatives. By doing so, these countries can build a strong and competitive digital workforce, prepared to meet the demands of the 21st century and equipped with the skills necessary to succeed in a rapidly changing job market. e-DIPLOMA Funded by the European Union
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Dreaming Big, Standing Strong. QUEENSLAND STORIES OF INCLUSIVE EDUCATION CRU Expanding Ideas; Creating Change ## CONTENTS | Page | Title | |------|-------------------------------------------| | 3 | INTRODUCTION | | 4 | FOREWORD | | 6 | THE GRADUATES | | 7 | Bobby and Tracy Pate | | 11 | Jamie McCaffrey-Creed | | 14 | THE EARLY YEARS | | 15 | Shalee Gregson-Quinn | | 19 | Shahram Jazan | | 23 | Sue Tape | | 26 | THE MIDDLE YEARS | | 27 | Lara Maia Pike | | 31 | Bianca Gamble | | 35 | Sonia Greenough | | 39 | Nicole Fehr | | 42 | Nicole Green | | 45 | Meredith Irish | | 49 | Julie Huysman | | 52 | HIGH SCHOOL | | 53 | Hazel Lloyd | | 57 | Lindie Brengman and Matt Harvey | | 61 | Ann O’Brien | | 64 | VOICES FROM EDUCATION | | 65 | Desley Jones | | 67 | Caroline Hay | | 69 | Loren Swancutt and Bronwyn Reguson | | 73 | Suzanne Carrington | | 75 | Chris Sarra | | 78 | LOOKING BACK | | 79 | Rita Schubert | | 83 | Milly Fisher | | 87 | Nia Michellis | | 91 | Glensy Mann | | 95 | Margaret and Jeremy Ward | | 99 | Marlena Katene | --- Proudly supported by the Queensland Government through the Department of Education Community Resource Unit Ltd ABN 16 143 460 250 ACN 617 860 009 Level 2, 43 Peel Street, PO Box 3722, South Brisbane QLD 4101 Telephone: 07 3844 2211 Fax: 07 3844 3400 Email: firstname.lastname@example.org Website: www.cru.org.au INTRODUCTION CRU exists to create and promote positive change so that people with disabilities can belong to and contribute to community life. The inclusion of children with disability in Queensland schools has never been easy. I have observed and engaged with this question since the late 1980s and it is a topic that has and can cause heartache and division. CRU invests in this work because we believe that inclusive education provides a strong foundation for lifelong inclusion and belonging and we know that change and systems transformation takes time and commitment. As difficult as it is, we need to start to address this issue to maximize the chances of children with disability being able to use their school years as a launch pad into adult life, in the way that most school kids do. As you know, we learn so much more at school than what is on the curriculum. We need to be teaching all children, with and without disability, that they belong together. CRU is not an advocacy organization and we are not laying out a blueprint for change, although we do engage in collaborative efforts to identify system improvements. In our work to build a world where people with disability are included and valued, we believe that continuing to separate children and investing in segregation is not the best way to work towards this. CRU has collected these stories as part of our Families for Inclusive Education Project funded by the Queensland Department of Education to support families to be clear, informed, confident, and connected so that they can work as respected and valued partners in their children’s education. Without this partnership, CRU could not have engaged with such a large number of families across the State or invested in the development of so many family friendly resources. We acknowledge the value of our partnership with the Department and their commitment to resourcing families. We look forward to continuing this work in the coming year. This collection of stories is an attempt to gather experience and knowledge from a group of Queenslanders who have a personal stake in inclusive education. The stories contain practical tips and strategies, but are not a “how to” of inclusive education. When an opportunity arose at quite short notice, we wanted to make a start on capturing some of this wisdom to make it available to the next generation pursuing inclusive education. Our thanks and gratitude to the people who were able to take up this invitation and wrote or updated their articles or responded to this request. This collection of stories has been written both for those already convinced about the value of educating all children together – and for those not yet sure how this could be possible. We imagine this collection will be read by parents who are seeking to build their knowledge and confidence to pursue a life for their child that is embedded in their local community. We hope it is also read by parents of children who don’t have disability, educators, extended family members and friends, policy makers, professionals, family support providers, unions, academics, advocates and indeed by anyone with an interest in education of students with disability. Inclusive education is everybody’s business! Margaret Rodgers CEO, 2020. Community Resource Unit. As a young parent, I soaked up the stories of the parents who had gone before me on the journey of navigating inclusive education. I listened intently on what they identified as the “traps for young players” and became alert to advocacy principles and strategies which had stood the test of time. While I was still developing my own advocacy voice as Sean’s mother, I tried on the words of other parents to see if I could make them my own – and doing so gave me more confidence and strength in those early meetings at childcare, kindy and school. While I may have been seeking the 10 step plan for blitzing school advocacy, I learnt to appreciate the value of stories and the generosity of those who shared them. Critically, I learnt that I wasn’t alone and would not be. The vast majority of contributors to this collection are families – parents, young people with disability, a sister, Families arguably have most “skin in the game”; they need, more than most, for our schools to welcome, include and support all learners. The families who contributed stories would not see themselves as experts in inclusive education, just ordinary families trying to navigate the system as best they can, but they have many valuable insights to share about pursuing the inclusive path. The graduates and families (with young people from Prep to adulthood) are joined by allies – educators, academics, a friend – who also care deeply about inclusive education and see it as “better for everyone”. We include their contributions to harness their perspectives but also so families know that there are steadfast allies who are similarly committed to the pursuit of full inclusion. It does not claim, however, to be a complete or representative collection of Queensland perspectives on inclusive education. Indeed, this project was gestated in the time of COVID-19, when workshop cancellations freed up some resources. The final contributions reflect those who were able to meet our strict deadlines. We are very conscious of missing voices and perspectives, just as we are deeply grateful to all those who graciously shared their experiences. We want these stories to inspire readers about what is possible – we especially hope that families of children and young people with disability who read this collection will believe with greater conviction in the beauty and power of an inclusive education. Over and over again, these stories remind us why inclusion matters, what it brings to the life of a child, indeed, how it changes lives. We hear about the value of friendships and belonging, and opportunities to learn and participate fully in school life and enjoy ordinary rites of passage. We hear how inclusion feels right, natural, and is simply what every child deserves. Inclusive education is not a fantasy as some would claim. These stories are clear on that. But the stories are not fairytales – all of the contributors are aware of the very real gap which exists between the full promise of inclusive education and the daily reality for many students. Knowing that that gap exists, while disappointing and even painful, is critical for family advocates; being alert to the likely slippage into less ideal practices can help us re-focus our advocacy efforts. Being forewarned is to be forearmed. With information, good mentors, and “practice”, families can build their advocacy capacity, as one contributor termed it their advocacy “muscle”, and persistently push for better. Over and over again in these stories, contributors emphasise the critical importance of holding a vision – for the child and for the future of inclusive education – and of the need to never stop believing in the value and worth of every person. Families share how they have learnt to proudly proclaim their son’s or daughter’s gifts to the world. We hear as well of the value in finding allies and supporters - within school systems, within your local community, and within the family advocacy movement. We hear of the guiding principles and specific advocacy tips that families have found valuable in keeping on the inclusive path, and their thinking about the place of school inclusion in building a rich, included life and more inclusive communities. Two of the contributors, Milly Fisher and Nia Michellis, have contributed their reflections on the education experience of my precious son, Sean. Milly is Sean’s sister and Nia is Sean’s friend of almost two decades. At its worst, Sean’s “inclusion” involved being only offered one hour attendance a week in preschool, being rejected by three high schools, receiving a bill for his support costs due to his being an “economic burden” to his school, being repeatedly told he was in the wrong place, and being threatened with suspensions until we would “have no option but to leave the school”. These are not small things – they are examples of unacceptable discrimination – but they are not what defines Sean’s inclusive education story. Instead, as Milly and Nia point out, Sean has a rich ordinary life with a strong sense of self, a wide friendship network built over those school years, skills which led him easily into paid work, and his own memories of school which, despite hard times, are overwhelmingly positive and uplifting. If I was telling my story, I would echo many of the contributors who have identified that their advocacy was 100% worth every effort. I have absolutely no regrets about persisting on what was at times a decidedly rocky inclusive education path. Sean’s life at 25 shows me not only that inclusion is possible but also reminds me of the value of clinging to inclusive education as a natural foundation to a rich inclusive life. CRU’s colleagues from Inclusion Alberta, Anne Hughson and Bruce Uditsky, have spoken about good family leaders as being those who were prepared to “humble themselves to the learning”, essentially able to recognize the good sense of reaching out to those who have gone before – the pioneer parents, allies, and especially people with disability themselves – from whom we will, if we listen, learn how to successfully achieve good inclusive lives and also keep building a movement for social change. For this reason, we have intentionally sought voices of past students and family leaders previously active in inclusive education. And we note that this collection is written not just so families can do their own individual advocacy, but to support those who want to join together to work for school communities which welcome all. Many contributors have noted the critical importance of peer networks – to learn, to console, to bolster each other, to press for change – and we hope this collection may encourage others to join and nurture this family movement for change. It is scary to think that I started learning about inclusive education a quarter century ago. Progress IS being made – but inclusion should be easier! Our schools are better and stronger in every way when everyone is there. We have known that for a very long time. The research evidence of the benefits of inclusive education is overwhelming and spans a half century. I find it heartbreaking and somewhat incomprehensible that given that evidence, we still have not broken historical habits of separating children with disability from their peers and communities. With the clear direction of the UN Convention on the Rights of Persons with Disability, the transformation of our school systems should occur with much greater urgency and pace. The costs of being complacent about the speed of change is very real. The costs to parents of advocating for what other students and families take for granted remains significant. Painful discrimination still causes damage to students and families – but more than this, exclusion is a loss for everyone. Deep lasting change will only happen with a transformation of hearts and minds, and the building of a movement of people prepared to stand strong in proclaiming that inclusion is every child’s birthright. Our children and our communities deserve nothing less. Through sharing these collected stories, we hope to contribute clarity about the values and principles of inclusion and knowledge on how to advocate for inclusion. We want to empower families with greater confidence, and offer a strong reminder that together we are stronger. Dream big, stand strong … stand together! Lisa Bridle Families for Inclusive Education Project, Community Resource Unit.. Free as a bird - Dare to dream and live the dream BY BOBBY AND TRACY PATE Bobby Pate graduated from school in 2019 and prior to coronavirus was working in 2 jobs in customer service. Bobby is a strong athlete and has always participated in a number of sports. Bobby is also creative having played piano and drums and now enjoying acting. He has also brought joy to many people through his artwork. Bobby is community minded and enjoys time with his family, friends and extended family. Following on from a successful career as a senior investment adviser, Tracy Pate has dedicated her time to raising her children, Annie, Molly, Bobby and Jack. Tracy has worked in a voluntary capacity in the disability sector since her son Bobby was born. Tracy is motivated by, and strives for, an inclusive society in which children attend an ordinary school with their peers. She also believes it is important to recognize that people with disabilities and their families are the drivers of a “good and ordinary” life. BOBBY PATE My name is Bobby Pate. I am 19 years old and finished school last year. In my family is my mother, my father and two boys, me and big boy Jack and two girls, Annie and Molly. We have two dogs, Patch and Pipi (a new puppy). I love talking to people and going out. I love dancing. I like being strong, now I bike ride for 30 or 40 kms. I put on my alarm, wake up and put on my long pants and jacket. I ride with big fella Cammy. I like going to the Uni library and doing some art work or my online TAFE course. I run into friends from my different schools at the café. I want to go to Uni more, I get the city cat to Uni. Before coronavirus I liked going to work and make coffees, meet and greet people. I like swimming in the morning at the Valley. I get a bus to my other job as a dispatch officer. I am poor now since coronavirus because I am not working. I loved going to school with my brother and sister! It was a good school and I made lots of friends – they are still friends. I liked making things out of blocks with some of my friends. Going for ice creams after school and sleep overs. Nudgee Junior – it was a big school with lots of boys. My friend Max also went to Nudgee Junior; we played “spotto” in the car trip to band practice. After school I went bike riding for triathlon training, it was fun being with the boys. As parents and carers of children with a disability we must not “write off” or dismiss teachers and schools … at times we hung in while people were learning. At times some staff at Bobby’s school may have described me as “scary”. However if we do not challenge the status quo, change will not happen. Tracy Pate Ambrose Treacy - a good school, lots of new boys. I like talking to them. I liked the school work and doing the presentations. It was fun catching the train to TAFE in year 11 and going to lunch at Southbank. Then I would go to Indro [Indooroopilly Shopping Town] to meet friends and go to watch the boys play basketball on Friday night. My favourite memories were hanging out with friends. Sometimes I was treated badly by adults at school. It was hard when the adults sat beside me for my classes. I like doing the work myself. School would have been better if I worked with the boys. At school sometimes I didn’t speak much if the adult was sitting beside me in class. I am glad I went to my schools, I like hanging out with my friends. Sometimes school is hard. I like being out of school, being independent and working in my jobs. Now I can live the dream – go out to parties, work, make my own plans. TRACY PATE From an early age we had a vision for Bobby of what we wanted for him and what we didn’t want. Part of that vision was to be educated in an ordinary school with others in the community. This was one part of our big vision of an ordinary life doing ordinary things. No doubt this journey for us and Bobby has been harder than for our neurotypical children. However, as a recent school leaver we have no doubt that it will lead to a richer and fuller life in the years ahead. On the last day of school, Bobby commented that he was “as free as a bird”. Witnessing Bobby’s belief in himself to grow and continue to thrive in the big wide world of post school is so exciting as a parent. As he confidently led his cohort through the farewell tunnel on his final day of school he is well equipped for the journey ahead. As parents of a child with a disability you have to be very strong advocates. His Prep enrolment was the first of many experiences of school gate-keeping for our family. At the core of our vision was for Bobby to attend the local catholic primary where many of his friends were enrolled and over 30 of his extended family had attended. This was the place where he belonged. However, we were told by the school “there are special places for children like that”. Various contacts, networks and friends supported us through over a year of negotiations and the eventual enrolment in the school. It was worth persisting; many of his friends from that school are his best friends today. Our experience of schooling for Bobby was playing the long game. His life outside school was as important as school - club rugby, swimming, bike rides, music and drama productions. As parents and carers of children with a disability we must not “write off” or dismiss teachers and schools. We need to support and encourage schools to develop skills in the area of inclusive education. At times we hung in while people were learning. It is hard work but the reward for your child will be great. At times some staff at Bobby’s school may have described me as “scary”, however if we do not challenge the status quo, change will not happen. As a family we worked hard at maintaining a positive relationship with the school and developed many allies within the school community. When being an advocate I find it helpful to express clearly and often what is important for our family and our dreams for Bobby. I loved sharing and talking about his wonderful gifts and attributes, often recounting stories highlighting his sharp wit, empathy and emotional intelligence. Sometimes people can’t see past his disability particularly in environments like schools that are essentially institutions. Most importantly I never lost the absolute belief in him as a person – and nor did our family. From a young age Bobby would closely watch and imitate his peers. He would learn more from his peers than from adults. I wish I had been stronger in advocating for teacher aides to be used to assist the teachers in the classroom rather than being a “student aide” during his schooling. When teacher aides sat beside Bobby in class he lost confidence in himself and it was harder for him to develop friendships. His teacher aides were all nice people, however, they are not qualified teachers. The appropriate use of this resource is critical for inclusion. At times teachers were challenged by the idea that a student with an intellectual impairment could achieve academic outcomes and enjoy learning. As a parent I learnt to aim high and slowly others will join with you. It was a great academic achievement for Bobby to achieve a Queensland Certificate of Education (QCE) at the completion of year 12. Consistently we were told that attaining the QCE would be impossible. School was one part of Bobby’s life but certainly not the most important. You have to dare to dream to live the dream! I am a woman with dreams, hopes and a driving force BY JAMIE McCAFFREY-CREED Jamie is an energetic 23 year old woman and her hobbies include fitness, yoga, music, friends, dancing, wine and playing with her dog Zeus. To communicate, Jamie uses a range of tools and technologies while she continues to work on strategies to make her verbal speech more reliable. Jamie completed senior high school and gained an OP which allowed her to study at University. Jamie is a young woman who likes to be recognised for her intellect, and her ambitions are to attend university, while studying areas of interest such as psychology and neurophysiology. She is passionate about all young people being included in society and knows from lived experience that this starts with inclusion in your local mainstream school. For me, the first few years of primary school were the worst when I was trapped in a Segregated Education Unit (SEU). I had a lot of struggles when I started my education, as the school had low expectations and made dangerous assumptions. The Senior Guidance Officer told Mum I was profoundly intellectually impaired, thankfully Mum didn’t believe her. The head of the SEU wouldn’t support my communication, and the staff refused to use my communication device. Once I moved to our mainstream local state school, life did improve for me. I was at the same school as my younger sister, Kellie, which was amazing because we got to travel to school on the bus together and I had her company while I got to know the other kids. Even though things were better, this new primary school still wasn’t inclusive enough for me. I was only allowed to attend part-time for many years. It was hard because I felt excluded from a lot of things, such as not being allowed to attend Year 7 camp. This exclusion was heartbreaking because I just wanted to do what everyone else was doing. By attending mainstream schools, I received a high quality education and created life-long friendships. My family chose inclusive education as they believed I deserved the best life had to offer. Jamie McCaffrey-Creed Being excluded had a significant impact on me, which resulted in a low sense of self-worth and feeling like I wasn’t good enough. I felt like I was never going to be fully accepted in this school. In the future, to help students with a disability feel more included, educators should put in the effort to figure out how students can do what they want to, as it is their education. Let them go to camp so they can have those experiences and memories with their friends and peers. I want students with disability to be included in all aspects of school life, and be given the same social and academic opportunities as everyone else. Inclusion is not about being locked up in a special education room! I think overall, if I was in a more inclusive primary school, it would have been better: Attending an inclusive high school meant that I had an excellent education, as there were high academic expectations and I made friends. With the support of the school and teachers, I was able to apply my love of learning and work hard to receive the OP [tertiary entrance score] I wanted. It was great to get an OP because I went to University for a few years and still have the option to get back into further tertiary education in the future. At school I made friends with a great group, some of who I’m still in contact with today. We got to know each other better because we spent time together at school and outside of school. I wouldn’t have gotten to meet people who have similar interests to me if I had been segregated in a special school. Highlights of high school were when we all attended formal together; went to parties as a group and when I hosted social get togethers too. I probably wouldn’t have had those opportunities if I didn’t go to an inclusive school. Being in an inclusive high school meant I got to do things I wouldn’t have done otherwise, such as finally getting to go to camp. In High School they expected me to be at camp and worked out how it could happen. I studied subjects that interested me and engaged my brain to learn complex things such as physics and philosophy. My brain is active, so I need to provide it with good information and ongoing learning. In a non-inclusive school the subjects were easier, and I would feel so bored. I liked doing the same content and going to the same classes as my peers. My hard work resulted in me being granted a silver academic award and an encouragement award. My family chose inclusive education as they believed I deserved the best life had to offer. They felt that excluding me from the local school and community would be detrimental to my development as a person. After a lot of research, it was decided that all children belong together. Academic and social opportunities occur in the local schools, whereas segregated settings promote exclusion. My family were so passionate about my inclusion that they had a human rights lawyer involved at one point to ensure I could enrol in my local mainstream school. My family offered a lot of support to the school, in order to ensure my success there. They also hosted many fun get together at my place to help me make friends. Going to an inclusive high school meant I became a student, a woman with dreams, hopes and a driving force. My life is amazing, however I still experience exclusion in some areas of my life. I don’t always get included in the social activities that I want to. I think people don’t always invite me to participate because I’m different and they maybe make decisions on what they think I can and can’t do. To me having friends and a huge social life is important as I love to be included. Social opportunities are vital for someone’s happiness. As well as this, University was harder for me than other people. I had to justify my intelligence and the students treated me differently; they wouldn’t talk to me directly and instead talked to my communication partner like I wasn’t there which hurt my own confidence in my abilities. I know the students and the administration tried, but it wasn’t enough and there was insufficient adjustment for me to be able to successfully continue at this time. Most lecturers and tutors were great but the Head of Faculty didn’t believe in me and what I could accomplish with some support from a communication partner. Without the support of the institution, I couldn’t remain at University but it is still my goal to return to academic study in the future. By attending mainstream schools, I received a high quality education and created life-long friendships. Due to not being able to rely on my speech to communicate, it was essential that I had the opportunity to develop my literacy skills for expression at school. From this, I was able to engage in high academic level subjects and make strong social connections too. Having friends let me explore all the fun and interesting parts of teenage and young adult life. Unfortunately we still have a long way to go to achieve genuine inclusion in our schools and communities, but to move forward I think there must be an expectation for inclusive education at all schools. I’m super proud to be contributing to this resource and hope that it provides comfort and direction and support to families. Our dreams for Violet are all ordinary dreams BY SHALEE GREGSON-QUINN Shalee is the proud mother of two children who considers herself fortunate to live in a tiny piece of paradise called Yeppoon. Shalee’s experiences as a parent, advocate and support person within the community have informed her belief that honouring the knowledge, skills and lived experiences of people with disability helps ensure that we aim for what is possible—not just what is adequate. Shalee has just completed a degree in social welfare, and she likes running, drinking tea and listening to TED talks in the shower. From when Violet was born, I knew that she wouldn’t go to a special school. If she couldn’t attend a mainstream school, I wasn’t sure what we would do. I didn’t know much about inclusion in education then, but my thinking was always that I wanted her to have the same opportunities as other children and not automatically be relegated to some separate space. It wasn’t complex at all – she needed to belong and that is what has guided us. We went to a gathering for families with children with Down syndrome when Violet was 9 weeks old and it was held at the local Special School. We walked in the gates and it was predominantly concrete and high fences, not the schoolyard we pictured for either of our children. I was devastated but that strengthened my resolve. Not long after, I went to Centrelink to enquire about disability supports and once we had registered the CSO said “other than that, just come back when she’s 16 and she can have the disability pension”. Again, devastating. I felt angry that this was the extent of what some people could see as her potential, even as a tiny baby! I had a long one-sided conversation with Violet on the way home about how one day we would operate a small enterprise together and nothing would hold her back. And then I saw a workshop that CRU was hosting about young people with disability living happy, purposeful lives, which was exactly what I had been envisioning. It was an introduction into other workshops and conferences on inclusion, the chance to meet families with children that were older hearing their stories and knowing that inclusion can work for all children despite lots of different challenges. Meeting other families and disability advocates like Marlena Katene, helped me more concretely imagine possibilities for Violet and stay connected. There were also some standout speakers, such as Lisa Bridle and Rhonda Faragher that allowed me to learn from their examples and to recognise what we were pursuing was not only proven educational best practice but a recognition of Violet’s human rights. Being explicit about our expectations has always been our guiding principle with Violet, but often people have not experienced the way we view inclusion or understand why we believe it to be so important. Shalee Gregson-Quinn OUR DREAMS FOR VIOLET ARE ALL ORDINARY DREAMS. Shalee Gregson-Quinn Daycare and Kindy exceeded our expectations as both embraced diversity and had a focus on play-based individual learning outcomes. Before she began we documented our vision for Violet: - We envision Violet living a life of choice. We envision her having relationships she feels are valuable. In her future, we envision her doing work that she enjoys and makes her feel productive. We envision our daughter living a happy and meaningful life surrounded by love and support. In an educational space we hope that sharing a vision statement: • gives Violet a personality rather than a stereotype; • is a quick reference guide for others in the learning space as to what to expect or encourage, so we keep it clear and concise; • invites collaboration to explore goals and establishes the positive direction we see her life taking; • keeps the language positive, direct and personal. We update this every year to keep it relevant. Daycare and Kindy did have some challenges, but we had such positive relationships that we were able to discuss any issues as they arose. I firmly believe that you need to investigate the options and have high expectations around what early childhood education can offer your child. Inclusion is more than just being there - focus less on the disability and more on what your child is capable of doing or what they enjoy and emphasise those things. When things are so personal to you, you can analyse it from so many angles, and spend a lot of time thinking about the best way to approach things. Having allies or a sounding board can help, as well as some guiding principles. As well as setting high expectations, our other guiding principles are: • Does her brother do it? • Are other kids doing it? • Does it feel right? • Is it in line with our vision (is it going to benefit her)? We were keen for Violet to attend a school where inclusion and working cooperatively with parents was part of the culture, because we recognised this as essential from early in her life. The culture of inclusion flows from the top down. With her older brother already attending the local State school, we were able to visit a lot prior to enrolment, which helped Violet get acquainted with the staff and students, along with some of the expectations of being at school. She attended dance classes, sports days and assemblies at school like any other sibling, and we ensured she did those things to make connections and be seen as a little sister and family member first. It was heart-warming on her first day of school walking in the gate and hearing multiple children and parents calling out “Hello Violet”. It was exactly what we had hoped for – that people would know her by name, and that she would feel a sense of belonging. The Principal, Violet’s teacher, and staff of our school have been open and communicative from the start. They have welcomed Violet, invited our input and are working as a team to support her as an authentic member of her class. I have seen so much growth already (only a few months in) in terms of her independence, speech and confidence. To us, school life is about more than just curriculum. The staff have spent a lot of time supporting Violet to build routines into the day and she’s taking on more responsibility than I would have expected her to as a 5 year old. I have always been mindful that teachers have the daunting task of educating a diverse group of students each year and it’s easy to feel like you are asking too much of others when inclusion feels hard. However, when you consider that students attract significantly more funding to attend a segregated setting, it just makes me feel angry. If State schools were resourced adequately to allow teachers time to focus on their core role of educating, all students with disability would be supported adequately too. But while investment is made in a dual track system I don’t see how that will change. Over the years I have witnessed other families face demoralising experiences and challenges in the education system and that makes you wary. Being explicit about our expectations has always been our guiding principle with Violet, but often people have not experienced the way we view inclusion or understand why we believe it to be so important. To those people I would say: read the research. And understand how segregation impacts people who aren’t part of their local community, seen and known. Inclusion takes work, but it is a reflection of our diverse society. Our dreams for Violet are all ordinary dreams. We want her to have a part time job in high school and try the things her peers are doing. To be supported when she needs to, and independent when she can. Our hope is that one day Violet will be viewed by the whole of society as an equal, worthy of the typical things life has to offer. And that she’s happy, healthy, and fulfilled. Life is full of challenges, but I don’t break easily BY SHAHRAM JAZAN Originally from Iran, Shahram Jazan is a social worker who works as a case manager at Multicultural Australia. Since arriving in Australia, Shahram has attained a Diploma in Counselling and Mental Health and a Bachelor of Social Work. Shahram has been involved in a number of community organisations, and was an inaugural committee member; now President, of AMPARO Advocacy and has also been a committee member of the National Ethnic Disability Alliance. Shahram has provided volunteer support at Sporting Wheelies and the Australian Red Cross and has represented Queensland numerous times at the National Goalball Championships. Shahram has shared his story in a number of forums as a person with vision impairment who has overcome many obstacles. I am originally from Iran, coming to Australia in 2002, and I am also blind. I have Retinitis Pigmentosa (RP) so I have navigated life as a person with disability for some time. It is an inherited condition, and though I was born with it, my vision has deteriorated over time. My son was confirmed with an ASD diagnosis when he was approximately 3 years old. At first I was just a Dad in denial, thinking no, he doesn’t have a problem, and when he got his diagnosis I had difficulty accepting it at first. For his Mum it was different; she more quickly accepted it and started looking at what we needed to do next. We started doing a lot of reading about how we could help him because he had some language delays and we were very worried. The whole diagnosis process was quite hard. Certainly we noticed a language delay for a while but some people were saying that his language delays were because I speak three languages at home, Arabic, Farsi, and English, which we were teaching him. As his parents however, we sensed that there was something going on. We decided to investigate through QLD Health (which we found to be a disaster) to obtain a diagnosis. During our first consultation with the Community Health Centre, they said “oh he doesn’t have any problems, he’s just one of these boys”. I was very upset and was wondering “what does one of these boys mean?” I asked for this decision to be reviewed by the paediatrician. They said that it wasn’t needed. We just couldn’t leave this. Once my wife and I are decided, we are determined. We are very lucky that as we are both working, we have the financial ability to consult with a private paediatrician who, after one or two consultations, determined that yes, our son had ASD. At the beginning, like any refugee, you go through those first stages like isolation, lack of language, lack of sense of belonging to this country. As well as this I also had my own disability of having a visual impairment. Life was very hard for me. Shahram Jazan In Australia, there are lots of services, organisations and resources, but navigating these services feels like you require another “degree”. Shahram Jazan I myself went to a special school when I lived in Iran and I don’t believe I learnt that much there. So I wanted something different for my son. Shahram Jazan It was a very bad feeling for us, especially because of my own background and my own disability. I thought, oh gosh, I have a disability myself and now I have a son with a disability - I just thought it would be chaos... and doubly hard. But we started to get more education - lots of reading and talking to other people. We went to lots of conferences. We met a doctor at one of these conference who also has ASD, as well as a Maths teacher with ASD, so we started to get a different picture of what autism means. My son at the moment plays tennis (he’s really good), he does swimming, horse-riding, he’s a good soccer player; and he attends school which he loves. After lots of early intervention, meeting other people, seeing a psychologist, he’s doing pretty well and it is much more positive than I imagined. He is able to do a lot of things very well on his own and it is a credit to my wife who has done a lot to help our son. I am very very aware though that things are not always easy for people who come to Australia as refugees and asylum seekers, or for anyone who doesn’t have good English skills. I’ve always been surrounded by very loving and caring people who have believed in me, but I had my own struggles. I came to Australia in 2002 as a refugee/asylum seeker. At the beginning, like any refugee, you go through those first stages like isolation, lack of language, lack of sense of belonging to this country. As well as this I also had my own disability of having a visual impairment. Life was very hard for me. At first, I was a person who didn’t know English. I was trying to fit into the society. Because society does not know you, there is no opportunity. With a disability there was less opportunity. As a refugee you don’t have the right visa to access anything. I lived for 3 years on a TPV (Temporary Protection Visa), so no TAFE, no education etc. When I compare my life as a refugee back then to today’s refugees I see that they have many more opportunities which we didn’t have back then. It was very hard and felt like it was our punishment for coming the way we did to Australia. It was terrible. Many times I blamed myself for making the decisions I made, but really we didn’t have any choice. I was determined and went to a TAFE to learn English. They said “we never had a person who is vision impaired and cannot speak English”. And then, because of my visa type, they couldn’t give me any support. So I decided to teach myself English. I started building a friendship network through my involvement with sport (for blind people). These people became my friends and the friendship built from there. I remember meeting a guy in this group who was blind and a lawyer, and it really shook my expectations and gave me hope. With great difficulty, isolation started to ease and I decided to get books in braille, was introduced to Braille House, and met other people. We used cassettes to learn English (I also obtained newspapers in Braille) and I was learning to speak English like Australians. I started my formal studies at Southbank TAFE in 2004. At first, they told me I couldn’t study there because of my vision impairment. I enrolled for Certificate III in Community Services and it took me six months to complete this. Every night I was crying because I couldn’t understand what they were saying. I was recording the lectures and listening to them at home. It was very tiring. After some months I was able to understand more what was going on. With great difficulty, I was able to complete my Certificate III. I then thought a Certificate III is nothing and that nobody would give me a job with this. People were telling me to do Aged Care, and I thought that without vision I couldn’t so easily do this line of work. So I decided to keep studying doing a Certificate IV in Community Services. When I finished this Certificate I was introduced to AMPARO Advocacy and this allowed me to do some community work. Then I embarked on a Diploma in Community Services. Undertaking studies with English as second language plus my disability was very difficult. When I finished my Diploma, I started looking for work. However, all the jobs I applied for needed things like a drivers’ licence. Instead of persisting with job hunting, in 2008 I decided to do a Social Work degree at QUT. I really think this was the right decision to go to university and start this degree because I wouldn’t be here without this degree to be honest. In 2011 I started at MDA (now Multicultural Australia) and did 6 months in a student placement role. One day, the CEO, Kerrin, approached me and said I was “doing an amazing job with the refugees” and also that there was a locum position becoming available if I’d like to apply for it. This was the best news - that someone in this country was able to recognize my hard work! That’s where I started at the Humanitarian Support Program as a Case Manager. Finally I had a paid job as a social worker. My own experiences make me very aware of how totally different the Australian education system is for many refugees and migrants. For me, it’s a totally different situation compared to Iran. In Iran, if you have a vision impairment, you go to the school for the visually impaired. There aren’t many opportunities or services. In Australia, there are lots of services, organisations and resources, but navigating these services feels like you require another ‘degree’. I have friends who have children with disability who find it difficult as those parents still struggle with English, and they struggle with navigating the NDIS or knowing the school processes. They are scared and don’t feel empowered to navigate the system. We have great services but people in our community experience difficulty understanding them. For people who have lived in a dictatorship, they don’t know they have choices, they think someone in authority will come and tell them what they must do. We have to connect people together so they understand their choices and can explore options for their children with disability. Whilst there are people who cannot communicate in English and cannot understand the system, advocacy will always be needed. We still have people who are more vulnerable within the community. People with disabilities have often been treated poorly in our home countries, and certainly back home, people isolate their children with disabilities because they have no expectations. If people don’t change their expectations, this can really limit the children, even in Australia. I really encourage people to get out into the mainstream community to volunteer; and to expand networks beyond their immediate family. I was lucky to find a mentor, someone who is blind but is a lawyer with a PhD. Of course, not knowing English will cause a lot more issues. The challenges I faced have made me very resilient. I don’t break easily. I feel independent and I’m able to help others that have disabilities. When families have a member with a disability, I know that a lot of people are scared, a lot of them are scared of things being any more complex and are happy with simple things like having a roof over their heads and so they accept things as they are, rather than questioning. And in many cultures, people struggle with the stigma and stereotypes. People worry a lot that the community is going to look at them in a different way. I understand this, because when I lived in Iran, I didn’t use a cane because I was uncomfortable with how that would be seen. However, I’ve come to use a cane here in Australia because there is more acceptance. Iran is changing, but unfortunately in other countries this change is slower. For example, in some African countries, there are still issues with understanding what disability is, and having that positive belief in a person with disability. My own experience living with vision impairment has really informed some of our decisions. For example, the paediatrician told us to perhaps send our son to a special school. I told my wife that I myself went to a special school when I lived in Iran and I don’t believe I learnt that much there, so I wanted something different for my son. I thought and still do that my son being in a mainstream school will be very beneficial for him. It was the right decision to do this. We had no hassle in getting him into the school once we made our decision. The teachers are magnificent. The school has a very good and strong philosophy about being in nature and being a good human being, and this is wonderful for my son. It is a beautiful school. I want my son to be someone who has a good understanding about people. I want him to be a nice human being and a good citizen for this country. So our choices around school and much more are all directed to those goals. We try very hard to support him to achieve at school and to be that good person. His teacher confirmed to me the other day that he’s doing “magnificently well”. To my mind, challenges will always be there. Some parents without children with disability distance their children from the children with disability or other differences. They don’t get united and integrate with other families and children. I do worry about it when parents don’t want to integrate and teach their kids to accept others. Everyone is missing out on great learnings not just for now but for the future. My hope is that people with disability are more accepted at a community level. For all the positive changes, there is still a lot of non-acceptance from the general community. I’m still very grateful to be in this country, because you can succeed and achieve in this country. We have to keep trying our best for changes, keep talking, keep the discussions going, so we can have inclusive communities for everyone. “If people don’t change their expectations, this can really limit the children, even in Australia.” Shahram Jazan Inclusion of Eliza: a delightfully straightforward school experience BY SUE TAPE Sue’s career experience is in auditing, design and implementation of learning and development at a local, national and Asia Pacific level. Sue is now using her career experience in building an inclusive local community around her family. She has contributed to the work of the Queensland Collective for Inclusive Education in a variety of ways. Sue is excited about the opportunities to share her family’s story, connect with other families and be a force for change. People will ask me how we are as a family, “how’s things?” My standard response before COVID-19 was “delightfully boring and straightforward”. Eyebrows crinkle and I explain “Boring, is good.” We have two children who are three school years apart. Our son had been at school for three full school years before his sister started school, and our daughter Eliza had been front and present at the school that whole time – pickups, drop offs, on my lap at concerts, playing with the other children at the local pool during holidays and birthday parties, noisy like all little sisters at the Christmas assembly, etc. In the year before Eliza started school, therapists, doctors and other professionals peppered conversations with questions about school preparation and planning. Those questions appeared to be focused on how Eliza would ‘cope’ and what level of effort the school might go to for her benefit. Knowing my daughter’s determined spirit, I often joked that they should be more worried about how school would cope. There was also the constant curiosity as to why she would not attend the special school where she had attended the early childhood development program. What mysterious magic had we based our decision on and how would this work? One question that threw me was how would Edvard explain his sister to the rest of the school? My first instinct was to query why he had to ‘explain her’. Fortunately, our conversations with the school team were different. Almost all of the conversations started with the question “Is Eliza excited to start school?” Meetings and kindy visits were organised that looked at what Eliza was up to, what she enjoyed about kindy, what sorts of adjustments helped her to interact with her kindy classmates and what goals were we working on at home. I asked a cross section of staff from school, kindy, then Disability Services Team, external therapy, and the Department transition team, to join together for a meeting in a local coffee shop. It was the first time any had experienced this, and it seemed to me to create a sense of excitement and collegiality that they were all to be part of Eliza’s transition to Prep. Eliza loves school. She loves the routine, the rhythms of the school day and the opportunities to interact with her peers. Eliza also loves the variety of school. Eliza doesn’t see herself as any more or less than a regular member of her class. Sue Tape For every child that says, “Hi Eliza” as they walk past… I know that Eliza is exactly where she should be. Sue Tape These and other subsequent conversations didn’t avoid the mundane arrangements that needed to be made and didn’t skirt around Eliza’s disability. The school team also did NOT start conversations with phrases like “Eliza needs to be doing XYZ before she starts prep…”. When your child is yet to walk, talk, toilet or eat independently, ‘preparing for Prep’, as so much of the social media calls it, can be a time of fraught emotions as others measure her eligibility on a set of criteria totally divorced from our vision for her: her strengths, her interests and her potential. Eliza’s excitement about going to school has never been tempered by any differences between her and her peers. Eliza loves school. She loves the routine, the rhythms of the school day and the opportunities to interact with her peers; Eliza also loves the variety of school. Before school and with over 6 years of early intervention and medical trauma under her belt, Eliza appeared wary of and weary with adults and their expectations of her to repeat the same linear development milestone driven tasks over and over with the same expected outcome. We were also tired of explaining that Eliza didn’t appear to measure her happiness or quality of life by whether she would respond to her name, eat certain food, or say B for ball. People and professionals who were focused on frameworks and forms missed that B is for bath, formula was her saviour, she knows what her name is, and if you are over the age of 20, you are merely a means to an end and should not assume you are her friend. School recognised, with prompting, the risk of an overuse of adults and that there was no need to position their efforts as ‘fixing’ Eliza. School also still sees the huge benefit to Eliza, her peers and the staff themselves, of mobilising the other 25 or so class members as instigators and collaborators. Many firsts have been done at school, away from her pesky parents (and yes for the possible adulation of her peers!): first independent steps, first wearing of the hat to play, first consistent use of her speech application etc. Eliza doesn’t see herself as any more or less than a regular member of her class. She lines up, she wears her hat, she borrows from the library, she learns in the classroom, she sits for the morning notices, she stands for Advance Australia Fair, she creates art for the fete, she competes in the cross country, she attends Spanish lessons with great enthusiasm, she gets in trouble for being noisy in assembly, she gets tired of practising the same song over and over for the Christmas concert, and she climbs all over the play equipment with her friends. Eliza got to this place, year 2 at her local school, because she turned up on day 1, excited, dressed in the same uniform, with her Dad carrying her bag, her things named, and ready to learn. She was welcomed, her needs were anticipated and planned for, and everyone had high expectations of her – academically and socially. No effort was made to explain to her peers the differences between Eliza and her classmates. There have been numerous delightfully age appropriate questions over the years. Eliza’s classmates know disability is a word that they can use and that understanding her differences to them is a natural curiosity. Their attention span on the intricacies of this is also age appropriate! Eliza is short for her age. She is a year older than almost all of them. She likes to communicate with her voice and her body. Eliza uses a wheelchair sometimes. She has no interest in consuming anything other than formula. She is a super wiz with an iPad. She likes to check out how things feel, taste and smell. She needs adult help to do some of the things that her peers don’t. She doesn’t need help for everything. She’s not interested in craft but loves anything with wheels. Music and water are her favourite things. And as one Prep peer told me in term 1, “Eliza is awesome at puzzles, don’t forget that!” Eliza loves school. Nobody has questioned whether Eliza should be at school, with her class, progressing from year to year. This solid foundation of inclusion means that conversations are about how to get the best out of Eliza and what’s the next challenge for her, not about other “options” for her. The consistently high expectations of her by her peers, her teachers and her family, means that everyone else: new class members, the wider school community, external partners, new team members, relief teachers etc. are swept along in the flow of not “if” but “how” to include Eliza physically, to access the curriculum and socially. Eliza might not get invited to every single birthday party but for every child that says, “Hi Eliza” as they walk past and every time a classmate says to me “Do you know what Eliza did today…?”, I know that Eliza is exactly where she should be. Initially, inclusion was not a conscious matter of choice in my mind. I was born and bred in Brazil, so I found that many of the concerns raised by doctors, allied health professionals and educators were often associated with cultural and social expectations rather than my children’s capacity to learn and engage with others. While there were challenges, I certainly did not see my children as broken or needing to go to a “special place”. I simply assumed my kids would go to a local school, like everyone else. So, at that point, inclusion was not a matter of choice. We are a family of four; my husband and I and our two children Oliver, 9 and Thomas, 7. I moved to Australia to study in 2000 but after two years living here, I met my husband. We love travelling and did not think about having a family for a long time. Motherhood was a brand new thing for me – until having my own children, I had never changed a nappy in my life! Both Oliver and Thomas were diagnosed on the autism spectrum and with other disabilities before starting school. I think there was a big learning curve for me particularly, because I didn’t have a good understanding of the school system in Australia, so it took me a little while to recognise how exclusion happens here. As I slowly learnt, inclusion requires continuous work with school staff, but it also often involves challenging some assumptions from professionals and the wider community. Oliver completed his kindy year in Melbourne and his teacher at the time did not think he would cope with mainstream schooling. We moved to Brisbane just before Oliver was due to start Prep. While we experienced some gatekeeping trying to figure out our lives in a new city, Oliver’s kindy teacher was “satisfied” that he would be ok in Prep because she believed that Queensland schools had lower academic standards than Victoria! Fortunately, the move to Brisbane enabled us to choose where to live, and to choose a school that encompassed many of our expectations and beliefs. The school we ended up choosing was not our first choice on paper but when we visited the school and talked to staff, it was clear that my kids were welcomed there. Our experiences have not been straightforward nor perfect. It seems natural to me to be upfront with educators about what supports and accommodations my children may need to be able to participate, but this has led to discrimination. For example, I was once told by the director of a pre-school setting that, based on Oliver’s diagnosis, they needed to assess him before they could confirm his enrolment. But being upfront has also led to some wonderful conversations and experiences – seeing staff acknowledging and celebrating my children’s strengths and gifts in daily exchanges has been heartening. Other highlights would be more formal occasions such as attending school assemblies to watch them full of pride or receive the “student of the week award”. It has been wonderful to watch my children engaging in play and connecting with peers and teachers, growing and learning together, and thriving in a regular school setting. The main benefit we have experienced from inclusive education is to feel that my children as individuals, and our family as a whole, are part of our local community. Belonging to community feels both really ordinary, and vitally important. My kids go to a very large multicultural school and I love the diversity of cultures and people. I think most families there also enjoy the diversity, so I guess this has made things a little bit easier because people are willing to accept and welcome difference. However, I am acutely aware that cultural inclusion does not equate to inclusive education, so there is still some work to be done! When I think about inclusive education, I see that a lot needs to change in the system. Unfortunately, there is big a cultural shift that needs to happen in schools and educational institutions, which will not take place overnight. This change will come as we - parents, allies and communities, educate ourselves and take the opportunity to educate others. One step at a time, but I certainly believe it is possible! I already see much of this change in myself as I learn more about inclusion and how I can influence my local networks. You might not see changes in a school term, but sometimes a little change made by one person can help the next child and this is a step forward. It is everyday continuous work. In my professional work as an equity practitioner in Higher Education, I am often in contact with many teachers. Most of them are very caring people, but unfortunately sometimes teachers may not have appropriate knowledge about inclusion, do not have the right experience or don’t receive adequate support to implement it. My hopes are that school leaders and politicians can start putting students at the centre of their decisions – where human rights and ethics come before votes or school performance. I would like to see inclusion move from theory to everyday practice in multiples domains of our society. To help me navigate inclusion (and keep my sanity!) I often remind myself that most people are actually not educated about what inclusion really means. Unfortunately, the concept of inclusion is muddled up with special education and integration models, so it is often misunderstood, and practice lags behind what we know about inclusion. I find it helpful to think that when people have a flawed understanding of inclusion, there is an opportunity to educate them rather than let my frustration take over. Sadly, at times, educating others might not be enough to change views or attitudes - that’s when you join forces with likeminded people to help you get through and challenge some long held assumptions. Along the way, I have learnt attitudes and skills which help me to be a better advocate for my sons. I think the first thing is to remember that your child is not broken and that they deserve the good life like everybody else. Second, be kind to yourself – you don’t have to navigate the system alone. You are being the best parent you can be so it is important to connect with people that can listen to your concerns and can help you navigate systems and situations. Peer support can help you with getting knowledge, build your confidence and develop a vision for a positive future. Our family has been fortunate to come across many amazing people that have welcomed us, helped us navigate the different systems and supported us to articulate our vision for inclusion. As parents, my husband and I want our boys to grow into independent, confident, kind and well articulated adults. We want them to be proud – we use very positive language at home and both Thomas and Oliver express their pride in being autistic. Our role as parents is to help them develop the skills they need to live their life to the fullest. That involves advocating for them until they are able to do it for themselves. We want our children to have choices. This involves creating a world that is not only better for them but is better for everyone. I am annoyingly optimistic, and I do believe we can create a better world for all children - inclusion benefits everybody so I don’t think we should settle for anything less. Lara Maia-Pike “OUR ROLE AS PARENTS IS TO HELP THEM DEVELOP THE SKILLS THEY NEED TO LIVE THEIR LIFE TO THE FULLEST. THAT INVOLVES ADVOCATING FOR THEM UNTIL THEY ARE ABLE TO DO IT FOR THEMSELVES. I AM ANNOYINGLY OPTIMISTIC, AND I DO BELIEVE WE CAN CREATE A BETTER WORLD FOR ALL CHILDREN - INCLUSION BENEFITS EVERYBODY SO I DON’T THINK WE SHOULD SETTLE FOR ANYTHING LESS.” Bianca is a proud mother of 4 children between the ages of 1 and 12. She is determined to create full and valued lives for all of her children, including her 10-year-old son Liam who has Down syndrome. She believes strongly in the power of family leadership and works to influence and support others to pursue an inclusive life for their family member. Her current focus is advocacy for all children’s right to Inclusive Education. Bianca has a background in Psychology and Human Services, was a member of CRU’s Disability Leadership Project advisory group, a founding member of the QLD Collective for Inclusive Education and is a facilitator of the QCIE Inner North Brisbane Peer Support Network. Liam is our beautiful 10-year-old boy and second of our four children, as well as a much-loved member of our big extended family. Liam has an older sister Claire and two younger brothers Finn and Ari. He’s into basketball, drumming, cubs and anything that involves having fun with family and friends. He has a big personality, loads of confidence, and has the warmest, caring heart. Our three eldest all attend our local Prep-12 state school, and my husband Michael and I couldn’t imagine things any other way. When Liam was born with Down syndrome we were thrust into a world of disability services, early intervention therapies, specialist appointments and introduced to places like the special school playgroup. While many of these experiences were positive, it also meant that we were confronted by a lot of mixed messages and well-meaning advice. When contemplating school, we honestly didn’t know what to think. Not having grown up in an inclusive society, it was difficult to have a clear vision of what his future could look like. A consistent message was that Liam’s development would be a major factor in deciding if he would be ‘suitable’ for mainstream education. Despite this not sitting well, at that point we didn’t really have a solid rebuttal. When Liam was 18 months old, I was lucky enough to meet another mum who spoke about her teenage son in a way I had not heard before. She talked about his wonderfully ordinary life, full of typical experiences, and a vision for his future that wasn’t limited by low expectations. She described his belonging and inclusion at school in terms of his human right, as opposed to something that was conditional. This conversation not only reaffirmed my thoughts that this is what I wanted for Liam, but also my belief that it was possible. Ensuring Liam’s inclusion and belonging at school has involved many meetings, difficult conversations and countless emails. It feels daunting at times just thinking about what obstacles we will inevitably face throughout Liam’s schooling. What we do know though, is that he is worth it. Bianca Gamble My advice to other parents is to never doubt the fact that your child can be included, physically, socially and academically. Bianca Gamble Liam was 2 when I attended my first inclusive education event. I was exposed to the decades of irrefutable research evidence supporting the social, behavioural and academic benefits of inclusive education. I also heard other parents share their experiences and reasons for sending their children to mainstream schools. I learned that inclusive education has nothing to do with development, academic abilities, speech, behaviour or general readiness. The only criterion that Liam or any child should have to meet is being of school age. It cemented in my mind what I was already feeling – that Liam deserves the same opportunity to education and life in general, as his big sister; and it probably wouldn’t just happen. From there, we made a very conscious decision that we will not let Liam’s diagnosis dictate the places that he goes, the things he gets to experience and the type of life that he leads. He will have the same opportunities as his siblings and share those experiences with them, at the same school and in the same community. Liam went to Kindergarten, rather than ECDP. We wanted his precursor to school to be an inclusive environment where the expected transition for all of the children is to a mainstream school. We decided for him to do a second year of Kindy after moving closer to my husband’s work. Our move gave us the opportunity to consider school options and allowed us to do some research. What we wanted for all 3 of our children was to attend their local school, a school with a real sense of community, which valued the diversity within it. We were looking for a school culture and structure where inclusion was more likely. Knowing how easily segregated practices flourish when there is a “place” for students with disability, we felt strongly that a school with a “unit” was out of the question. Liam’s second year of kindy gave him the opportunity to develop some lovely friendships in our new neighbourhood with children with whom he went on to Prep with. Kindergarten was wonderful and gave us a real insight into the beauty of true inclusion. Our eldest Claire was already attending the school and was in year 3 when Liam was warmly welcomed into Prep. We have loved watching him learn and grow alongside his classmates, gaining more confidence each year. He is now in year 4 and is having a really positive school experience. He is involved in everything from excursions and sports days, to concerts and music performances. We have been lucky to have some wonderful teachers, who have listened to our vision and worked diligently for Liam’s inclusion. We see friends and social opportunities as being such an important part of the school experience, so encourage and facilitate these as much as we can. For Liam, his inclusion extends far beyond the school gates, and we nurture his involvement in many ordinary community activities as they all put him on a path to a fully inclusive life. I would love to say that our experience so far has been effortless and without stress and worry. However, the fact is, our education system is not yet a fully inclusive one. Streaming and ability grouping is still prevalent, and the tendency to separate children with disability is still strong. Liam does remain with his classmates for all of his lessons, but this is something we’ve had to put ourselves out of our comfort zone to advocate for, rather than something we can take for granted. Ensuring Liam’s inclusion at school has involved many meetings, difficult conversations and countless emails. It feels daunting at times just thinking about what obstacles we will inevitably face throughout Liam’s schooling. What we do know though is that he is worth it. My advice to other parents is to never doubt the fact that your child can be included, physically, socially and academically. Before embarking on school, I think it’s important to be as clear as possible about what authentic inclusion means, what it looks like and how it should feel. I hope that you can walk into your local school with confidence and know that your child has every right to be there and deserves to be included and valued to the same extent as every other student. Rather than directing those initial conversations to support as a family, we chose to focus our energies on establishing a positive relationship and sharing our experiences of Liam’s school experience. We talked about his strengths and assets, giving the school insight into the amazing qualities he has to offer. We have always prioritised getting to know his classmates and their families and feel that these relationships have such a positive influence on Liam’s identity and belonging at school. I also strongly recommend being connected with other families who are pursuing or have pursued inclusive education. I personally have benefitted enormously from the help and support from other parents and feel much greater strength in the knowledge that we are not alone in wanting this for our children. I know that inclusive education shouldn’t have to take this kind of effort, energy and determination. My hope for the future is that our schools become a place where every child is welcomed and genuinely included without question - with appropriate supports and adjustments provided to enable equal access and participation. I wait eagerly for a time where disability is seen as both natural and something to be valued as part of our community – a time when all of our children get to experience school together. “We have been lucky to have some wonderful teachers, who have listened to our vision and worked diligently for Liam’s inclusion.” Bianca Gamble Attending the Family School BY SONIA GREENOUGH Sonia is the mother of seven children aged from 9 to 28. Her 12-year-old son, Cameron, who has Cri du Chat syndrome and her 9-year-old son, Nathan, who has Autism attend the local primary school – the same school that their older siblings attended and which Sonia also attended along with her four siblings. Sonia’s children have been fortunate to grow up as part of a large extended family network. The family shares a passion for travel and holidays. Sonia enjoys cooking and planning the next holiday! When my first child started school, I enrolled her at the local school – the same one I had attended with my siblings. The subsequent children enrolled as they became school age. When my 6th child, Cameron, was young, it was recommended that he attend our local ECDP which we did. Although I dreamt of him attending our local school with his siblings, the ECDP was planning on him attending the Special School. A friend, whose daughter has Down syndrome, told me about how her daughter attended our local, lovely kindy so I enrolled Cameron. Cameron was still attending ECDP but it was obvious soon after Cameron started there that he had a definite preference for the kindy and so did I. He was included so well and warmly welcomed by the local children and families. It was around the same time that I went to a My Time session and met a guest speaker, a woman whose son had Down syndrome and was attending a regular high school. She was very clear about all children being able to attend their local school regardless of development, academic ability or being ‘Prep ready’. That was exactly the information I wanted to hear as Cameron wasn’t yet walking, toilet trained, he couldn’t communicate well and had some challenging behaviours. This parent talked about her son’s ordinary life and his inclusion at school. The boys have benefited enormously by the peer modelling of their classmates, the friendships, being immersed in the life of the school, and the pride they have of going to the same school as their siblings. Sonia Greenough While that was what I wanted for Cam, and he was already attending his local kindy, the advice that I was being given from everyone else certainly didn’t sound like he had a right to the life this parent spoke of, and that he belonged somewhere else. My youngest son, Nathan, was diagnosed with Autism soon after. It wasn’t immediately all clear how inclusion would happen, but it was powerful to have someone giving permission to imagine and pursue an inclusive education, to know it was Cam’s right and that it would benefit him and indeed the whole school. Not that long after we left the ECDP and Cameron’s Inclusive Education began. After choosing to delay Cam’s enrolment to school to do a second year of kindy, he started Prep where 2 of his sisters were in Year 4 and 7 there. Before enrolling I attended a number of CRU workshops, spoke to other parents whose children were at their local school and felt I was equipped with the information I needed. The first few steps to enrol weren’t as easy as I’d thought or hoped. On leaving the ECDP, they wanted a meeting and expressed concern with my decision. The woman in the office at the Primary School told me that I’d have to enrol him at the Special School (I then spoke directly with the Deputy Principal who was more aware they could not block the enrolment). At the Enrolment Interview there was a new Deputy who said that that the school couldn’t support him to attend. At every step, we kept facing roadblocks to our desire for an inclusive education. Once we met with the Special Education teacher, the support that was going to be provided was more transparent to us, and the processes for including Cam into Prep started to be put in place. There certainly have been many other hiccups along the way; inappropriate things said about my son, many more meetings than I ever expected and even being given the enrolment forms to the Special School at the end of Prep. It is exhausting at times to have your child’s welcome at the school feel so conditional. There have been staff who accept us being there and positive about it and others who weren’t. The families and children in our local community have all been very welcoming and friendly and I couldn’t be happier with my decision. Being embraced by that school community as a whole is what makes inclusion so worthwhile. Enrolling Nathan then was a no brainer, even though that has also come with a new set of challenges due to different support needs specific to him. Honestly, some of the teachers have been amazing, open and creative in their efforts to meet the different and sometimes difficult needs of both boys, always addressing issues positively. I need to be my sons’ voice and to speak up at times when practice falls short, even when that will be unwelcome. Perhaps because of having double the advocacy load – and 7 children all together – it can be tough. While there is a lot to celebrate about inclusive education, I find I do need to be vigilant because there can be the tendency to fall back into habits of grouping kids with disability together or seeing their place as with an adult, not with their peers. The boys have benefited enormously by the peer modelling of their classmates, the friendships, being immersed in the life of the school (assemblies, discos, sports days, grandparent’s day, book week, excursions, camps and so much more), and the pride they have of going to the same school as their siblings. Despite all the challenges that arise when you need to advocate for two children with disability, there is something that just feels right about both my youngest boys being at the same school as their siblings and following in a family tradition – and they are very much part of our local community and networks through school. They have had the ordinary school experiences of plays at the park and playground after schools and are known by so many more people than if they had been sent to somewhere special and distant. Our most recent highlight has been Cam going on his Year 6 camp which went amazingly well. It was a significant achievement that took a lot of planning to make successful, but it is one that memories are built upon. We’re about to embark on our next journey into High School. Already I’m feeling some uneasiness about the conversations I might need to have about Cam’s Inclusion but one thing I’m very clear about is that my family and I will never accept the boys being in a segregated setting. Not only do they have the right to inclusion, they deserve it. “HONESTLY, SOME OF THE TEACHERS HAVE BEEN AMAZING, OPEN AND CREATIVE IN THEIR EFFORTS TO MEET THE DIFFERENT AND SOMETIMES DIFFICULT NEEDS OF BOTH BOYS.” Sonia Greenough “OUR MOST RECENT HIGHLIGHT HAS BEEN CAM GOING ON HIS YEAR 6 CAMP WHICH WENT AMAZINGLY WELL.” Sonia Greenough Get Rid of Brick Houses BY NICOLE FEHR Nicole is a Chartered Accountant and mother of two children in Townsville, North Queensland. She was born and raised in Canada but has called Australia home since 2008. She has been actively involved and passionate in supporting other families with school aged children with disabilities with the goal of inclusion in education and the community. She loves finding the humour in everything, including raising a child with a disability. Growing up in a small town in the middle of Canada in the 1980s did not allow for much opportunity for inclusion. The people who had disabilities were in a group home, located in an old brick house on the edge of town. You would periodically see them around town, often in their group with a few carers. The behaviors of these “different” people appeared unusual to me and I would often feel scared or uncomfortable around them. Fast forward 30 years. After moving to Australia and getting married, I gave birth to my first child. A beautiful little girl. And then the doctor said “I think she may have Down syndrome”. Those words haunted me. All I could picture was my beautiful daughter now being marched up town with her “peers”, while everyone else kept their distance. I cried. I mourned. And then I read. I read everything I could get my hands on about Down syndrome. I read medical books, therapy books and inspirational books about Down syndrome. Once I felt comfortable leaving the house, I would take my daughter out and gauge people’s reactions to the little face with the tiny nose and slanted almond shaped eyes. So many stories. I could tell that maybe society had not changed in the past thirty years. I signed up for every course, therapy and support group I could. Once the time came to decide on a school to send Kassidy, I had no idea where to start. I didn’t want to send her to a special school, as I felt that it would direct her to the old brick house on the edge of town. I enrolled her in a small State school with a high proportion of children with additional needs. Something just didn’t feel right. What if she got “grouped” with the other children with additional needs? Is that any better? I went to an information night at another small State school that a friend had mentioned. At this information night, I spoke to the Principal and Head of Curriculum about my daughter. They were genuinely excited about the possibility of her attending this little school, even though they had no current or previous students with Down syndrome attend. It felt right. One bit of advice … is to memorise a few lines from relevant legislation. Keep them handy in case you hit a roadblock. Nicole Fehr After the enrolment, I asked the school if we could begin the transition to Prep. They agreed to send out Kassidy’s upcoming Prep teacher and teacher aide to her ECDP school (Early Childhood Development Program) to observe her in class and get tips from the teacher there. They had a chair made to replicate the one she sat in at ECDP to be used in Prep. Once the school year started, I realised that her teacher was not just “including” Kassidy in her class, but she was changing the entire class to suit everyone. She had taken it upon herself to attend a Makaton signing course and would teach her class some of the basic signs to use. As Kassidy already used the signs, she was at an advantage. Over the years, Kassidy has forced others to adjust their expectations. She is not just the “child with a disability” in the class. She is a respected individual and valued member of the school. She has also been the recipient of two academic awards along the way. Over the last six years, I have learned a lot about inclusion. I have also learned a lot about how challenging it can be to implement. However, if you get the support you need, you can begin to achieve it. The support that I initially sought was the support of the school staff. I would take any opportunity I could to have a little chat about how Kassidy is doing, how she is fitting in to the classroom, interacting with peers and performing tasks. I would provide advice and assistance in any way I could, including being the liaison between her private therapists and the school. I would observe Kassidy in a class in which she was having “issues” to see if I could identify any causes to the behaviours as well as recommend solutions. I would stand strong in my belief that Kassidy has every right to be there and succeed. I was also willing to give and take a little when expectations were a bit far apart. We are working together as a team to support her education journey. I was and will be very visible in the school. I am very active in the school’s P&C and volunteer whenever they need help. I have gotten to know a lot of the other parents of the school and their children, and they have taken the opportunity to get to know me and Kassidy. Kassidy has so many friends - genuine friends not “care” friends - that it is often difficult to get her to leave school at the end of the day. These friends show her the respect and friendship that any other student would receive. In my opinion, that is one of the ultimate goals of inclusion. I understand how important the curriculum is, but I am not convinced it is a one size fits all concept. Regardless of medical diagnosis, all children have a different range of abilities. I believe the curriculum and how it is presented by the professionals should reflect that. One bit of advice that I have would like to share is to memorise a few lines from relevant legislation. Keep them handy in case you hit a roadblock. I have had to use the phrase “please provide me with the reasonable and necessary adjustments that you will be implementing so that my daughter can access the curriculum and participate in education on the same basis as her peers”. A statement like this contains so many key words that Principals would not expect anyone to know. It shows that you are aware of your child’s rights when it comes to education. Even if you do not have the time or understanding to read through all the relevant legislation, a few key words will help. It has also proven to be very beneficial to keep in touch with other parents of children with disabilities navigating inclusion. If possible, meet up and discuss your children, the classrooms and the attitudes of the school. Get in touch with Inclusion Coaches in the Department of Education if possible. Support one another in school meetings. I was asked to attend a meeting with a family regarding how the school was going to support their son with autism. They had previously left these meetings angry and confused. By just being there, without the need to actively participate, the tables were even, and the atmosphere of the meeting changed. The parents were so pleased with the outcome. There is power in numbers. Let others know your ideas for the future of your child. Other parents will realize that your vision for your child is not unlike theirs. This will allow them to see that your child is like any other and deserves to be included as well. I have had nearly every teacher Kassidy has had tell me that Kassidy has taught the class (and the teacher) more than the teacher ever could. Allow your child to be a teacher. By pursuing inclusion in schools, you will help create an inclusive society, and get rid of the old brick houses. These brick houses don’t benefit anyone. “These friends show her the respect and friendship that any other student would receive. In my opinion, that is one of the ultimate goals of inclusion.” Nicole Fehr “Let others know your ideas for the future of your child. Other parents will realise that your vision for your child is not unlike theirs.” Nicole Fehr I am Nicole*, a married mother with one child called James* who has speech and language delays and learning difficulties. He is a happy boy who has always loved books since he was a small child, even though it has taken him quite a few years to be able to read them. James enjoys listening to music and playing in the great outdoors, especially at the beach in summer. When James was younger, he attended a regular kindergarten like any other child his age and an Early Childhood Development Program for children with additional needs. Both settings were very helpful to him in his early years of learning. As it got closer to him starting school, I was asked by many parents where I would send him. As James does not have any siblings, I had not navigated the educational system before. I considered many options: special school, mainstream school and even home-schooling. When working through the options, I talked to other parents and tried to learn from their experience and insights. There was one parent who said something to me that really stuck and that was “you won’t know how he will go at the local school unless you give it a try. You could always change your mind later if you feel that decision is not the right one”. This comment and James’ experience in the regular kindergarten, were key in helping my husband and I decide to send James to the local State school. Yes it was scary but we thought, why not give him the same opportunity as other children? Of course the first day of school was met with some fear (from me). I wondered how James would cope in the class and how he would go with the other kids. Will they want to play with him and will he want to play with them? What I discovered during the first year of school was that his class, and the school community, was comprised of a diverse range of children. There were children of different races and religions, other children with specific needs, children from non-English speaking backgrounds, children who liked school and children who liked sports. This school was diverse - just like our society. Something that became evident very early on was that children in his class treated James like any other child that attended. The children he started to make connections with, greeted him when he turned up to school, were keen to play with him at lunchtime and to help him with things. Sometimes they wanted to help too much! James has been invited to birthday parties and to playdates. Whilst we have worked hard to foster the little friendships he has made, I do think that it has been a two way street. The friendships he has made are because he connected with those children, they wanted to be friends with him too and their parents were welcoming and open minded. I have witnessed these children being fantastic role models for James – not just in the class but also in the playground. They have provided peer support and encouragement to help him navigate through his day. Not only has James learnt from his teachers but he has learnt from his classmates and friends. On one occasion I was taken by surprise when his teacher informed me that some of the students had encouraged him to go to lunchtime choir sessions with them and he is very happily participating. This is some of the true beauty of inclusion and the opportunities that it can open up. He has even performed, in his own way, with the choir at the school music events. I believe that through attending the local school, James has probably taught some of his classmates and friends some patience, definitely increased their awareness of diversity, and encouraged them to improve their inclusiveness of others. I believe that children who learn within the home and school environment to be inclusive and embrace diversity are better placed as part of our country’s future workforce for the real world - where diversity is a part of everyday life. There have been a number of aspects where James’ education has been challenging for him and us. We have had a variety of experiences with different teachers. Some teachers have been very willing to go out of their way to enable James to access the curriculum but some we have found more difficult to deal with. I think this is a reflection of teachers and teaching styles, with some teachers having a style that is more innovative. We have never been told James can’t participate in something because of his needs. Generally he has been included in most school activities reasonably well, but in some cases we have had to advocate for him to get what we thought was in his best interest. One example was when I attended a school swimming lesson and saw that James, and some other children with similar challenges to him, were separated from the class and moved to another area of the pool under supervision of an aide. I was not happy about this and was concerned that if classmates saw these children being treated differently, then the classmates may treat the children differently too. A couple of days later, after I had taken a few breaths and thought carefully about what I was going to say, I spoke to the relevant teacher at the school. I explained that I would like James to be involved in the same lesson as the other children because that is why he was at the school. It was not just about education but also about social inclusion. In reaffirming my goal of inclusion for James instead of complaining, the teacher responded well to my approach and James was included with the other classmates. When situations have arisen that I have not been comfortable with or happy about, I have sought advice and insights from other parents who are also navigating the inclusive school life. It has been helpful for me to be able to talk through issues with these people who have provided the support I needed. This has allowed me time to think through how I was going to approach the challenge with a fresh perspective. The culture of the school is essential to a good student/school fit. I feel that we are part of the broader school community. I have made a conscious effort to build a good relationship with the school. I have had to advocate for James at times and I have done this through meeting with the school when required, thinking about what I was seeking from the meeting, taking my husband with me as support, and raising any concerns early in a calm and professional manner. I think one of the key things I have taken away from this experience is that it is important to attend a school that you, as a family feel you can work in partnership with. Inclusion of children in mainstream school settings is evolving. Different schools are probably at different points on this journey to others and they are all learning, just as we are. Fast forward a few years from when he started school to now, and some of those first children James met are still his friends today. I see their kindness towards him show when, upon leaving school, James may have left his jumper in the classroom and they bring it to him. It is safe to say, the decision we made to send James to the local State school was absolutely the right decision for him. I know that, when I see him smile there every day. *Names have been changed for privacy reasons. One of the things that frustrated me most after our beloved Polly was born was the constant platitudes and clichés we heard from friends, families or loved ones about having a child with a disability. “She’ll always be happy” or “God chooses special people to have a special child”. If you are reading this, I’d say you know the drill. When you have a child with a fairly obvious disability you are always being approached in a park by a well-meaning stranger. From astoundingly stupid advice, smug superiority and disability clichés, you hear a lot of very odd stuff from strangers, friends and family members. But in those early days, the red mist of rage would descend. I would smile politely, but in my mind that person had just revealed themselves to be a complete twit who knew nothing. In hindsight, I was probably a bit harsh. Of course, those comments sometimes included a “where will you send her to school?” query or an anecdote about a cousin or friend-of-a-friend who had a child who went to a special school and how AMAZING it was for “those types of children”. These conversations always left me a bit rattled, but I could never figure out why. When Polly was about three or four a woman approached me in the park one day and spoke kindly and meaningfully about her son’s education. She talked about mainstreaming her son in education, and I left the conversation feeling I’d had a really authentic conversation and I needed to think about things some more. Maybe a special school wasn’t inevitable for our girl. I’d say at that point I was tired, stressed and trying to do every therapy imaginable. I was going to be the perfect mother. Except life just kept getting harder. Our daughter had some medical issues, then some more, and I was at the Early Intervention Program at a special school on the other side of town, speech therapy, physiotherapy, OT, trying still to toilet train her and feeling like a complete failure. I was worn out. Meredith lives in Brisbane’s south and works in communication. She is married to the lovely Nick and mum to two great kids. She’s chuffed to have a tribe of great friends, colleagues and inclusion advocates in her life. She is a passionate advocate for inclusive education and currently she’s overthinking high school selection for both her children. She never remembers to drink her tea while it is hot. As a result she has developed a taste for lukewarm tea. You’ll realise you had a hidden street fighter inside of you. Meredith Irish If you want an inclusive education for your son or daughter, believe in it, fight for it. Meredith Irish It was at this stage we enrolled our daughter in our local kindergarten program. It was pretty magic. The divine Mrs Edwards just loved Polly, and the 21 other children there in our kindy group. It was local, I could walk there, we were in our community and I finally got to breathe for a minute. We accessed inclusion support funding, which we had done at childcare, but for the first time life just felt like less of a drama. We belonged. We loved it so much we had a second year there. Mrs Edwards will probably say Polly was ready the year before. I probably needed another year there. (All up between two kids I did three years straight at kindy. I highly recommend it as food for the soul if you find the right one). Next up was school. If you ask my husband, our daughter attending the local school was a given. It was the law and besides we’d had a good experience at kindy. I wasn’t so fraught all the time, and things looked up. While intellectually I knew all the research said she would do better in a mainstream school, I still felt nervous. Would they like her? Would she blossom? How could I best protect her from the nastiness of other children if it occurred? Polly is our firstborn. It wasn’t like we’d already sent other kids to school. School at that stage was still a mystery to us. I, of course, over-researched every school. I went everywhere and met with everyone, Catholic, independent, state schools, special schools. You name it. I even researched the split placements. But a change in government policy had meant, at that time, there were no more split placements. You had to pick a camp, mainstream or special. And we decided mainstream. The mainstream decision came after an appalling visit to our local special school (not the same one we had attended the Early Intervention playgroup at years earlier). Maybe it was an off day for the staff member I met with, who knows. She was arrogant, rude and insulting to our little girl. I left wild with rage. I didn’t know where Polly would go, but it would not be there. In the end we went with our local school because they were the school that genuinely wanted Polly there. I cannot overstate the importance of a school wanting your child in the first place. Some schools, and even teachers, grow to love your child and your family, but regrettably, at least in my experience, that is rare. It’s heartbreaking, and not fair and sometimes it is even against the law, but like young love, if they aren’t that into you, chances are they aren’t going to fall madly in love anytime soon. On reflection I think on the day of the meeting at the special school, I was reborn as an advocate for my decision. And that hasn’t been a bad thing. Similarly, thinking back to the comments and platitudes people made when Polly was born, I’ve realised a few actually turned out to have some substance, but often not in the way they were intended. So in that spirit, and with gracious humility in acknowledging those who have fought bigger battles than ours, I wanted to share some thoughts on how some thoughtless clichés can actually become your touchstones in building a big, rich and inclusive life for your child and your family. --- **I. “Oh my cousin’s kid has what your kid has, you should talk to her”** Well maybe, or maybe not. Maybe, you won’t like that person, or their kid. But it is a fundamentally important point. You will need a tribe, and you will need different people to go to for different reasons. Cultivate connections. Making friends is not easy, but if you think of it as cultivating a network it is easier. You’ll need some true mates who understand what having a child with a disability can be like some days. How exhausting, how frustrating, how beautiful. Find some groups of people that work for you. Some groups you won’t like, or the people are weirdos and not your people, that’s fine. Leave, find a different group of people, find your people. There are a gazillion groups on Facebook for inclusive education, full of tips and tricks and people’s ideas. They also help you feel less alone when things are tricky. There are people I’ve met at the Queensland Collective for Inclusive Education (QCIE) who can give me a spot of inclusive education advice when I send them a text. For me, that’s been priceless. **2. “I couldn’t do what you do”** On this they are right and wrong. They couldn’t do what you do because they haven’t put in the time and experience. Advocating for your child is a muscle, it gets stronger the more you do it. In time, with some wins for your child and you on the school P&C, you’ll be stunned at what you can achieve. Soon you’ll be less grateful that you were offered a seat at the table, and become a bit more pushy about what you want for your child. This will stun you. It will probably stun others around you. You’ll realise you had a hidden street fighter inside of you. Some nights after a complex, exhausting school issue you’ll watch your child sleep and tears will fall as you silently thank them for making you a fighter and then you will weep in great big gulps. **3. “Have you looked at a Special School, they are really great these days”** Maybe they are. Maybe they aren’t, but if your gut tells you that isn’t what you want for your child, back yourself. Back your kid. And if your gut is undecided, maybe read the evidence comparing outcomes. A mainstream education hasn’t been easy for any of us at times. It’s been hard for our family, hard for our daughter, hard for the school, hard for our son, who attends the same school. But it has brought riches and meaning and connection in our community. Our daughter is known and she knows her community. Isn’t that what we all want in our lives, to know other people and be known? A special school would have been hard, too, but in a different way. People get muscled out of mainstream schools all the time. It’s wrong, it’s bullying and it’s heartbreaking. I want desperately for our daughter to have a mainstream school child. But it might. I’ve seen it happen and mopped up the consequences with friends who moved into the ‘special’ pathway only to find it wasn’t the land of honey and unicorns they had been promised. Don’t let yourself and your child be forced into a special school if it is not where you want to be. I’ve seen Polly achieve things I never thought possible. I’ve seen her step up and stare down fear to achieve her goals. I’ve seen her miss her opportunity and be consumed with fury that she fluffed her chance. That’s the stuff we want for our children. To learn they have a place in this world and to take that place. We know in our hearts that an inclusive education has been the right thing for Polly because it has given her those opportunities. In all their richness, in their messiness. We are helping our girl to build a life of her choosing. There is a wonderful line in the book *Dear Sugar* by Cheryl Strayed that I think of often, “I’ll never know and neither will you of the life you don’t choose… It was the ghost ship that didn’t carry us”. If you want an inclusive education for your son or daughter, believe in it, fight for it. Don’t stand on the shore and wave at the ghost ship of a life you secretly wanted. Go well. Dream big. Stay strong. My name is Rémi. What’s your name? BY JULIE HUYSMAN Julie is the mother of 2 boys, including her son Rémi, who is in Year 5. Julie was born in Brussels, Belgium, and migrated to Australia after completing her studies in Linguistics. Rémi and his younger brother were born in Brisbane and are being raised in a bilingual household, speaking French with their mother and English with their father. Both boys attend their local public school in inner Brisbane. Julie currently works at QPASTT as a counsellor/advocate for people from refugee backgrounds. We chose inclusion because it seemed like the most natural thing to do. I never questioned that decision until the option of a special school was put to me by an educator at an Early Childhood Developmental Program when Rémi was attending once a week in addition to a regular kindy program. Whichever way I looked at it, the idea of a separate education system where my son would spend 6 hours a day exclusively with children who also struggled with some aspect of their development did not make sense to me. Peer pressure is often spoken about in terms of its negative impact on behaviour and social development. More often than not, what I have seen with my son is his emboldened spirit and sense of pride when he accomplishes a task which he was finding challenging but wanted to do because his peers were doing it. We recently cycled to school after repeated requests from Rémi, an activity which involved negotiating the busy traffic around school with his younger brother. Several kids recognised that it was Rémi on the bike and waved and greeted him with enthusiasm. At pick up time, I saw him chatting with other students on the way to the bike rack and noticed the swagger in his gait! It also looked like seeing my son ride his bike to school instantly changed something in those students’ perception of him and told them that though he may be different from them in more obvious ways than other students, this does not stop him from riding his bike to school. Rémi is very social. He is interested to get to know people and remembers everyone’s names. He can lighten the mood instantly with his sense of humour and brings out a playful side in students and teachers alike. Julie Huysman The students and my son walked out of this encounter with an image of competence in their head, not of disempowerment, which is too often the case for children with a disability. These experiences have a carry-over effect. The next day, my son went to school with an extra spring in his step. What has also worked well about attending our local school is that my son often runs into students from his school at parks and venues in our neighbourhood, which means more opportunities for building friendships. A few years ago, my son was very keen to join Cub scouts and, as it turned out, two of his school mates started to attend shortly after he joined. They became good friends, sought each other out at lunch breaks, and had several playdates. The brothers eventually had to move away but this friendship played an important role in helping Rémi feel connected and having a sense of belonging at school, especially outside of class time. Rémi is very social. He is interested to get to know people and remembers everyone’s names. He can lighten the mood instantly with his sense of humour and brings out a playful side in students and teachers alike. Several teachers have commented on the sense of enjoyment and satisfaction working with Rémi brings them. He has a broad range of interests, from geography, vehicles and guitar; to board games and languages. One of his previous teachers came out as a motorbike chick when she found a fellow motorbike aficionado in Rémi and they used to spend time poring over motorbike photos once Rémi had completed his work. He is also one of a handful of students at school who speak French and teachers enjoy practising their high school French with him. Rémi is caring and also full of mischief at times. At school, he once lined up to order food at the tuckshop when he had no money and then ran away with his order! Naturally I was not pleased when I heard about this incident; however, I couldn’t help also being impressed with the forward thinking and planning skills involved in pulling it off. The school did not make a big fuss and responded very well. Rémi had the opportunity to apologise and pay for the items with his own money. Reflecting back, I am grateful for the learning experience for Rémi, which came about because he is allowed the freedom to make mistakes and take responsibility for them. Sometimes being at school is tough. There have been times when my son has not been given the same opportunities as the other students. This was often the result of the school either making the wrong assumptions of what would be best for my son, in terms of his safety or his learning, or choosing the easier option in terms of risk or behaviour management. Occasionally, my son is made fun of or treated poorly by other students, but as hurtful as these experiences can be, they have led to him developing strong coping mechanisms which generally allow him to shake off unsavoury comments or behaviours. The fact that he is looking forward to going to school on most mornings is a good indicator of the beneficial impact of attending his local school, but what will make me continue to pursue an inclusive education for him is the fact that his place is with his peers, in the community, not outside of it, or on the periphery. To pursue inclusion requires vigilance. I have found that it is not enough to share your hopes and vision and expect it to stick. You may start by communicating what you mean by inclusion, by painting a picture, but you will need to bring people back to that picture periodically to remind the people working with your child what inclusion looks like, for your child. What I have found useful is to have one or two core principles that I can communicate to the school to highlight what our top priorities are for Rémi and that the school can use to guide their responses, especially in more complex situations. One of our guiding principles is to keep Rémi with his peers and not use the special education room under any circumstances. The other principle is to ask the question, what would happen in a similar situation if the child did not have a disability? Then to choose what seems the most appropriate response. Advocacy is something I do every day so it takes commitment, but you don’t have to do it alone. Developing partnerships within the school may take time but is a worthwhile effort, as others will start to advocate for your child as well. We have one more year before my son starts high school and I am nervous about finding a school that will offer Rémi a fully inclusive education. I don’t know if the school we are looking for exists yet in our region but we are hoping to find a school that is welcoming of Rémi, is willing to support him to access the curriculum at year level, and wants him fully involved and contributing to the school community. The inclusive path may not be the easiest, but it has already led to many wonderful outcomes. I have no doubt that Rémi’s teachers are better teachers for having him in their class. One teacher from the school’s inclusion services shared with me that the reason she stayed at the school was the work she was doing to support Rémi to access the curriculum at his year level. I feel sure that the lives of the students at Rémi’s next school will be enriched by having him with them, as will his. We believe that this pathway will set Rémi up for a life rich with learning, love, friendships, work, adventure and surprises, and enable him to choose his own life direction, just like his brother. “We chose inclusion because it seemed like the most natural thing to do.” Julie Huysman Why Inclusion? My reasons for choosing an inclusive education for my son with a disability have changed and evolved over time. Initially our choice was kind of an accident, but as I learned more, it absolutely became about the fact that it was my son’s human right to go to his local mainstream school. I learnt that he didn’t have to earn his place there, he didn’t have to be ‘good enough’ to go there, and that he had the right to appropriate supports to help him to be successful there. I also learnt that his inclusion was good for everyone involved - teachers, other students, and him. I started to see the ways that he was giving back to the school environment, and that he was not just a drain on their resources. As my son gets older, I can see that his inclusion is ultimately about ensuring his connection to his peers through shared experiences and shared learning. These peers are who are going to be his local community, long after their school days are over. These peers are who are going to know my son, who will have a meaningful connection with him, and who I hope will ultimately help to keep him safe from possible isolation, loneliness and neglect. I NEED them to be there, when I no longer am. Inclusion is no longer a choice for our family; it is a necessity. Choosing a School My son started in the special education system, at an ECDP at a special school, and then doing Prep at the same school. Because we lived on the other side of town to the special school, we realised it wasn’t really sustainable for our family long term for him to continue there. We were encouraged to explore all the schooling options that were available closer to us. I remember thinking, wouldn’t it be great to just be able to walk Taylor to the local school down the road! So we made an appointment and went for a visit. They were quite welcoming, but did point out that their school had lots of trip hazards, lots of upstairs classrooms, and not many (any?) other kids with a disability like my son’s there. This is the first time I remember considering whether I had the energy to advocate for Taylor in an environment where he may be the first and only child needing the type of support that he did. We had also been told about another regular state primary school, not far away that had a long history in supporting kids with a vision impairment (one of my son’s disabilities), and also about the local special school. We visited the state primary school first, where we were made to feel very welcome; we were given a long tour of the school and had a good discussion with the Head of Special Education. The staff spoke as if it was a given that Taylor was coming to the school the following year, and so we enrolled him, and he did. We never did visit the special school. Taylor’s sister Maddi loved dropping her brother off at school, so when she started at the same school two years later, she felt like she knew all about it already. I remember being relieved about the fact both my kids were at the same school and that I didn’t have to worry about building relationships with two lots of staff, admin, parent groups and P&Cs. Taylor now goes to the local state high school that many of his primary school peers also go to, and which happens to have a special school right next door. After all I have learnt about Inclusion, and now can’t unlearn, I don’t consider the special school to be an option for Taylor. It was always a worry in the back of my mind leading up to high school that they may try to encourage us to consider the school next door, but to the school’s credit, they have made us feel very welcome, and we have so far never been pressured to consider the special school as an option for Taylor. I guess the fear never truly goes away though. **Advocacy – Tips for school meetings** Over the years, while pursuing an inclusive education for Taylor, I have adopted some approaches to advocacy which mostly serve us well. If I have requested a meeting with the school, I always have a list of things I want to cover in the meeting. This helps me both remember everything, and it helps keep the discussion focused on the things important to me. It can be all too easy for conversations to become reactive and move in a direction you were not prepared for otherwise. If appropriate, I may send this to the staff involved in advance, for if they have had a chance to consider my issues, then maybe we can get to a resolution there and then in the meeting. I always try to start any conversation with the positives, to acknowledge the things that the school is doing great, and then move on to outline the issue/s we have concerns about and why. Hopefully this leads to a valuable discussion and some kind of plan to move forward with. I try to remember that I don’t have to agree to anything in the meeting. I can say I will go away and think about the things we have discussed. If I do agree to something that I later regret, I know I can always contact the school again and explain that I have changed my mind. If the school requests a meeting, I try to find out who will be present at the meeting and what it is they would like to discuss specifically. I will then think about what I might like to discuss with them also, to seize the opportunity, and I write it down! I always try to remember to utilise the curious approach to any challenges they may raise with me, I ask them why they think it is happening? I think it is reasonable to expect that the staff involved have reflected on the why, and if they haven’t, maybe this is a good way to prompt this to happen. For all meetings, I will usually ensure I have a support person with me, unless I am very comfortable with who and why we are meeting. A support person can be any trusted friend or family member; they are someone you can debrief with later; another pair of ears, another perspective on what was said, and someone who can possibly call a stop to the meeting on your behalf if it all becomes too much. These strategies (and more!) were learnt over time via things like attending Inclusive Education seminars, workshops and conferences (many of them run by CRU), connecting with other parents both in person and on-line, and through trial and error. Peer support (other parents) is such an important factor in your role as an advocate – it helps sustain you, gives you ideas, information, confidence and the knowledge that you are not alone. Unfortunately advocating for your child’s Inclusive Education is likely to be a marathon, not a sprint, so you will need support along the way. Hopefully there will also be times when you feel you can offer support to other parents, as that can be just as valuable as receiving it. **The rest of his life** Inclusion is critical to Taylor’s life because it is creating a foundation for the future. I want Taylor to be positively and genuinely connected to his mainstream community for the rest of his life, especially when I am no longer around to keep an eye on him. I want these connections to be mutually beneficial, they should be built on fun, mutual interests, common experiences and they need to include mutual respect, care, empathy, and support that is freely given. I say freely given, not because he can’t access the paid support that he will need throughout his life, but because I believe that freely given support is what is more likely to last, to be a constant, and to be the most meaningful, throughout his life. I also say mainstream, because others with a disability cannot necessarily provide the kind of support and safeguarding that my son will need in his future. **Hopes and Dreams** My hope is that the real connections Taylor has already made, and will continue to make, during his mainstream schooling years, will mean that his community will step up and support and safe-guard him in the future. He will need his community around him to keep him safe from the things that people with a disability are most vulnerable to, like isolation, loneliness, neglect and abuse. But it isn’t all about what Taylor needs, a return, he makes people feel good. He makes them laugh, and maybe makes them think in ways they haven’t tried before. He helps people see the joy in the little things, he helps them realise that different is not scary or hard to deal with. These are all significant contributions to other people’s lives. My hope is that the children and young people Taylor grows up with see that diverse and inclusive societies are good for everyone. --- **Inclusion is critical to Taylor’s life because it is creating a foundation for the future. I want Taylor to be positively and genuinely connected to his mainstream community for the rest of his life, especially when I am no longer around to keep an eye on him.** *Hazel Lloyd* Lindie Brengman and Matt Harvey are parents of four children who have all attended school together. Matt’s personal experience with his brother, who attended segregated education, led him to become an advocate for an inclusive life for his own daughter. Matt is a local GP with an interest in engaging with health professionals and politicians to improve practice for people with disability and their families. Lindie is an Occupational Therapist who now works at CRU as a consultant for the Families for Inclusive Education Project. Both have been actively involved in the Queensland Collective for Inclusive Education (QCIE). Their daughter, Millie, is now 16 and in Year 10 at school. This contribution is an edited version of a presentation given at CRU’s 30 Year Celebration Events: Inspiring, Connecting, Acting for Change 3 events to mark 3 decades held in Brisbane in October 2018. We enrolled Millie in a regular school because we knew the research that the outcomes were always better socially, academically and in every other way for children with Down syndrome who attended mainstream education. We were shocked, like many parents, at some of the questions and conversations that we experienced leading up to enrolment. But we thought that once we got over that hurdle, just having her in the school, with our combined expertise and the suite of medical and allied health contacts we had, it would all just, well, happen. We could not have been less prepared or more ignorant!! Millie began to experience anxiety in year 3, by year 4 she began speaking less and less to anyone other than us, and she was diagnosed with selective mutism at the beginning of year 5, 2015. Accompanying this was dreadful panic attacks, huge highs and lows of emotion, and of course, associated “behavior”, and these experiences were not exclusive to Millie. The adults around this little girl struggling to ‘fit’ were swinging between frustration, anger at each other, anger at ourselves, guilt, feeling completely out of our depth, educationists and health professionals alike. When someone suggested me that I was making the ‘wrong place’. And I had no answer other than gut my gut feeling that she belonged in this school, with her siblings and her friends. That was the end of May 2015. A couple of weeks later I saw an advertisement for CRU’s live in-family Leadership workshop: “A weekend to learn, dream, celebrate and connect”. One presenter was a Canberra parent who promised to share how to have your child physically included, academically engaged and socially valued. Millie has grown in confidence, she knows she is loved for who she is and what she brings to the community. Matt Harvey & Lindie Brengman We filled in the EOI form with our best sales pitch on how we should definitely be there – because the thought we could actually miss out was too horrific to contemplate – and much to our relief, we got a spot. When we arrived, we felt welcomed - and there was real coffee! We met some great families and had some quality evening beverage time with the two other families we were accommodated with. So we made contacts! The connections we made that weekend continue to this day. A key learning we came away from the weekend with was about intentionally building a supported ordinary life. The second thing was learning from Jan Kruger, not only about her intentional strategies to include her son, Jack, in a regular school environment, but also that he had the right to be there, and should be there. That was the first time we’d heard that the school, and the other students, would benefit. Up until then we were just grateful that Millie was allowed to be at the school, and lived in constant fear of that phone call. A big turning point was through a story a presenter Marg Ward shared with me, Lindie, during a small group exercise. Marg shared a powerful story about describing her daughter Marni to a school staff member and being challenged: “Why are you describing your daughter that way, listing her diagnoses and deficits? Your job is to tell me who she is, her strengths and her interests”. It had brought Marg to tears and we realized that when Millie started school 6 years beforehand we were able to describe her positively, talk about her strengths and interests, but years of conversations about what she couldn’t do had led us to a place where we were far quicker to automatically describe a list of deficits, almost as a way of ‘beating others to it’, a defense mechanism and a way of protecting ourselves from being hurt. And Millie had not been shielded from this. The impact this had on Millie’s self-concept was horrendous – in her first psychologist session in 2015, she was completely unable to describe herself positively and it was heartbreaking. In that moment, we intentionally began to change the way we spoke about Millie, and from that weekend, we set a course in claiming our natural authority as Millie’s family, the ones who love her the most. If we think of our most pivotal moment in our ‘inclusive education’ journey, we both agree: Professor Suzanne Carrington! CRU held an information evening in March 2016, where Suzanne, who is a teacher academic at QUT, spoke about ‘Building Partnerships with School to Support your Child’s Inclusion’. The first thing she covered was ‘Understanding the difference between integration and inclusion’. We nearly fell off our chairs – a focus on diversity instead of disability?! A recognition that everyone in the classroom has a right to be there, rather than trying to ‘fit’ children into the ‘normal’ class?!… Oh my goodness it was earth shattering for us. And then, in Suzanne’s presentation, came the big bombshell: It was not just the right of our daughter to be there, but it was a legally protected right. We could not believe that this ‘inclusive education’ thing, this thing that seemed so fair and made so much sense, was actually also expected! I know we weren’t the only ones leaving that night wondering, “So why are we still having to fight?” We continued to attend workshops and connect with other families. Alongside our own evolution in understanding inclusive education better; we both got involved in the Queensland Collective for Inclusive Education, a group of families who promote inclusive lives, support each other to keep pursuing inclusion, and work together to make inclusive schools a reality. We have never found the work with QCIE tiring exactly the opposite. It restores our energy because we’re surrounded by amazing beautiful people who love their kids and believe in inclusion of everyone. It is actually exhausting to be around people who struggle to see our girl as a person. Being involved with QCIE and connected with advocates here, interstate and internationally, balances the power equation between parent and system. Our knowledge of what’s possible is some serious power. We have asked for so much in Millie’s school life that we never would have dreamed possible or thought about a few years ago, because we now exist in an ‘inclusion possible’ world. Most of the time we have no way of predicting that we are pushing against the status quo until we get a surprising negative response. Can Millie do Japanese too? Can Millie have an assignment booklet that she can bring home (instead of worksheets kept at school), like all the other kids in her History class? Can Millie work in a group of peers too, instead of being paired with the Teacher Aide? Can Millie have a criteria sheet too? – She wants to see how she can get an A. Through QCIE, we have attended Parliamentary Forums in Canberra, presented to student teachers and educational professionals, and at other conferences, been part of political lobbying and developed resources for families and teachers, and run coffee and chat peer support sessions. While this work has an impact, nothing inspires what is possible like our children being in their regular schools, where they are supposed to be. We are now in contact with a Mum who is pursuing an inclusive education for her son because she watched Millie walk across the stage 2 years ago to shake the Principal’s hand and join the graduating year 6 class. She said she turned to her husband and said, “See, it is possible!” We didn’t know each other then, but now she attends the QCIE Peer Support coffee mornings, we are in regular contact, and she inspires us with her determination and belief in her child’s right to be included. Since our first contact with CRU at that Family Leadership Weekend, Millie has grown in confidence, she knows she is loved for who she is and what she brings to the community. After not speaking to people other than loved ones for 3 years, to everyone’s stunned amazement she began speaking last year everywhere and to everyone. She has become a strong advocate for herself, backed by parents who tell her through actions and words that she has the right to the same as everyone else. Earlier this year, her English class was given a persuasive speech on how teenagers can be brave. Presumably because it was considered easier, she was given a different topic, pizza. She was a brave enough teenager to ask her teacher to do the task on being brave. She wrote it and presented it, and bounded out of school that afternoon with an enormous sense of pride. If asked today, Millie would describe herself as kind, determined, a loyal friend; she is responsible, has a keen eye for putting together 1000 piece puzzles, and will giggle with glee as she completely wipes you out in a game of UNO. Millie signed herself up for the school’s social running club, the tennis club, and trained as part of the year 8 volleyball team even though after 3 minutes of game time she found balls flying at her head wasn’t for her. She wants to be a scientist, but has found she also loves ICT, and has a keen interest in robotics. At the end of this story of change, that without CRU would never have happened, there is our daughter who has found belief in herself, and a vision for her future. We are strengthened to combat the low expectations, and so is she. Thank you to all our new friends who have helped us dream big, to find our new vision, and who helped Millie find her voice! “NOTHING INSPIRES WHAT IS POSSIBLE LIKE OUR CHILDREN BEING IN THEIR REGULAR SCHOOLS, WHERE THEY ARE SUPPOSED TO BE.” Matt Harvey & Lindie Brengman Luke’s Story: The Getting of Wisdom, Courage and Hope? BY ANN O’BRIEN Ann O’Brien is the mother of 3 sons and lives in Brisbane’s inner south. She is a teacher, loves to run, and passionate about raising great boys. Her eldest son Luke has Cerebral palsy, is non-verbal, and visually impaired. He is now 21 years old. Luke completed most of his schooling in mainstream education. Luke now spends time following his passions: his love of music and hanging out with friends and family. This contribution was originally published in CRU Critical Times edition 46 in 2014. It was a written version of a presentation given at Forum in September 2013 celebrating 25 Years of CRU. During the presentation, with the assistance of his father, Dan, and his teacher’s aide, Darrel, Luke changed the slides using a switch connected to the computer. This is Luke’s story. It is also about the getting of wisdom, courage and hope (for his parents). What you will hear about today are aspects of Luke’s life that reflect what we believe have helped to shape his life and ours as a family. You might call them guiding principles or themes. Luke and I put this presentation together using his Pragmatic Organisation Dynamic Display (PODD) book - this provides us with key words that allow us to work out what Luke wants to say. Luke communicates by answering yes or no to questions by lifting his hand or head for yes and keeping still for no. During this process Luke demonstrates great patience and tolerance as he strives to communicate with us. One of the teacher aides recently said to me how she admires a Luke’s ability to show forgiveness for those of us who constantly ignore his potential, talk over him or wait for the answer. There is no doubt that Luke has much to offer to those who take the time to get to know him and listen to what he is telling them. As you listen to his story it is my hope that you will capture a glimpse of an inspirational young man who we and our family and friends are very proud to call son, brother, nephew, grandson and friend. Luke is the eldest of 3 boys. He is almost 15, Isaac is 12 and Nathan is 10. Dan and I are very biased but we know we have 3 fabulous boys who constantly bring us joy, love and the usual frustrations, exhaustion and heartache that go with raising a family. As a family we aim to live an ordinary life and to pursue everyday activities. We plan holidays, go on weekend outings, attend sporting events and are involved with the schools our boys attend. We also spend days and weeks in hospital, many hours at appointments. We try to live a normal life … whatever that means. Luke has many professionals in his life: therapists, medical staff, teachers, teacher aides to name but a few and each play a role in his life. We appreciate their input and their expertise but at the same time we exercise our rights as parents and advocates when making big decisions. This has been something we have had to learn to do, and it hasn’t always been easy. We are fortunate now to have a few professionals in our life who know us well and respect our opinion. There are of course times when we are not heard and we have to fight for what we believe is in his best interest. We try to stay clear of the medical world and the world of disability because they tend to focus on what is wrong rather than right. Life does get really tough. Luke has extended periods of ill health, often with hospital admissions where Dan and I live between the hospital, home and work. Life has taught us that this will eventually pass and we do the best we can at the time. Courage If I am to reflect on the place of courage in our lives, there are a number of significant decisions that we made that required us to take a risk. My husband and I, and our other boys, are called to be our son’s ally; we are his voice; we hope we speak truthfully his hopes, desires, likes and dislikes. We hope also that we listen to what he wants his life to be like. In 2007 we decided to approach our local state school about him enrolling into grade 5 fulltime. This decision was driven by Luke’s desire to be with his peers in a stimulating noisy environment. He was already going to our local school to attend philosophy and he was telling us through his actions where he wanted to be – in a regular school, with his peers, not in the special school. It was not an easy decision. We knew many would not understand our desire for Luke to be part of our local school where his brothers attend, nor would they appreciate that he had much to offer to other children. We put ourselves on the line and then couldn’t back down until we achieved what we had set out to do. I can remember driving away from meetings fighting back tears while my husband was busy remembering every swear word he knew. After much discussion, disagreement and frustration approval was given and Luke began grade 5 in 2009. Luke is now in grade 9 at our local high school. He enjoys school especially music and socializing at lunchtime. He is not so fond of maths. How do we know this? He often goes to sleep! Wonderful things are happening at school for Luke. There is a cohort of students who have recently come together with the assistance of a teacher, and have formed a couple of friends. These are students who have formed a connection with Luke over the last 18 months and now want to be more involved in his life. This group of students met to discuss how they could contribute to Luke’s day. Suggestions included: reading the newspaper in the morning to Luke, taking Luke to the admin block at the end of the day, taking him to and from class and to lunch. The school population is made of students from many different countries. Luke’s presence at school does not faze them as many come from cultures which have a very strong sense of community and an understanding that all people contribute in different ways. If you were to watch Luke in that environment you would gain very quickly an understanding of what it means to him to be there in amongst the noise and life of a high school. While planning for Luke’s inclusion into our local state primary school we also decided to take 6 months to travel around Australia. My husband and I planned carefully and ensured that we had thought through what we would need to keep Luke safe, given he has, at times, significant health issues. We were aware of the risks we were taking but decided that the experience and the benefits would far outweigh any of the risks. The reality was that we would deal with whatever life threw at us at the time. Our trip was a wonderful time together. We saw only some of what this beautiful country has to offer, but memories of those days keep us going when times are difficult. Luke experienced all we did, often on Dan’s back as we climbed mountains and explored gorges. The most important lesson learnt was about the importance of taking a risk and following your dreams. Had our son’s health deteriorated or the trip been too exhausting we would have rethought our plans or if necessary come home. If we had however, allowed those potential risks to overwhelm us, what wonderful experiences we would have missed out on. Luke demonstrates courage most days of his life. Wanting to be out there… dealing with the injustices of others, living with illness and hospitalization on a regular basis. A vision for Luke’s life When we talk about a vision for Luke’s life we think of the ordinary: schooling, friends and all that comes with it, and therefore it is vital then that we listen to Luke. His schooling was a good example of this; he was telling us through his behaviour that he wanted a mainstream education and we could not ignore this. It is vital that we consider what he loves to do, what his strengths are and in turn that we believe he has much to offer to those he meets. Family life comes with challenges but when there is a member with a disability it is all the more challenging. Making family work when there is a child with a disability is a conscious choice. If we spend all our time wishing life was different then we end up missing the beauty and the joy of what we have. This certainly applies to our life with Luke. This is our son and he has much to offer, if we take the time to listen and learn. The future… We need to ask ourselves a number of questions about what we want Luke’s life to become. What are we doing to plan for Luke’s future? What does Luke want? What do we think would be good for him? We need to consider Luke moving out of home into his own place with support. To help make all of this happen we also need to think about inviting family and friends to be a part of a circle of support. We need to have support of the village to raise our children. We need lots of heads and hearts together to dream what could be possible for Luke’s life. We need to ensure that Luke will be safe by sharing what we know about him, with those who are prepared to be around for a long time. There will also be a wider support network to be there when times are tough due to ill health or hospitalisation. Luke’s life will be so much richer by forming closer relationships with those who care about him. If we look back on our life with Luke there were times of planning, living, reviewing, thriving and barely surviving. We look at his life in stages and never think too far ahead… it’s too hard. We do think, and are aware that, there are times when we need to consciously plan and begin the process that will bring those plans to fruition. What have we learnt? Life is full of ups and downs and we need to appreciate and remember the easier times. We have learnt to respect the ebb and flow of life and to choose our battles. We don’t have or need all the answers now, we just need to keep asking the questions. We are still learning about Luke and about ourselves. Each person is unique and one size does not fit all. We do not know if our son has a good life - that’s for him to say... but we do strive to do what we think is in his best interest. We are listening and learning from Luke. Creating a Caring Community of Learners...For All BY DESLEY JONES Desley Jones has worked as the full-time Teacher/Director of Ballymore Kindy since 2000 and has built up a wonderful reputation for Ballymore Kindy amongst local families. Desley has a Diploma of Teaching (Early Childhood), a Bachelor of Education and an Honours Degree in Psychology. Desley also frequently writes articles and presents workshops for early childhood teachers and educators. In 2011, Desley was the recipient of a 2011 Neita, National Excellence in Teaching Award, which honours exemplary teachers in Australian schools and early childhood centres. www.neita.com.au. After almost 40 years of teaching, and as I near the end of my career, I can reflect that working with children with diverse needs has provided some of the most satisfying and challenging experiences of my working life. It has been a privilege to play a small part in these children’s education journeys and in the lives of their families, and it has been more than evident that the inclusion of children with diverse needs has contributed to the life education of everyone involved at our centre – children, families and staff. Parents need to be the chief advocates for their children and when your child has needs that diverge from what might be poorly termed “the norm”, the need to advocate for them is stronger. Over the years, the overwhelming message that I have taken from parents of children with diverse needs is that they wish for their child to experience connections with others, to be a member of a group, to have opportunity to play and learn, and to be valued and respected for who they are. In 1999 I attended a keynote conference address by Dr Jillian Rodd an educational psychologist. Jillian spoke about creating caring learning communities. She said that these caring learning communities required 5 core elements: a clear routine, clear communication, problem solving in non-violent ways, engagement in personally relevant experiences (not just time fillers), and clear expectations for behaviour. Jillian’s approach resonated with my own long term beliefs about empathy in teaching, and my commitment to using make believe play as an effective teaching and learning tool for children aged 3 to 5. This professional development experience helped me to articulate my own framework for teaching with a focus on building positive relationships. This framework is titled Creating a Caring Community of Learners and has formed the basis of work with ALL children at my centre since approximately 2013. Relationships are integral to children’s learning because when relationships are secure and supportive, children feel safe to explore and engage in a range of experiences. Learning is a social experience and all children learn through social experiences such as conversations and play and we know relationships are complex. Focusing on relationships encourages deep level learning such as understanding other perspectives, complex problem solving, action and reaction. This framework incorporates six elements (rather than five) which inform all teaching decisions that are made for individuals and groups at our centre. These elements are: 1. **Respect and empathy** (the core of relationships) – acknowledging children’s feelings and experiences is the starting point for intentional teaching. 2. **A supportive base** (the chaos and the calm) – the physical, social, emotional and psychological environment supports children to face challenges in the group setting and beyond. 3. **Self regulation** (care for self and care for others) - helping children to recognise, understand and manage emotions and behaviour. 4. **A sense of agency** (finding meaning in children’s play) – a ‘strengths based’ view of young children, using make believe play to give children a sense of worth and competence, and to develop respect for themselves and others, together with a range of skills. 5. **Problem solving** (empowering children) - problem solving, in all areas of the curriculum, enhances emotional and social wellbeing, as well as thinking. 6. **Communication** (caring talking and caring listening) - considers the complexities of communication to help children develop a consciousness of others and to be respectful communicators. “Parents need to be the chief advocates for their children.” Desley Jones “All children are seen as worthwhile individuals whose ideas and contributions to the group are valued and differences between all individuals are a source of interest and celebration.” Desley Jones My experiences have included working with children with autism, Down syndrome, Speech and Language Disorders, Epilepsy, Cerebral Palsy and more. Philosophically my staff and I have consistently considered that: - All children are considered unique with diverse needs, interests, abilities, ways of learning, background experiences and more. - We want all children (regardless of individual needs) to feel authentically accepted and valued AS THEY ARE while assisted to build foundations for further learning and development. - Efforts are made to avoid giving a message which says that a child needs to be changed or improved – we feel this is damaging for a child’s sense of belonging and personal worth. - Kindergarten staff are uniquely positioned to provide a quality early education program based on building positive relationships with and between children. - The use of make believe play allows for the development of skills in such a way that these skills have meaning for the child, are meaningful and transferable into further situations. - It is essential that all children feel a genuine sense of belonging to our community (the kindy group). All children are seen as worthwhile individuals whose ideas and contributions to the group are valued and differences between all individuals are a source of interest and celebration. - Every child is entitled to experience the rich experience of childhood, and to an education that has its basis in social play and connection with peers. We actively work to build respect for all children. Individual interests direct the curriculum for all children providing motivation and supporting children to feel capable, listened to, respected and valued. Imagine the satisfaction of a young girl with cerebral palsy as she insists on balancing on a small chair to independently fix a rubber band to a post to hold her material wall in place as she makes her “house game”, or the child with sensory processing issues who displays total engagement and plays at her space game for over 30 minutes! Such games of make believe provide meaningful reasons for children to interact and communicate with one another, and to solve problems independently or in collaboration - taking your baby to the “doctors” gives personally relevant reasons to communicate with one another; to share ideas and to build a sense of story in play. We want all our children to experience a sense of belonging, which comes through being regarded as “one of the group” and valued for who they are and for what they bring to kindy (i.e. their ideas and their play). Our focus is on what each child CAN do (i.e. their ideas, the games they choose, their strengths) rather than focussing on what they CAN’T do. Working from a strengths based view celebrates children for who they are, while co-creating meaningful curriculum with them that will motivate and engage them in a range of experiences. Challenges can, and do, arise when diverse needs present issues with communication, emotional control or social engagement. It is essential to support one another as a team, and all the children, in appreciating one another, in focussing on strengths, and in accessing or devising strategies that support each of us, as individuals and as members of a group. We know that skill development can be important to parents and children and we work in collaboration with therapists when appropriate, but we are NOT therapists. Our focus remains on the principles of early childhood education and our professional knowledge and experience as teachers and educators. We believe that when skills are incorporated into the context of children’s self-initiated play, they are more meaningful. Children are more likely to stretch themselves to use them, and these skills can be better carried over into different contexts. Children’s self-initiated activities result in a greater depth of wellbeing and engagement, allowing aspects of skill development may be integrated into the context of children’s play and into group sessions when appropriate, so that individual children do not feel “on show”, “different”, “isolated” or “excluded”. At Ballymore Kindy, we take seriously our commitment to providing each child a high quality early education experience. Perhaps our greatest challenge in doing this is being able to access funding to allow us to employ an additional qualified staff member to support adult interaction with, and support of, all children in the group to whatever degree each child requires. We value that some funds are made available through State Government bodies, however this is often insufficient to allow us to provide the numbers of worker hours required. In the case of children with medical needs, as opposed to developmental or learning disorders, we have found that no funding is available. We are an experienced team at our centre, having worked together over many years. In this time, we have had the privilege of supporting the learning and development of many children – all of whom come with their own diverse needs. Through our own professional development, our connections with families and associated support providers, we have been able to build our professional confidence and capabilities. Most important for us, though, has been a clear articulation of our philosophical and pedagogical approach to teaching and our commitment to the value of play as an effective teaching/learning tool for ALL children. Caroline Hay has been working with children for over 27 years. She has been teaching at Faith Lutheran College, Redlands, for 12 years. Caroline is passionate about the way each individual child learns and has completed a variety of curriculum projects with Independent Schools Queensland and Griffith University. Caroline has also been a recipient of the ‘DSQ Inspirational Teacher Award’ and presented at the ‘Down Syndrome Queensland Conference’, and the ‘Inclusive Directions for Education’ Conference in Brisbane. She has a strong commitment to ensuring all students feel included within the school setting, and that they achieve with appropriate support and guidance in all aspects of learning. My professional journey in inclusive education really began in my sixth year of teaching. While I had always catered for students’ individual learning styles, I was using more of a grouped and/or segregated approach because that is how we were taught to work with children who required support. I thought it was working and it was……for me! I thought it was working for my students too. They were progressing well and often meeting the standards or close to them. In my eighth year of teaching, I taught my first student with Autism. He was a lovely boy that I was able to connect with easily. From an educational perspective, his learning capabilities ranged from Prep to Grade 3. His parents requested that they wanted him to learn with the class, but without the pressure to learn what the rest of the class was learning. In other words, they didn’t mind if he coloured-in all day, as long as he wasn’t pressured and removed from the class for intervention. They just wanted to see him happy, and being included made him happy. This was the first time that I ever considered the question – “What is inclusion?” How was I going to include this young boy while the rest of my class worked way beyond his learning level. I won’t lie, the thought did cross my mind, ‘Should he really be in a Year 6 classroom?’ Other teachers posed the same question, but the more I worked with this young man, the more I wanted him with me in the classroom. It was where he belonged, and I saw the transformation of my class. I wasn’t the only person he had a positive impact on. I continued teaching my class in a ‘standard’ way, while giving this boy different activities to keep him engaged. He was happy, the class was happy, and he was happy. He finished the year a more confident young man and his parents cried as he graduated Year 6. I think I did too. I had developed a very special bond with this young man, and I felt proud of how far he had come. The next year came around soon enough and I was asked if I would have a child in my room with Down syndrome. The Head of School felt it was the right fit for this young girl. I agreed, but I was very nervous. I had to decide how to go about it. I was completely honest with her Mum on the first day and said I didn’t really know what I was doing, but I promised to try and she was happy with that. Unlike the parents of my student with Autism, the parents of my student with Down syndrome were very firm in wanting their child to not only be included in every aspect of the learning in the classroom, but also to uphold high expectations. For the first time, I really had to stop and reflect on my practices. I couldn’t do what I had always done, and that was to teach to the masses and withdraw this young girl for intervention. The journey of change had begun, and it was exciting. This young lady was a part of every lesson, learning the same content as her peers in a way that was appropriate for her development, that wasn’t too far removed from the students around her. I treated her just like everyone else and she responded. If I raised the bar, she raised the bar. I SAW MY APPROACH TO TEACHING AND LEARNING CHANGE DRAMATICALLY IN ONE SHORT YEAR. I STARTED TO SEE TEACHING THROUGH A PARENT AND CHILD’S EYES. INCLUSION MATTERS. I WOULD LOVE FOR EDUCATORS TO VIEW ALL CHILDREN AS VALUED INDIVIDUALS WITH A UNIQUE SET OF CAPABILITIES. Caroline Hay WE WANT ALL OUR CHILDREN TO EXPERIENCE A SENSE OF BELONGING WHICH COMES THROUGH BEING REGARDED “ONE OF THE GROUP”. Desley Jones We had times where the wheels fell off and moderate support was required, but for the most part, this beautiful girl was flourishing because she knew her value amongst her peers. I saw my approach to teaching and learning change dramatically in one short year; I started to see teaching through a parent and child’s eyes. I suppose I started thinking about my own child who was also on the spectrum. What did I want for her and how would my feelings as a parent shape who I needed to become as an inclusive teacher? For me, at its core, inclusion means that every child feels valued, worthy and included. It’s about equitable access to all opportunities while respectfully observing the rights of every person. In the classroom environment, inclusion is about students accessing the same curriculum as their peers while being suitably supported with reasonable adjustments made alongside their classmates. Inclusion requires a lot of initial planning and that should not be done in isolation. It takes a village to raise a child, and the most knowledgeable people in any child’s life are their parents. It’s essential to work with the parents, not only prior to learning, but also during the learning. Great outcomes can be achieved when all stakeholders (teachers, parents, support staff, professional health care workers) work together to achieve common goals. I have two important guiding principles when planning for any student. The first one is start from the top and work your way down to the bottom. That is never dumb down any of the learning because you assume the child is unable to understand or participate in the lesson as planned. Set high expectations from the beginning and adjust as you go. This requires very close observation and quick intervention to reduce any stress on the student, but it’s worth it. The second principle is ‘Relationships’. Relationships are the key to all learning. Without relationships, there is no learning. All children need a relationship with the teacher; it is the very foundation to all learning. It’s that simple. We underestimate children. They are born compassionate souls and the world changes them as they grow in a society that is not always fair, pleasant or nice. In a classroom that is centred around inclusion and acceptance for all, you will see the greatest examples of love, understanding, empathy and care. The acceptance of differences is just the norm in an inclusive classroom. The teacher is the key role model here. The students follow him or her, and this can be a game changer. As stated, my teaching practice has changed for the better since I am able to see things from the student’s perspective before my own. I consider their viewpoint often. I am more compassionate and driven to see all students succeed regardless of their ability. Having a strong commitment to inclusion, doesn’t take away from the reality that there can be, and usually are, daily challenges. Challenges aren’t cause for alarm though; they help everyone concerned to grow. Yes, developing the relationships needed for inclusion to work can be tricky. It can take quite a while to develop trust and understanding. You need to be patient and keep focussed on what is best for the child. You need to keep thinking and exploring how to modify tasks in a way that allows for a child to demonstrate their understanding. I like to be creative here to keep my students engaged. I spend a lot of time making sure that the task of a student with disability is as similar as possible to the task that everyone else completes. Inclusion matters. I would love for educators to view all children as valued individuals with a unique set of capabilities. Simply put, we are all different. If we view people in this way, then the focus can be taken off the disability. It is sad when the disability becomes the focus and the focus on ability is lost. Let’s just run classrooms where no one is removed, and difference is valued. My message to my fellow teachers would be – view all students in your care as your own. How would you want your child educated? Treat them with love, care and compassion, and offer them the inclusive and equitable environment they deserve to have. Every child brings so much to the learning environment. Let’s tap into that. They bring unique cultural, family and learning backgrounds, experiences and interests. When these are valued, shared and explored, students feel like they belong. When students belong and feel included in all aspects of the school community, there is an increased desire to participate, stronger feelings of worth and most definitely, a positive learning outcome. “LET’S JUST RUN CLASSROOMS WHERE NO ONE IS REMOVED AND DIFFERENCE IS VALUED.” Caroline Hay A interview with Loren and Bronwyn – Can tell me about your personal and professional journeys in relation to inclusive education? LOREN When thinking about where my passion and commitment for inclusive education started, I’m led back to my childhood experiences. I lived in a small, middle-class pocket of what was considered the wrong side of town. My parents never had any doubts or reservations about sending my siblings and me to the local public school. So, I grew up alongside kids from the surrounding area whose life circumstances and experiences were quite different to my own. They were my friends, and were an incredibly valuable part of my childhood. I was raised to not only appreciate that diversity and to be kind, but to also recognise and call out the unkind experiences which my friends had that would sometimes juxtapose with my own. As I grew, I became increasingly aware of the marginalization experienced by those who played such an important part in my upbringing. It is a reality that has always sat uneasy within me, and has continued to drive my passion for social justice and inclusion both personally and professionally. I entered my initial teacher education career with a determination to challenge the status quo, and to do something about the inequalities of mainstream education. I was fortunate to experience the benefits of inclusive education early in my training, and was able to forge a path that would better skill and prepare me to become a practising inclusive educator. I made a commitment to always pursue inclusive education, and although presented with many challenges and barriers across the years, I continue to stay true to leading this important work. BRONWYN There are some definite similarities between Loren’s and my story in terms of childhood and family experiences and an innate drive for fairness and social justice. I come from a very large and diverse extended family, several of whom have lived experience of disability. As children we often didn’t notice or pay much attention to the differences between us as we were all just part of the family, accepted and loved. I was an inquisitive and strong-willed child and always argued for what was right over what was popular. That hasn’t changed! I developed a strong sense of empathy as a child with childhood memories of standing up for others who were the target of shaming, name calling and being on the outer in the school yard and in the classroom – it’s never felt right or good to me to see people being left out or excluded or treated differently for just being themselves. My family, particularly my parents, modelled for me life values such as: walking a mile in another person’s shoes, seeing a need and doing something about it, treating others how I would like to be treated and being willing to use my voice to speak up for others when and if they cannot speak for themselves. I still hold the same values today and I model them with my own family and friends every day. My professional experience however is quite different to Loren’s in that I did not start as an inclusive educator, instead I was going about my work withdrawing children from classrooms to provide the interventions at school that I thought best fit their needs. When I started to reflect on whether what I was doing was effective, I started to change my practice. My professional philosophy and practice has certainly evolved over the past 20 years. I became a speech pathologist because I love communicating and supporting others to find their voice. The many and varied professional experiences I have enjoyed have shaped my mindset and practice as an inclusive educator including: 1. working with families in a community owned child development centre, being welcomed into families’ homes and having them lead family and child centered planning processes 2. learning from and with children, families and colleagues alike across varied teams and settings, being willing to hear what families and children told me did and did not work for them and learning that once we know better, we can do better 3. witnessing the slow yet steady culture shift as people’s understanding of inclusive education has evolved over time from an aspiration to the deepening realisation that inclusive education is better for every one of us. **What does inclusion mean to you? What do you see as the non-negotiables in delivering inclusive education?** **LOREN** Inclusion for me is not only about recognizing diversity, but truly seeing it and valuing it for the strength and beauty that it gives us as a society. It is about actively acknowledging and expecting difference, and continually grappling with and challenging the bias and prejudice that gets in the way of every one of us, without exception, having a fair go. I often refer to inclusive education as an equation of Philosophy + Practice + Place. This signifies the non-negotiables around it being a heartfelt belief and moral imperative, in combination with quality pedagogical and instructional practices, and the condition of all students being present in the regular classroom curriculum and broader school experience. **BRONWYN** I love Loren’s mathematical equation as it’s so simple and just makes sense. I think the complexity lies with the human aspects including reticence to change from what is currently comfortable for most. For a long time people thought that being present was enough to make inclusive education a reality and that special education was synonymous with inclusive education. Likewise I have seen many attempts at shifting practices to be more inclusive however the knowing and doing gap remains when time, effort and investment are not sustained in the long term. For me, the biggest gap is mindset. The non-negotiables then emerge for me as clear articulation of inclusive education as a foundation for an inclusive society, listening to the lived experiences of those who have not been included, widespread education to help people recognise unconscious bias, the social and human rights models and the recognition of the benefits that an inclusive education offers everyone. People need to be able to imagine new possibilities in order to work towards them in reality. **Collaboration with students and families is key to inclusive education – why is it so important?** **LOREN** For me, some of the most powerful reminders of the importance of inclusive education have come from the students themselves. I have always sought out and championed their voices because of how much I learn from them. Their thoughts and perspectives have been incredibly insightful and motivating, and continue to stretch my thinking and shape my actions. Student collaboration works! I think schools need to acknowledge that, and to be deliberate in finding equitable and authentic ways for it to occur. At Thuringowa SHS, we used student voice and collaboration as a central component of shaping our vision and plan for inclusive school reform. **BRONWYN** I completely agree that student voice is critical – it is still frequently overlooked and underutilized. Often young people can imagine new possibilities and offer perspective on things that matter to them that adults may not see. If we want young people to tell us what they think and how things could be improved, we also have to have connected young people who feel their voice is heard. The same applies to families many of whom have to become advocates for their child first and foremost. We have found that child/student centered, strength-based conversations that are solution focused and balance the interests of the student, family and the school is what works. We often assume that people know how to collaborate too which is not always the case so modelling the HOW of collaborative conversations is important. **Collaboration with colleagues is also frequently cited as a foundation for quality inclusive practice. What should that look like?** **BRONWYN** Collaboration looks like people coming together, jumping into the learning pit together, trusting that the people around you will learn from you just as much as you learn from them, and that everyone is there to ensure each other’s wellbeing as you share your thinking and practice. Collaboration is the bowl in which the key ingredients of quality teaching and learning for all students are mixed. I think about collaboration as “the how” of ongoing improvement in schools and systems more broadly. It literally means to co-labour or work together on achieve something. Collaboration takes trust and time together for it to be meaningful. When we collaborate, we learn to see things from other points of view, critically reflecting on what is and is not working and learning from others’ experiences so we can stop doing what we know does not work. **LOREN** Collaboration and collective efficacy is essential in education, and inclusive education as an embedded part is no exception. Schools and students are dynamic and complex, which leads me to think about a quote from Helen Keller – “alone we can do so little, together we can do so much”. Collaboration not only increases our capacity to respond to the demands of inclusive practice, but urges us to imagine more. Without actively engaging in collaboration we can become restricted by our own direct experiences, and not knowing what we don’t know. In relation to inclusive education, collaboration is best served within and across school contexts; and extended to be multidisciplinary in nature. Some examples of how this can be facilitated include communities of practice, via co-planning teams, co-teaching partnerships instructional coaching and instructional rounds. Such collaboration should occur via a whole-school approach, embedded as part of quality differentiated practice, and become increasingly specialised as required for cohorts and individual students. **Bronwyn, as a Regional Inclusion Coach, can you describe how the Department resources inclusion in your region?** We have several coaching positions that provide support and advice for regional and school leaders with a focus on positive behaviour for learning, autism, inclusion, English as an additional language/dialect and mental health amongst a range of other support personnel at Region level. These roles support school improvement through professional learning and coaching support aimed at building capability of regional teams, school leaders and staff. I help school staff to take an appreciative, strengths based approach to improving teaching and learning for all students, working with regional leaders and principals to build shared understandings of what inclusive education is and to map out the support required for leaders to drive this critical improvement agenda with their school community. I have designed and led the inclusion forums for school leadership teams bringing people together in a learning community style conversation about the why, what and how of inclusive school improvement. These forums have been a huge success with over 300 school and regional leaders attending over the past 2 years. As part of our regional plan, we have had five regional heads of inclusion leading improvement for students with disability at a school level, working with the regional coaches across clusters of schools to build capability of teachers through curriculum planning and differentiation, case management and co-teaching. These roles are additional resources the department has funded to further the Every Student with Disability Succeeding Plan to ensure the systems and processes in schools are reviewed and improved through the lens of inclusive education. The challenge in system transformation is often the pre-existing systems and mindsets that people hold on to despite the evidence base and strong examples of success that we celebrate and share. So we really need the culture change strategy identified so clearly in the Queensland Disability Review. Despite the challenges, we see the benefits of a focus which has shifted from students fitting the system to improving the educational experiences for all students, including students with disability, through high quality teaching and learning in every classroom. The inquiry approach that the Department is taking to school improvement has changed the conversation from a right/wrong dichotomy to one of identifying opportunities to improve. Loren, can you tell us about the Inclusion Café as an innovative initiative to resource teachers? Whilst in a Regional position, I started the Inclusive Education Cafés as a response to the gap in professional learning on offer around inclusive education, and to support the implementation of the Department of Education’s Inclusive Education Policy. The Cafés provided a unique way to connect and engage participants from across the North Queensland Region. The Cafés have essentially been afternoon tea catch ups hosted at a school and open to State and Catholic Education schools with a focus on everyone contributing ideas and ‘learning’ from each other. There is usually some focussed discussion to address problems or learning on a practice challenge, with chance for participants to pair or small groups. This allows delivery of practical solutions to common problems and challenges of being inexperienced in schools. The learning is designed to be contextual and collaborative, with participants able to engage in network coaching, generating potential solutions together and having opportunities for questions and open collaboration time. Over 20 Cafés were facilitated across 2018 and 2019, and they were attended by a broad range of school and regional based staff. 2020 presented an opportunity for me to redesign and expand the Café concept beyond face-to-face delivery in the North Queensland Region. The Cafés are now facilitated through the School Inclusion Network for Educators, and occur online through video conferencing platforms. Educators from right across Australia participate in the virtual Cafés which occur three times per term. The same principles and experiences of the existing Cafés are in place, but now with broader, cross-sector and system collaboration. What else is needed to support and resource educators? LOREN My thoughts on this echo those that I shared at a Disability Royal Commission hearing into education. There are a range of factors that contribute to the ongoing systemic stagnation regarding the inclusion of students with disability. To help address these, I would like to see a national commitment to an inclusive education policy that upholds the right to inclusive education as it is outlined in General Comment No. 4 of the UNCRPD. At a school and teacher level, we know that confidence and capability have a big influence on decision making and practice. So I would like to see structures that support clear, appropriate and contextual professional learning and coaching that is accessible and responsive for schools. We need to demonstrate exactly what inclusive education is and looks like, and how it can be authentically achieved through school improvement and reform. We can’t leave this work to choice or chance, we need to have teams of highly-skilled and experienced personnel on the ground in schools to assist in creating the conditions for scalable and sustainable change. BRONWYN In order for systems to change there needs to be a strong moral imperative which I believe we have. I do however think there also needs to be a renewed focus on leadership of inclusive education as sustained change only happens when leaders collectively create a vision with their team, stepping out a plan with a clear purpose, identifying the human and financial resources and the professional learning required. The investment then lies in the people we have implementing the change day to day in every classroom, school and system. My hope is also for a national commitment to inclusive education that sets the bar high in Australia and celebrates the improvement that schools are making. I think we also need to focus on partnering with families which is why I am delighted to see partnerships with community organisations emerging. What are your hopes for the future of inclusive education? BRONWYN My hope is that we will stay true to what inclusive education means, unyielding in our determination for it to be a reality in our homes, schools and society more broadly. I believe that working with people wherever they’re at is essential to building trusting relationships where people feel like they can have the conversations needed to challenge their thinking and their practices. LOREN And my hope for the future of inclusive education is that as a society none of us remain neutral. That we continue to actively work toward ending segregated educational responses and parallel systems. That we start asking where all of the students with disability in our neighbourhoods are, and make it known that they are needed and wanted in our regular education classrooms. Preparing teachers to be inclusive BY SUZANNE CARRINGTON Suzanne is a Professor and Associate Dean (Research) in the Faculty of Education, QUT Australia. Suzanne’s areas of expertise are in inclusive education, ethical leadership for inclusive schools, disability, and teacher preparation for inclusive schools. She has engaged in research to inform policy and practice in Australian and international education contexts. She has published over 90 journal publications, books, book chapters and research reports. She is currently the School Program Director of the Autism CRC. Preparing teachers to work in inclusive settings has been recognized as an important part of teacher education in Australia since the mid 1990s. I was initially appointed in 1993 at the University of New England NSW to write and teach the compulsory Integration subjects for primary and secondary teachers at a university in New South Wales. This work was very much focused on preparing teachers to teach students with disabilities in primary and secondary schools, as the focus moved away from special education. I have worked in QLD for the last twenty-five years either in the university sector or in the Department of Education, supporting teachers and schools to learn about inclusion. Before talking more about what has been happening in teacher education over the years, I look back to my own experiences and consider why I have been so passionate about inclusive education. When I was a school student, I volunteered at a local special school. This became an interest after having some family experience with disability. This interest led me to enrol in a teaching degree to study primary teaching and special education teaching at Griffith University. My first teaching position was in Roma, QLD where I was a teacher at a small special school that had two classes: the senior class and the junior class. The school was new and I remember the reception officer who identified students in the community who should be eligible to attend the special school. Some children had identified disabilities, and some had learning difficulties with additional behavioural challenges because they were struggling to receive the support they needed in mainstream education. After two years in Roma, I moved to Townsville and taught children at a special school that was attached to an institution for children with severe and multiple disabilities. This was the late 80s and awareness was growing about human rights, access to education and support for all children with disabilities. After teaching in London, England, at a special school I returned to Australia to Cairns where parent advocacy and regional educators had worked together to close the special school in 1990. I had the great opportunity of working at a secondary school and a primary school where parents, teachers, school leaders and students worked together to learn how to be inclusive. These collective experiences influenced my commitment to inclusive education. I always say that I learnt the most about inclusion from the parents of the children I taught. Many parents gently and constructively gave me feedback, worked alongside me and my staff and helped us to reconsider our special education informed language and practice. I then went on to complete a PhD and focused on exploring how school communities can be inclusive where all children and families are welcome, supported in education and treated with respect. We now have decades of research that indicates that inclusive education leads to positive academic and social emotional outcomes for all students, with and without disabilities, so why do our teacher education courses struggle to get this message across to our teaching workforce? The approach taken in teacher education subjects on inclusive education across Australia has varied and still varies enormously. In some universities, the academic staff who coordinate the subjects are still teaching about special education and often just rebrand their subjects with the title of inclusive education. Even worse in some universities, you will find subjects called Special Education/Inclusive Education and assume that they mean the same thing!! What is the difference between special education and inclusive education? There are many people in universities and in education organisations who do not understand the difference between special education and inclusive education, and do not have the knowledge and practical skills to support this expected change in developing inclusive culture, policy, and practice in schools. The underlying paradigm and understanding of disability commonly called the ‘medical model’ has informed special education for years and informs deep beliefs about how difference is viewed in schools, focusing on deficit and how students are seen to be outside the norm. Completing my PhD involved wide and in-depth reading of the international literature. I understood that that my special education training was influenced by the medical model and reflected deficit-based language and thinking that influenced teaching practice. I realised that disability was just one type of difference in our society. In an inclusive approach, drawing on the social model of disability, we do not see difference as a problem but value and respect all members (children, teachers, and parents) of the local school community. In an inclusive approach, teaching is learner focused with a flexible curriculum and pedagogy to meet students’ needs. Teachers receive support from specialist teachers and allied health professionals to provide successful learning opportunities and outcomes for all children. One of the key challenges in supporting educators to move forward to a more inclusive approach to education is to understand how inclusion is different to special education. Education leaders need to be Ethical Leaders and support staff to develop an understanding of and embrace inclusive education as a transformation of core business rather than an extension of special education. Indeed until this transformation occurs, we see that students, families and educators in the “inclusive education” area will continue to experience challenges. **Preparing Teachers to be Inclusive** Teacher preparation courses should be informed by the UNCRPD’s Article 24 and General Comment No. 4 and explicitly teach the underpinning theory, legislative frameworks, policies and the range of inclusive teaching practices such as the multi-tier model of support and Universal Design for Learning. Although families may not know the detail about these inclusive teaching approaches, it may be useful for families to have a broad understanding of what teachers are expected to do in their practice to meet the expectations of being an inclusive teacher. University subjects on inclusive education preparing new teachers should demonstrate how they meet the Australian Professional Standards for Teachers by addressing the following elements: - Develop the ability to recognise and understand diverse student characteristics and how these affect learning. - Demonstrate knowledge of teaching strategies responsive to strengths and needs. - Set learning goals that provide achievable challenges for students with varying abilities. - Differentiate teaching to meet specific learning needs of students across the full range of abilities. - Be familiar with strategies to support full participation of students with a disability. - Engage with parents and carers and external professionals. Subjects on inclusive education also need to address values, particularly values of social justice and citizenship that promote equity, participation, respect for diversity, compassion, care, and entitlement. Pre-service teachers may have values that support exclusive practices that marginalise students. Therefore, to ensure that teachers are well-prepared to meet the needs of their students, it is important that our courses support critical reflection of social values and educational practices that support inclusion and challenge the ways that students and families are excluded from schools. As we work together towards a more inclusive approach to education, we consider how people around the world are both alike and different. We all know that education can change lives for the better; but we also know that many of us have difficult and emotional memories of our own school years and the school years of family members. The ideal that education changes lives is at the forefront of my work and influences my commitment to work with families, school leaders, teachers and students to progress inclusion. **Read more about:** Ethical Leadership for Inclusive Schools: [acel.org.au/ACEL/ACELWEB/Publications/AEL/2020/2/Lead_Article_1.aspx](acel.org.au/ACEL/ACELWEB/Publications/AEL/2020/2/Lead_Article_1.aspx) Multi-tier model of support: [school-inclusion.com/inclusion-in-action/multi-tiered-system-of-supports](school-inclusion.com/inclusion-in-action/multi-tiered-system-of-supports) Universal Design for Learning [udguidelines.cast.org](udguidelines.cast.org) Australian Professional Standards for Education [atsi.edu.au/teach/standards](atsi.edu.au/teach/standards) --- Chris Sarra grew up in Bundaberg as the youngest of 10 children. He became the first Aboriginal Principal of Cherbourg State School in southeast Queensland in 1988, significantly improving the educational and life outcomes of its students through a ‘strong and smart’ philosophy, which encouraged students to have a positive sense of cultural identity. In 2005, he founded the Stronger Smarter Institute which works with schools and community leaders to deliver the stronger smarter approach to Indigenous students. In 2018, Dr Chris Sarra was appointed Director-General, Department of Aboriginal and Torres Strait Islander Partnerships, Queensland Government. Dr Sarra holds a Bachelor of Education, Masters of Teaching and an Executive Masters in Public Administration. His PhD thesis *Strong and Smart - Towards a Pedagogy for Emancipation: Education for First Peoples* was published by Routledge in 2012. He is the recipient of many awards, including being named Queenslander of the Year in 2004, Queensland’s Australian of the Year in 2010 and NAIDOC Person of the Year in 2016. These excerpts from “Good Morning Mr. Sarra” were originally published in CRUcial Times 44 in April 2013. When Chris presented at CRU’s conference in 2016, his naming of the “toxic stench of low expectations” faced by First Nations students strongly resonated with the disability sector audience. This contribution speaks to those parallel experiences and also prompts reflections on the additional barriers for First Nations students with disability. I loved what [this lecturer, Gary MacLennan] had to say and how he said it. He is a real teacher, and one of the best. I would meet regularly with him to discuss my progress and he challenged me constantly to think deeply about what I was learning. Intellectually Gary grabbed me by the scruff of the neck in one hand, and with the other he shined a light on my entire world, forcing me to see it differently. Gary showed me the “hidden curriculum” of schooling and the “hidden agenda” of society. On one occasion Gary urged me to do an assignment about my mother’s education and contemplate what opportunities she had access to. The idea was to see how this may have enhanced or stifled my own efforts in school. It was a great idea but I wasn’t sure I was ready for what it would reveal. Mum told me that she loved to read and had dreamed of being an archaeologist. It was never going to happen though, as she was only ever allowed to go to school until Year 3. When asked why, she said “I guess they just thought of us as uncivilised natives and that we weren’t capable of learning”. This floored me to some extent, and it got me talking with my older brothers and sister about their experiences at school. Tracie said, “Remember that old hag we had in Year 2? She would make us sit at the back and say she was going to bring a bath tub in to wash these Aboriginal kids because they stink”. As I tried to imagine what this would do to the spirit of a six or seven year old, how it would make them feel about school and the people there, things started making sense to me. I began to see aspects of my own past as I hadn’t before. I saw more clearly the circumstances: I had been sold short by people with low expectations, I had sold myself short with limited expectations of who I was and what I could achieve, and I didn’t know I’d done this. I recalled the Year 11 maths teacher… hand[ing] back a test and jokingly [saying] to the class “Sarra got seventy-five per cent! Must have been an easy test!” We all laughed, myself included. He was a good man and I really liked him. I’m sure he wasn’t being malicious but in his jest he sent a message that he didn’t even know he’d sent: “I didn’t really expect you to get seventy-five per cent!” At the same time, I was receiving a negative message about myself that I didn’t even know I was taking in. In the mid-1990s Sarra describes the experience of accompanying student teachers on a visit to the school at Cherbourg. The school was depressing, as there was rubbish everywhere, broken windows and kids ran all over the place, sometimes in highly dangerous areas. The principal and her staff would sit down with our teacher trainees and tell them why it was like this and how hard it was to teach the kids at Cherbourg, that it wasn’t a normal school and that we had to have different expectations for these children because they were so different. Something was telling me that it didn’t have to be this way. I knew from personal experience that if you have low expectations of people then they are most likely to deliver on that. Similarly, I knew from personal experience, that if we have high expectations, children respond to that, regardless of how impossible things might seem. Somewhere inside I was wrestling intellectually with the fact that these teachers had been here for a long time even though it seemed like they really cared for the kids. Some had been there for more than ten years. Maybe this was the best we could expect from them! If this was true then it left me with a sense of despair and hopelessness. We heard stories about children not even getting to the end of primary school. We saw a school in chaos and completely dis-engaged from the community. In the face of all of this it was easy to look at the attendance data and student performance data and believe that the Aboriginal people of Cherbourg did not value education. There was something paradoxical about this, particularly given our earlier conversations in the day when we met representatives of the Cherbourg Council. Men like Warren Collins, CEO of the council, and Ken Bone, the mayor, both spoke passionately about the need for good-quality education as a means to a positive future. The real question to ask, I suppose, was what existed in the school that was of any value? At the end of our stay we got back on the bus and headed home. I was physically tired, and mentally exhausted from the immense complexity we had just encountered. Could this really be the best we could expect? In 1998, Chris Sarra became the Principal of Cherbourg State School and started sharing with the community his vision for transforming the culture of the school. I told them we had to create schools and classrooms that could “untrick” Aboriginal kids so that they didn’t believe that being Aboriginal meant being on the bottom. We had to get them to understand that they could be high academic achievers as much as anyone else. We had to get children to feel good and positive about being Aboriginal and not conform to some kind of negative stereotype to somehow prove they were “Aboriginal”. I also said that we had to challenge teachers to see Aboriginal students more positively and with potential, we had to challenge teachers to see themselves differently and with the capacity to make a difference in the lives of their Aboriginal Students. Sarra started to implement some changes but not everyone felt his goals were “realistic”. It was becoming increasingly clear to me that we could lift the school, but only if we had enough people on the team believing it. Senior teachers were trying to explain to me that it was necessary for us to adjust our expectations. When the District Office sent out a skills checklist for students in the region I was keen to see this executed across the whole school. I sent the checklist to a few teams I had established, only to have it sent back with a note attached saying, “we think this is too advanced for our children and so we are working on another checklist that is more suitable”. It was so frustrating to see such toxic trash coming from those who were supposed to be the experienced teachers in the school. I’d ask why we had to endure failure and such endemic disengagement; the answers coming back were not good. All the things I had heard from them pointed the finger of blame at someone or something else. Along with support from elders and the broader community, Sarra established new expectations and new opportunities for learning. He reflects on what it meant to raise expectations. They understood that while this was about raising our status and sense of blackness, it was not about putting down white people. Understanding and embracing one’s power is never about putting others down. In fact, by putting others down, we put ourselves down. We also understood that if we didn’t get kids to understand that being Aboriginal meant they could be strong and smart, then the society we lived in would somehow imply to them that they were inferior. We all got that our children were much more than this. This was about offering a way of being that was different from our sense of being in the past. It was a more honourable way of being with more integrity. It was a way of being that was more authentic and closer to the truth about who we are as Aborigines, Australia’s first people who carried the blood of the oldest human existence on our planet. Excerpts are from Good Morning Mr. Sarra by Chris Sarra (University of Queensland Press, 2012). Reprinted with permission. I knew from personal experience that if you have low expectations of people then they are most likely to deliver on that. Dr Chris Sarra Similarly, I knew from personal experience, that if we have high expectations, children respond to that, regardless of how impossible things might seem. Dr Chris Sarra Looking Back “No, he is playing in the team!” - The wonderful journey of inclusive schooling By Rita Schubert Rita Schubert is an Accounts Manager and a mother of two, including her son Zac who is 18. She has worked in recruitment for 14 years. She loves to catch a live gig and spend time with friends camping. These passions have enriched family life beyond words. Schooling is a journey and a half for any child and parent, but when you have a child with disability, it is even more so. When my son Zac finished school in 2019, I felt incredibly blessed to have chosen the path of regular school and the specific schools Zac attended. I have so many wonderful memories! The day Zac was born I remember a specialist saying to me he may even be able to attend mainstream school. I didn’t even know there were other options. I have learnt a lot since then! I went to a small Catholic primary school, along with twin autistic boys and a boy with Down syndrome. I had always played with them in break time. I didn’t even know what autistic or Down syndrome was until I was a teenager; I saw them as my friends, no different to any of my other friends. They were my mates and my classmates saw these boys the same as me. So for me it was incomprehensible that Zac would not be included! My older daughter had started at the local primary school. She was anaphylactic to nuts, back when no one was educated on anaphylaxis. After a year of nothing short of hell, I switched to the local Catholic school. When I met with the Principal she said I will take her but this does not guarantee sibling entry. She had never met Zac and had no idea he had Down syndrome, so you can imagine my thoughts. I felt extremely fortunate that Zac was accepted. In the meetings with Cath Ed prior to starting, I was as open and honest as I could be. I developed a great rapport with the Principal and his teacher and we all worked together to make it work. The community immediately accepted Zac. The Year 7 students all fought to have Zac as their buddy, and we had 12 year old girls coming to our house after school asking to play with Zac! That cohort took him under their wing and his class instantly warmed to him. Zac’s speech was not the best, but the kids all understood him, even when I didn’t. He quickly developed great friendships, true friendships. “Regular school has been the most wonderful experience... The regular path isn’t perfect, but I could not be happier with all the opportunities it opened up for Zac. I really want parents to know that there are other options than special schools!” Rita Schubert On Zac’s school formal night I was so worried that he may know only a few people... ... next minute I hear “Hi Zac”, “you look great Zac”, and Zac knew everyone. ... each one telling me how they knew Zac from English or PE, or from the shops after school. My heart was singing. Rita Schubert When we started Grade 1, the Principal suggested a goal of being able to swim 25 metres. The school had lunch time swims, and she thought it would be great for Zac to be easily able to join in socially. But Zac was super scared of the pool. In Prep, we put in a pool and we hoped he would be more confident in his own pool. It didn’t really have that effect at all! I ended up doing one on one lessons daily through the school holiday break. We invited friends over almost daily for more swim practice. And by the Grade 1 swim carnival, Zac swam 25 metres. The whole school cheered for him. I was in complete tears and so super proud. In Prep, a mother came up to me and said my son wants Zac to join his soccer team. I initially thought, does this mother have the right Zac? Zac had extremely low tone. I didn’t know what to say, replying, “well, I suppose he can do the oranges”. She was “umm … No, he is playing in the team!” That first training I didn’t know what to expect. The team was made up of mates from his class and the boys had organised it all themselves. Zac was given the same time on the field as the others and never treated any differently. A few of the boys in the Prep year discovered they all liked to camp. So they talked their parents into going camping on the May long weekend. I was able to see that the boys just treated Zac in an ordinary way – just one of the boys. To this day, we still camp with those families on the May long weekend. It was testament to his inclusion that in Grade 7, Zac was voted by staff and students to be Vice-Captain of the blue athletics team. This was one of my proudest moments. Primary school really set Zac up well. There was a lot of give and take but the key was no one ever just gave into Zac because of his disability. He was nurtured but he had expectations he had to meet. Zac had to step up. Zac created great long lasting friendships from primary school and Zac’s best friend even changed his high school choice to stay with Zac. On graduation night, it was so heart-warming to take photos of the boys together; best friends since beginning of Prep. High school was a totally different experience to primary, but the majority of the time, all was still positive. We chose a very large State high school, with an enrolment of 1800 students compared to the 400 at primary school, with a special education unit attached. In the first few weeks of Grade 8 Zac nominated for the 50 metre freestyle race for his age level (Year 9) at the swimming carnival. Everyone was very hesitant as no one believed he could swim. I was working but an excited staff member got word to me that Zac came second in his race (after much muscle-flexing!). Zac was upset with second but was on a high with all the congratulations he received. A few days later at pick up, I spotted him coming out to the car with the HOSES. My heart sunk thinking, what has he done!! She came up with the hugest smile saying she had had so many kids seeking Zac out after carnival day. She said it was rare for students with disability to swim in the carnival, that everyone was standing screaming and cheering, and that it was one of the most memorable moments in school history! Zac always studied the same year level subjects. Though the school had so many buildings, Zac always knew where he had to be. In Years 11 and 12, all students were fulltime in regular classes. Zac studied English and Maths (smaller classes), Furnishings (including woodwork), Home Economics, PE and his Certificate Theory. It was a full on workload as he was only attending 3 days a week with time off campus for his traineeship. Zac was pushed academically in the regular classes. He can read and write, not at age level, but pretty well. He can get by with all the basics, and has a real talent with wood work, having the opportunity to make all the same pieces as his peers. Zac thrives in this area and has a little side line business making and selling hand-crafted planters and chopping boards. His traineeship was not easy, but we are so glad he did it. He developed friendships with colleagues and he got a job from it! Zac always had his group of mates to hang around with. He played hand ball, basketball or footy at lunch times. To help him to connect, I spent a lot of time on weekends and school holidays teaching Zac these sports. I know he is not as skilled as peers his age but he can have a rally. By Zac knowing those skills, there is always someone up for a game with him. He would go to the movies with his mates then Maccas, or to the footy or a cricket game. He went to Southbank with friends and his mates taught him how to buy his ticket at the cinema, order his food and catch the bus. It was year 10 when Zac and his mates decided they wanted to catch the Council bus to and from school. I felt sick in the stomach, but thought he had to learn some time. On the first morning when I dropped Zac to the bus, he started to have a meltdown until a lovely girl from his drama class arrived reassuring Zac that he would be fine sitting with her. It was a huge thing for Zac and I was extremely panicky as the bus stopped across a really busy road from school. We went over a hundred times, “you must cross at the lights”. That day, his bus was in an accident and he had to walk crossing about 10 busy roads! But he survived. The school based traineeship which I had organised involved attending a workplace 2 days a week in Years 11/12. While this was great for his employability, I was concerned missing school would impact on friendships. On Zac’s school formal night I was so worried that he may know only a few people, but I didn’t need to worry. His formal was held at Cloudland. We had pre drinks at W Bar. My heart was sinking as we were walking towards Cloudland. Next time I hear “Hi Zac”, “You look great Zac”, and Zac knew EVERYONE. He was invited to pose for photos, including with a big bunch of girls, each one telling me how they knew Zac – from English or PE, or from the shops after school. My heart was singing. I loved those girls as much as Zac! Zac went to schoolies, staying at Southport rather than the precinct. He took the light tram up to Surfers daily. This was a fantastic experience, catching up with primary school friends and going to parties with his high school classmates. He also met so many new friends all his same age. He would never have had that experience if he was not in a main-stream environment. Regular school has been the most wonderful experience - not always the easiest but there really is good and bad with everything. Being well included in primary school set Zac up for life. I put it down to achieving that working partnership and making sure Zac had expectations placed on him, not being able to hide behind a disability. I found being open and honest and building that relationship with teachers and the school was key, and making sure that when negative things happened that I tried not to blame everyone, but just get on with using those positive relationships to fix things so they wouldn’t happen again. The regular path isn’t perfect, but I could not be happier with all the opportunities it opened up for Zac. I really want parents to know that there are other options than special schools! Pretty much every person I ever spoke to kept steering me to special education. It can feel overwhelming to not just go with the crowd, but it helps to build your own confidence so you can approach the regular school. Know that it can work, though you may need to be prepared to give a little. While there will be higher expectations put on your child, this is better for them in the long-term. Building any relationship takes time and effort, but these will pay off in the end. The end product of friendships, a quality education, a real job and much more makes the inclusive road well worth taking. “The end product of friendships, a quality education, a real job and much more makes the inclusive road well worth taking.” Rita Schubert Inclusion is natural: A sister’s story BY MILLY FISHER Milly Fisher was born and educated in Brisbane and studied journalism and international relations before undertaking a Masters of Social Work. Her first job as a graduate was at Multicultural Development Australia as a resettlement case manager. She left to travel around Europe and has been living in London for almost 3 years. She now works as a social worker in social care with older people. She still has a passion for travelling – but promises her parents she will come “home” sometime. I am the eldest of three, with two younger brothers, Sean and Declan. My younger brother, Sean, has Down syndrome and I was in Grade 4 when Sean joined me at our local Catholic primary school. At the time it seemed so normal and natural for him to be joining me there; it’s only now I realise the obstacles that my family would have faced. As a child prone to shyness, Sean’s presence at school meant I was forced to come out of my shell. Sean has such an enthusiastic and vivacious personality that he was difficult to miss – and within a very short time, everyone knew him. From the beginning, our parents ensured we were both actively involved in the school community and extra-curricular activities. It was a small school, but swimming was a big focus, and both of us participated in after-school lessons, squad and Monday night swim club. I may have been faster but Sean was the “star” in terms of fans. Whilst Sean did have some separate learning time, which Mum wasn’t always so keen on, he participated fully in the shared life of the school. He was included in ordinary rituals of school such as sports carnivals, camps, assemblies and excursions. He always joined in with great enthusiasm which was duly noted by all. I would even claim to my parents that we were the most popular family in school because of Sean’s ability to draw a crowd and know everyone in school. Going to the local shops was a lesson in celebrity for sure! As a protective, and arguably bossy older sister, this didn’t change once we were at school together. I felt a sense of duty to watch over my brother and make sure he was included. For the most part, my anxieties were eased, he had a supportive group of friends with whom he started and finished school. Whilst I have overwhelmingly positive memories of our schooling together there were also some challenges. I have seen with my own eyes that people with disability make our communities richer through their presence and gifts. Milly Fisher School can be a difficult time for anyone and almost no child is exempt from rejection and some form of teasing or name-calling (at some point). Certainly, there were experiences of this, and I can remember one occasion where an older boy came up to me at lunchtime using offensive words about Sean, asking why my brother was “demented”. This incident and some others were distressing at the time, but in retrospect these were few and far between and overwhelmed by more positive experiences. I’m sure I may have felt embarrassed at times (like when Sean decided to wear Mum’s undies over his shorts and do a dance in the school quadrangle) and had moments of pre-teen sensitivity where I felt overwhelmed that our family was ‘different’ but with a supportive family and school network these issues didn’t seem too significant. Sean’s sense of fearlessness, his ability to relish new things and to step outside of his comfort zone is truly admirable. He is a lesson in not being too self-conscious. As a sibling, I am fortunate to have Sean as a courageous role model of how to live authentically. These experiences have been formative and developed my own resilience and confidence. I recall Sean being chosen by his class to play the lead role for his Year 7 Easter concert. For me, this was symbolic of the significant impact Sean had on his class. Not only was Sean able to share his own unique strengths with his peers, but they were able to benefit from being exposed to his ‘difference’. Research consistently demonstrates the benefits of inclusive education, but I have witnessed first-hand how it can increase understanding and acceptance. I have seen with my own eyes that people with disability make our communities richer through their presence and gifts. This isn’t just family bias; people regularly tell me how much they appreciate Sean and have learnt from him. Sean was embraced by the whole school community, in particular his class, but my school friends also greatly appreciated his trickster personality and zest for life. When we hosted birthday parties at home, Mum was always keen for some extra hands, so often my friends and I were enlisted to help, and they would fight over the chance. Connections continued to be nurtured across life, and my friends have all embraced Sean – attending his 18th and 21st birthdays (and inviting him to their celebrations), joining us at the pub or nightclub, housewarming parties, BBQs and even a university ball. Fear of rejection in the school environment is understandable when we know that bullying is such an issue, but my own observation has been that children have a natural capacity to include those with disability. Further, I strongly believe that inclusive education demystifies disability for children and can set the foundation for life-long inclusion and a more accepting community. Sean continues to live an inclusive life, and his school friends invite him to events and are alongside him to celebrate important milestones, like moving into his own apartment. I now live in London, but my brother continues to be embraced by my own friends who live in Brisbane, or they catch up when he’s visiting me. He was super excited to hit the English pubs with a bunch of Aussie friends last time he visited. It was all very regular – similar to my own relationships with the siblings of my closest friends. Sean lives a full and meaningful life – he works, volunteers, lives independently and has an active social life. Despite the challenges, regular education gave Sean the preparation he needed to take his place in the world – with pride and LOTS of connections. Sean was welcomed into the folds of our school community, but I know it took a lot of effort behind the scenes. I do see him and my family as paving the way for others. I am positive and hopeful about the future of inclusive education for all people with disability. I am positive and hopeful that mainstream education will soon be considered the default. I am positive and hopeful that, with the right commitment, all children with disability will get the support they need to grow and develop to reach their full potential in their local schools and communities. “Despite the challenges, regular education gave Sean the preparation he needed to take his place in the world – with pride and LOTS of connections.” Milly Fisher “I am positive and hopeful that mainstream education will soon be considered the default.” Milly Fisher Embrace difference. Give Inclusion a Go BY NIA MICHELLIS Eiyenia (Nia) Michellis is 23 years old and is a Speech Pathologist who is passionate about helping others across the lifespan to swallow safely and communicate. She also enjoys singing, tennis and going on adventures/short hikes. She grew up in Brisbane but has been living and working as a Speech Pathologist with paediatrics and adults across the lifespan in Far North Queensland for almost 12 months. My experience with inclusive education began when I was in Year One. I was in a split One/Two composite class and my twin brother Yanni, was in the Year One only class so I mixed a lot with his class. My friend Sean, who has Down syndrome, was in that class. I honestly don’t recall thinking of him any differently or having any negative views. After all, we were a group of young children there to learn and socialise. We were all different heights (my brother and I were the shortest in the year all the way until year 12!), had different birthdays, different ethnicities, different personalities, different appearances and different strengths so I never defined Sean by his disability. At a young age, all I remember thinking was that Sean was lucky because he had a lovely teacher aide, Mrs C., and one on one time which I always wanted. I went through Year One to Year Seven with Sean and he was enthusiastic, a bundle of fun, would participate fully and give everything a go, but most of all would put a smile on our faces. Sean actively participated in the school concerts, sports days, disco nights, swimming carnivals, assemblies just like all of us did. He also came on our school camps. They were fun! I also remember Sean’s dance moves appearing at the camp Talent Show night. All of us looked forward to Sean’s dance moves! I vividly remember the early years weekly swimming lessons where Sean, myself, my brother and some other peers were in the ‘support swimming’ group. Fast forward a few years and Seany graduated from that class and moved on to be with the ‘big kids’ and showed us all what he could do. He won swimming races and attempted hard strokes like butterfly which I was not willing to try. He was there trying to convince me to ‘give it a go’ but I got out of that one by being up in the grandstands cheering him on. His ‘can do’ attitude and self-confidence was really impactful and, to this day, I continue to be inspired by him. THERE WAS NEVER ANY QUESTION ABOUT CONTINUING MY FRIENDSHIP WITH SEAN AND I AM SO BLESSED TO HAVE A FRIEND LIKE HIM … IT HAS BEEN GREAT TO SEE HIM SUCCEED IN WORKING IN OPEN EMPLOYMENT, LIVING IN HIS OWN HOME, VOLUNTEERING, EXCELLING IN HIS FITNESS AND REMAINING THE FUN FRIEND HE HAS ALWAYS BEEN. Nia Michellis “I WENT THROUGH YEAR ONE TO YEAR SEVEN WITH SEAN AND HE WAS ENTHUSIASTIC, A BUNDLE OF FUN, WOULD PARTICIPATE FULLY AND GIVE EVERYTHING A GO, BUT MOST OF ALL WOULD PUT A SMILE ON OUR FACES.” Nia Michellis During the high school years, I knew I wanted to continue my friendship with Sean. Harriet, Rachael, Sean, Yanni and I would catch up for ‘mini reunions’ in highschool. For example, going to the movies, to Southbank or to one of our houses, and towards the end of highschool Sean started to invite us over (which was when the tradition of him cooking us sausages started). When we went to Southbank, Sean would often greet us with a grin after hiding behind trees which lined the footpath, waiting to surprise us. One of my strong memories in highschool was when Sean and I both got the chance to attend his school dance. I wasn’t going to go in when I found out my friends had cancelled but I then saw Sean. He had a big smile and was shocked to see me. He then called out to me and invited me to enter, so I convinced myself to stay. Soon enough he was introducing me to everyone and we spent the night having such fun dancing on the dancefloor. He even brought back his moves from primary school! The next stage of life was university. I started my degree in 2014 and in my last couple of years, Sean’s mum mentioned that he was keen to go to uni and try a subject or two. I thought ‘what a great idea’. We aimed to catch up for coffee every couple of weeks at uni and we celebrated his 21st, my 21st and all the birthdays in between together. Sean loves to party and took every birthday and Halloween as an opportunity to host a party with his friends from primary, high school and work! I remember his highschool anthem came out at one of the parties; you can imagine how loud it was with a balcony full of men, and Sean there belting it out. It was always so nice to see him so happy and have so many friends around him. After this came real life, adulthood, daunting for the both of us with many unknowns. I graduated uni in 2017, moved to Tasmania and am now living in Cairns. Our friendship did not end here. We would catch up via phone or FaceTime (and still do) and Sean would also send multiple messages on Facebook telling me he missed me and asking when I would be back. Last year I was fortunate to travel back to Brisbane and celebrate Sean’s move into his own apartment, what a milestone! We celebrated with a brunch on his balcony and he made us feel so welcome. He helped his mum cook up a feast, literally! Sean was in charge of the oven and sausages and his mum prepared the eggs for us. Sean made sure we each had a fancy glass with juice to go with the meal and then took us on a tour, and was so proud of his apartment. Yanni and I later attended his housewarming party – the unit was full with his friends. I thought, ‘look at him go, more of an adult than I am’. There was never any question about continuing my friendship with Sean and I am so blessed to have a friend like him. He’s genuine, has a great sense of humour, he tells you how it is and does not let his disability define him or limit him. It has been great to see him succeed in working in open employment, living in his own home, volunteering, excelling in his fitness and remaining the fun friend he has always been. My stance on inclusive education has been shaped by my experience going to school with Sean, a relative with a disability and my career as a Speech Pathologist. My view is that everyone is different and unique and that having a disability should not define where a person learns. I am fortunate to be a Speech Pathologist in a time where inclusive education plans are developed to support children who require a bit more assistance to learn the curriculum and participate at school. Yes, there are hands down going to be challenges with children with disabilities being in a mainstream school for both the child, the child’s parents and the professionals, however I also believe there are many positives to inclusive education. Parents know their children best and it is so important for professionals to be open, flexible and have a ‘let’s give it a go’ approach and work collaboratively with the family rather than make a decision for the family. I know our school system isn’t always perfect at accommodating everyone’s needs and I am not sure how inclusion in our current system would work for everyone, but I truly believe it’s better to give the inclusive path a go and to try to figure things out, rather than assume there will be problems, not even try, and always wonder. I would love to see sign language become a language taught in daycares and throughout primary school, even incorporated into the curriculum, not only to benefit those with a disability who rely on sign as their primary means of communication, but also for the Deaf population. It is such a valuable form of communication for anyone to know. It is so important for everyone to remember that children with and without a disability come in all different shapes and sizes and there isn’t a one size fits all for a person or their school environment. Everyone has differences in their physical appearance, cognition, language, speech, fine or gross motor skills, hearing, and vision for example and having a disability should not define a person. Providing opportunities for young children and having a ‘give it a go/can do’ attitude are the best things that a family and community can do as this will also impact on an individual’s opportunities later in life. So, that’s my main message I’d like to send to everyone out there; ‘give it a go’ and be open minded. That is probably something that connects Sean and me. I am someone who always has a lot of goals and projects, and I can see that in Sean too. He has ambitions for himself and being included in a mainstream school probably helped expose him to lots of different role-models who he may otherwise not have had the chance to cross paths with. Some may only see limitations when they see a person with an intellectual disability, but everyone has areas of strength and areas for improvement and knowing Sean and others, I know that if we provide opportunities and “give it a go” we are already ahead… And boy can I tell you how amazing it has been to see Sean continue to learn new skills (knowledge based and life skills) since graduating highschool!!! I have honestly seen ongoing improvements in his understanding, cognition and even social skills which I feel has been because he has been included in all things: school, university, work, and extra-curricular activities. Not everything works out as planned but with a “can do” attitude, surrounded by supportive friends and family, the ride is worthwhile and everyone learns a thing or two. “SEAN ACTIVELY PARTICIPATED IN THE SCHOOL CONCERTS, SPORTS DAYS, DISCO NIGHTS, SWIMMING CARNIVALS, ASSEMBLIES JUST LIKE ALL OF US DID.” Nia Michellis “PARENTS KNOW THEIR CHILDREN BEST AND IT IS SO IMPORTANT FOR PROFESSIONALS TO BE OPEN, FLEXIBLE AND HAVE A ‘LET’S GIVE IT A GO’ APPROACH AND WORK COLLABORATIVELY WITH THE FAMILY, RATHER THAN MAKE A DECISION FOR THE FAMILY.” Nia Michellis It is nearly ten years since my son left school. Even now, it is difficult to slow the thoughts and feelings that come flooding back when I think of those years. Did I make the right decisions about his schooling? Were regular schools the best way to go? In the balance of his school life, did the joys and opportunities outweigh the hurt, frustrations and struggles? I recall a meeting near the end of Jack’s school years where all these questions seemed to come at once. ‘It is 2009. I am sitting in a meeting room at my son’s high school. It is a room that I have been in many times before. I am very tense but act in an upbeat and friendly way. These people are good people; I know them well. We have been through many years together; first with my two daughters and for the past three years with Jack. I have a lot of respect for them, and know they are trying to do their best. I know they want to do the right thing, but they are not sure what that is. I am very aware that the Principal wants me to reconsider my desire to have Jack remain in the school for Years 11 and 12. He has gently raised alternatives a number of times. I look around the room and think that it must take a lot of people to wear one mother down. The whole leadership team is here; this must be the meeting that is meant to change my mind. As I sit there waiting for the meeting to begin, I think back to when Jack started school all those years ago; I knew that it was not going to be easy to have him follow in his sisters’ footsteps. I wanted him to have an inclusive education, but I knew this would take hard work. Hard work I didn’t mind, particularly if it meant that Jack would be part of his family school and his neighbourhood community. I was willing to do what it would take because I believed then, and still do, that people are better together, and this meant everyone, not just Jack. Glenys Mann is currently a Lecturer in Inclusive Education at QUT. Glenys has taught in Queensland state schools, and worked as an education consultant with the Down Syndrome Association of Queensland, as well having roles in a number of other community organisations focused on furthering inclusion. Glenys was a long-term member of the inclusive education network of Qld Parents for People with a Disability and authored QPID Publications “Diving for Pearls” and “I Choose Inclusion”. Her PhD was completed in 2017 at UQ: “An exploration of parental decisions to transfer children from regular to special schools”. This contribution includes edited reflections originally published in this PhD thesis. While parents usually have considerable authority in education decision-making, I found that it took effort and even courage to claim that authority. Glenys Mann I was clear that if he were to be part of society, school was the place to start … not just for his sake but for ours too. How could we become more inclusive, if we didn’t have opportunities to learn about what that meant and what it would take? I had felt that there was no choice but to jump in and see what would happen. I hoped, when I started the schooling journey with Jack that I would find teachers who would accept him as he was, and who would want to create a school where he had a place. It took time, perhaps a little naively, that Jack’s presence would open up a space for teachers to learn as well, that he would be a pioneer in his schools and that children who followed after him would benefit from the difference his presence had made. I believed that once teachers knew of the evidence for inclusive education (which, of course, I would enthusiastically share), they could not help but see the rightness of inclusion and share my vision and passion for such a venture. I did find such teachers, but they were few, and now, with the benefit of hindsight, I know it WAS naïve of me to expect I would have such influence. While parents usually have considerable authority in education decision-making, I found that it took effort and even courage to claim that authority. Very early in Jack’s schooling I was shown “quietly” and “respectfully” where the power lay I had attempted to raise (also respectfully, and after hours of planning) my concerns about the large amounts of time that Jack appeared to be separate from his classmates. Firmly and kindly I was told that the school “was doing everything they could and could do no more”; if I felt that more was needed I was very welcome to look elsewhere for a suitable school. The message to “not to rock the boat” was loud and clear. Claiming my authority as Jack’s mother while maintaining healthy and positive relationships with school staff was an ongoing dance of diplomacy. Sometimes we were in tune and the movement was rhythmic and fluid; at other times we were out of sync and stood on each other’s toes. Never, though, did I forget who was taking the lead. Ten years later, in that meeting room, I am filled with the mixed memories of Jack’s time at school so far. It has been the best and worst of times, and I am trying to make some sense of it so that I can decide what to do in the school years that are left. Inclusion feels heavy on my shoulders, a philosophy of what SHOULD be and a promise that has often frustrated rather than delivered. I find that I still cannot resist the ambitions of inclusion. In spite of the difficulties, I continue to feel uplifted by the power of such a vision, but when one is NOT included authentically then what is one to do? Words… dreams…hopes…they have naught to offer me as Jack’s mother than something to believe in and to yearn for. I am acutely aware that I cannot do this on my own; for Jack to be included I need his teachers to believe in and yearn for inclusion too. Trying to “make” inclusive education happen for my son has been powerful and meaningful work, but it has left me feeling tired, and more than a little puzzled as to why it has been so hard. This is a time of serious reconsideration about what I want out of school life for Jack. Has the matter of what a good school life means for him changed since I had last thought about this? His was a good school but what about Jack’s school life so far? A “good” institution does not necessarily equate to a good school life and I am considering anew what will be best for Jack. His learning (and my own strong belief in his ability to learn) is uppermost in my mind but perhaps even more important to me at this final stage of his schooling life are the wide-ranging and abundant opportunities that have exploded into Jack’s life in his secondary years (camps, orchestras, kayaking, abseiling, social events, parties) and the fragile relationships that have slowly blossomed between Jack and his classmates. What would I be exchanging for these hard-won friendships and opportunities should I decide it would be best for Jack to leave the school? Jack is my primary consideration as I think about schooling options, but his needs aren’t the only ones on my mind. I find it impossible to put my own feelings aside in these deliberations. I long for his schooling to feel easier and to not be constantly on call. I am tired of the difficult conversations. I want to feel safe in handing over the matter of Jack’s education to someone else (as I had done with my daughters)—to knowledgeable, confident teachers whom I can trust to be on Jack’s side and to have faith in his ability to learn and to participate. What is more important to me? The prospect of a more peaceful life that, perhaps, a special school might offer? Or the opportunities for connection, growth and continuity that I know will only be his if I persist with his current enrolment? As I sit in the school meeting room and feel the wave of professional opinion about my son’s future wash over me, I try to weigh up these deliberations and decide what will be best for Jack’s remaining school years. I feel by my side the spectre of other parents who, like me, have also lived, or tried to live an inclusive life with their children with disability. I think about the stories they have told about similar meetings and their own decision-making, and feel deeply my own experience now, the weight of the decision that I must make. In the end, the vision of a meaningful, good life (and what that would take) stayed in focus. Jack remained where he was, and I have no regrets about my decision. Despite how difficult and painful inclusion was to pursue at times, in his final year many of the pieces seemed to fall into place and Jack’s life was full of fun, camaraderie and celebration (as Year 12 should be). He remembers his years at school as “excellent” times, and they gave him expectations for the future and a group of friends that remain with him today. These memories are uplifting and satisfying and remind me of the importance of this complex and difficult change we are making to a better way of being in community together. I wish I could go back to that mother I was, to remind her to relax and stay focused, and reassure her that she was on the right path. Towards the end of 1989, after Margaret returned from a study trip to Canada and the USA, we embarked on a campaign to have our daughter, Mena, attend a mainstream school full-time. Until then Mena had been going to a special school four days a week and a local primary school for one day a week. Mena was then aged 10. The reasons for our making this decision are set out in the following extract from *The Shouted Goodbye*, which Jeremy wrote after Mena’s death in 2009. At that time in Queensland, in the late 1980s, there were some children with physical disabilities, who could compete academically, in wheelchair-accessible local schools. There were also some with mild intellectual disabilities in their local schools, children who needed very little assistance, if any, with everyday personal tasks such as eating lunch. We did not know of any children like Mena, with significant multiple disabilities, attending their local school full-time. We knew from the experience of Mena attending her primary school just one day a week that a move to full-time would be a challenge for the education system. Whenever there was an issue too hard for the school, we were asked to keep Mena home. It might be that her aide was sick, or that the class was going on an excursion to an inaccessible destination, or that they needed Mena’s aide to supervise other children on sports day. While Mena was attending only one day a week, the school would never need to make an effort to include her. It was as if the school was doing us a favour for Mena to experience the everyday activities of school life. Before Margaret went overseas, we had begun to firm up our vision for Mena. We had both been exposed to the theory and practice of Social Role Valorisation, known as SRV, developed by Wolf Wolfensberger, whose analysis of advocacy had become so influential in our lives. Jeremy and Margaret Ward are parents whose eldest daughter, Mena, lived with disability and required support to live in her own home, which she did successfully for over 10 years. Jeremy’s older sister also lived with a significant disability all her life. They both have many years’ experience in disability advocacy. Jeremy’s interest is in the law as it relates to people with disability and in assisting families to plan for the future. Margaret has focused on housing. The *Shouted Goodbye*, Jeremy’s account of Mena’s life, was published in 2015. The first was to choose our battles, keeping our child front and centre in our advocacy. Margaret and Jeremy Ward Drawing on what we had learnt, we fine-tuned our vision to one simple statement: that Mena would be a valued citizen in her local community. Over many dinners after the children were in bed, we talked about what that meant until we thought we were clear and could explain it to others. Every word of “valued citizen in her local community” was important and meaningful. First, it meant we had to develop strategies aimed at Mena being valued because we had learnt from SRV theory, and our personal experience, that people with disability are frequently devalued members of our society. We needed strategies that would counter that devaluation and assist Mena to be valued, not only by those who knew and loved her, but by the broader community. Second, we wanted Mena to be seen as a child who would grow to become a citizen in her community, not as someone who was different or special, whose life would be lived on the sidelines, in special schools and services such as those offered by the [Cerebral Palsy] League, which the general public knew about only through fundraising activities. We wanted Mena to be seen as a child, and ultimately an adult, whose human commonalities far outweighed her differences. If she did everything that typically other children did in her community, we believed she would be seen as someone expected to do what other children did, rather than being singled out for activities that took place somewhere outside her community. Third, we wanted Mena to be part of her local community. There was much talk about people with disability being supported to live in “the community”, but we found much of that to be imprecise and ill conceived. For Mena to be valued as part of her community, we needed to clarify what, and where, her community was. That led us to focus on her local geographical community, rather than on a broader community of interest. We believed that, over the long term, a focus on her geographical community would help us to meet her fundamental needs of home, love, work, good health, fun, relationships and friendship. Time and again we returned to our vision for clarity and strength of purpose. We concluded that, for Mena to become a valued citizen in her community, she needed to attend a local mainstream school. [The Shouted Goodbye, Boolarong Press, Brisbane, 2015, pages 36-37] After a hard-fought campaign, and with generous support from a group of people we asked to assist us, we achieved our goal in July 1990. Mena spent 18 months full-time at the local primary school, followed by six years full-time at her local high school. Now, as we look back, we can reflect on our decision and on Mena’s school experience. In 1990, inclusive education for children with more complex needs was extraordinarily rare. We also experienced teachers smoking in class, taking photos and videos without permission, and showing scant regard for confidential information. So, there have been many changes to the better in schools since then. Yet, some unhelpful practices continue. The school system is like any institution. If challenged, it will seek to protect itself, and ultimately, look after its own. Like the Royal Commission into Institutional Responses to Child Sexual Abuse has shown, institutions are slow to learn and do not take criticism kindly. Heroic parents who take on the education system to make change will be sorely disappointed when their personal wins do not translate to systemic ones. We learnt four important lessons. The first was to choose our battles, keeping our child front and centre in our advocacy. Our valuable energy could have been wasted sitting on school committees or taskforces developing policy that would change with the next principal. We found it was more important to find allies who shared our vision, supported us in practical ways, and kept us informed and alert to what was going on. The second was to listen to our intuition. When we had a sense that things were not going well, we were usually right, despite the assurances from the school that they had everything in hand. Perhaps the rhetoric of “parents as partners” is more meaningful now and communication between concerned parents and school is open, honest and helpful. We hope so. The third was to realise that the school years are relatively short in a person’s life. All the worry it took to safeguard Mena’s inclusion disappeared once school was over. There were many possibilities for Mena out there in the real world, and it was up to us to dream them up and make them happen. We needed a daring and positive plan for adult life well before school had finished. With the support of our allies, we created an adult path to inclusion and Mena never looked back. Finally, we would do it all over again. Even though Mena left without any enduring friendships or a useful education, she was clear about her place in the world—she belonged. She was ready to get a job and to leave home like her school mates. If we had been timid and taken the easier route through the special school system, we would have remained timid and agreed to soul-numbing “post-school options”. So, we know we would be brave again, take the flack, wear the frustrations, and keep going. Mena would expect no less of us. “Drawing on what we had learnt we fine-tuned our vision to one simple statement: that Mena would be a valued citizen in her local community.” Margaret and Jeremy Ward My name is Marlena Katene. I am excited to share some of my journey. I have cerebral palsy but won’t bore you too much with that. What you may not know from the outside is all the opportunities that I have had due to living an inclusive life from the beginning. Now that I am 29, I often wonder what gave my mother the strength and foresight to see that an inclusive education was the only option for me all those years ago. Why, when the professionals told her special school was best for me, did she stand her ground and keep her eyes on her own vision for me? I love my life. I have a good mix of friends, a career as a music journalist and have had many other opportunities and achievements. I am not too sure my life would have panned out the same way if my mother had listened to some other people! So here are my top ten guiding principles to keep pursuing and loving my inclusive life. 1. Life is both fun and challenging I go through hard times like anyone else but because I have been included, I have an awesome bunch of people that get me through these times, with minimal long term impact on my well-being and state of mind. My mother always believed that having a disability did not mean I should be “cottonwool balled” or protected too much from the challenging times that ultimately we all have to go through. My mum always gave me the breathing space to fall – sometimes literally! – to experience life warts and all. We all need to fail to succeed so parents please give your kids some breathing space. Marlena is a Gold Coast based entertainment journalist who hasn’t let not speaking verbally or using a wheelchair limit her life opportunities. She has built up an extensive portfolio of interviews with everyone from Snoop Dogg and Russell Brand to the Dalai Lama. The oldest of two children, her mother Pam always instilled in her the benefits of real inclusion and why it is vital to have non-paid people involved in her life. Post school, Marlena went on to complete a business and journalism degree whilst travelling the world, authoring two books and running a small business. Her interests include travelling and music, and she loves her local beach Burleigh. “I enjoy having a career. I am a freelance journalist, as opportunities arise, I adapt and take them. I now have a community of fellow journalists and friends. They support me in causes that are close to my heart. It’s an inclusive life.” Marlena Katene 2. Safety and control over my life As a 29-year-old woman that relies on people for basic needs, safety and control is so important in my life. My day literally is at a standstill if I don’t have a variety of people in it. I am fortunate I have always lived in the beautiful Burleigh heads on the Gold Coast. Not saying my back yard is better than yours – but it is pretty damn good! Being part of the Burleigh community ensures I am safe, which then allows me to set the direction for my life, try things and grow as a person. Having cerebral palsy, literally some days my body movements are so bad I can’t control my body or many things. Despite this, I feel I have complete control and autonomy over the decisions in my life, even if others don’t agree with them. Having a disability doesn’t stop one for making dumb decisions at least some of the time. 3. Expectations From an early age I had expectations placed on me. When I was in grade 3, I went to my friend Ali’s house after school. In her bag, she had a note to fill in to buy a recorder for our music class. To keep the story GA rated, when my mother found out I hadn’t got that note, she “reminded” my school principal that she had a strong expectation that I would buy a recorder and be part of my class. Now due to my cerebral palsy, I couldn’t blow in a recorder but the fact that I totally sucked and would fail at every attempt to blow in the damn thing was irrelevant. My mother was the expert. Professionals told her not to expect too much from me, “as long as she is happy”. But she persisted with her high expectations, including that I would have a real job with real pay. This led to my first business – Burleigh Bouncers – which has provided me with financial means to achieve many other inclusive life goals, and being included and being known happens naturally in my work environment. As well as being a business owner, I am a published author of two books: a kids book and a photography quote book. Having high expectations doesn’t mean I won’t fail. There are risks, but risks come with rewards! 4. Friendships and relationships Having friends and relationships in life is the only way we can truly be happy or whole as human beings. Support from friends, family and community relationships have been central to all my achievements. I enjoy travel adventure, music and the beach; sharing those with friends makes my life complete. I love my friends. I still keep in touch with school friends since primary, albeit not as often as I would like these days. Kendall has been a good friend from grade 6 and even though she is married now we regularly catch up. I have friends from my Business management course, uni friends, older friends and girlfriends around my own age. Life is good and my friends don’t really care about my cerebral palsy. It’s a lot more fun hanging out with friends over paid workers in environments such as movies, concerts or going to the local pub. Inclusion allows for friendships. My friends are my best asset! 5. Experiences Inclusion allows me to have rich experiences. I have had many, many, MANY experiences, both for work and socially. I am totally addicted to travel – visiting 38 countries so far. Two years ago I went to China. It wasn’t my favourite travel experience and I probably won’t go back but it was fun and made possible through an inclusive life. Basically I didn’t need a “carer” but found someone that wanted to “check it out” and we went pretty much 50-50 with all associated costs. Most of my trips have been like this. I don’t take this for granted. If my mother had chosen the segregated journey, I can’t see how this would now be possible. Luckily I don’t need to rely completely on the NDIS, but can use natural supports to maintain my travel addiction. Inclusion has ensured I can meet my needs in ordinary and holistic ways. About 18 months after I finished school, like many other teenagers, I had lost some friends and it was affecting me as I am happiest when I have heaps of friends. Basically it was a pretty suckful time. So we thought what is the typical thing a non-disabled 18 to 21 year old might do? Travel! I did a few short trips and then planned some Contiki tours – 2 different ones over 3 months, with the longest being 28 days. I took a support person, Bert, who had known me a really long time, but after 3 days I didn’t really need Bert for a majority of the time. I had people my age pushing my chair giving me drinks, feeding me and basically just being young and stupid with me. Through living an inclusive life, I have many examples of receiving natural help, with resulting lifelong friends through those experiences. I have many communities but to name a few my music community, base jumping and skydiving community and my travelling buddies. Life is about experiences and connections. I have grand dreams of being financially successful, but life is truly to enjoy fully and fill with awesome experiences. 6. Goals Having an inclusive life means I have goals and know I will be supported in them. Most of the people in my life know my goals and believe in my ability to achieve them. I shudder to think what “goals” would have been developed for me had my life been segregated as a disability service client. Many of my goals, especially my work goals, would not be feasible if I was segregated. My mother always taught me to think ahead in setting goals. Bert has taught me to set business goals and has helped me create income streams from very little money. Being part of an inclusive community allows me to achieve my goals more quickly. When I wrote my first book, my expenses came to $4500 and originally, I thought I might have to crowd fund. Someone suggested pre-selling the book on Facebook. To my surprise my community of friends rallied, and before it even went to the printer, I had sold $3750 worth of books. Within a month, I had turned a profit. Now I have re-invested the money and have a strategy where I will always have money for the next book. Through meeting my goal of being a published author, I have sold about 4400 books and have ensured another income stream. 7. Resilience I have already spoken about risk and rewards. My mum was often looked at sideways by people that questioned her decisions at time. I love my mother more than anything else because she gave me a thick skin. Sometimes crap things happen. In my final year of high school, I was lucky enough to go on a school trip to Japan, but the full story was that the school had cancelled that trip the year before because they didn’t believe they could support me in that environment. Luckily with a change of Principal (to one with an open mind), I got to have that amazing experience. The trip broke down barriers with my teachers and peers. It gave me an outlet to connect with them on another level. With all the hard work that my mother and I had done to be included, it was the best way to finish my schooling, and worth persisting to get there. If I was segregated I think some of the things that have happened in my life would be so traumatic. In recent years, I had struggles with segregation at an Eminem concert in Brisbane and also at Pink concert in Sydney. In a nutshell we had VIP front section tickets and due to my wheelchair we were relegated to the back wheelchair section. This isolation was forced on me; it truly was rubbish being segregated in my music community, but having a thick skin ensures good will be coming from this situation. Already we have seen massive changes in this space in the last year. My inclusion throughout life allows me to be resilient and have a good life despite some not so positive situations that pop up from time to time. 8. Community My community is AWESOME! Inclusion is all about community and choosing which ones we wish to be part of. Segregated communities or being forced to be just part of one community limit one’s potential as well as the means to give back and contribute. Travel allows me to see other communities and how other people live, but my Burleigh community is where I feel most at home. Knowing I can walk from my house to the beach by myself and have a dozen or more people wave or say hi is the best. People stop and engage and try to facilitate my communication. One of my social communities is my skydiving / base jumping communities. I live with my best mate, Bert, and he got me into skydiving: 3 years ago I was the first person in the world with CP to BASE jump. We are welcomed by crazy athletes all around the world. Initially I was reluctant, but now I am hooked and have made friends from all over the world – including from France, Idaho and even Oman. 9. Opportunity I am blessed that throughout my life, I have had so many opportunities – work, career, social. To be blunt, there are more opportunities in the real world than in the special disability world. This comment may seem a little strong - but the more people we are around, the more people there are to learn from and be supported by. The special world can’t compete. 10. Having a career Initially I was going to say “employment” but the truth is, I enjoy having a career. I am a freelance journalist, as opportunities arise, I adapt and take them. I now have a community of fellow journalists and friends. They support me in causes that are close to my heart. It’s an inclusive life. My mum set me on an inclusive path and now it is up to me to maintain this lifestyle. I ensure any paid support in my life supports my natural unpaid support. I fight for my legal right to partake in all aspects of my community. This is vital. Being present is simply not enough; it is about really being immersed in the different communities, known by many, taking part. My advice is to think generic not disability world. Successful advocacy for me is living among my journalist and other regular communities. As much as I love the disability advocacy community, people with disability have needs outside this disability space. I am a firm believer that this world – inclusion - is possible for all. I FIGHT FOR MY LEGAL RIGHT TO PARTAKE IN ALL ASPECTS OF MY COMMUNITY. THIS IS VITAL. BEING PRESENT IS SIMPLY NOT ENOUGH; IT IS ABOUT REALLY BEING IMMERSED IN THE DIFFERENT COMMUNITIES KNOWN BY MANY, TAKING PART. MY ADVICE IS TO THINK GENERIC NOT DISABILITY WORLD. Marlena Katene Community Resource Unit Ltd. Expanding Ideas; Creating Change www.cru.org.au
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The Mysterious Migrations of Cownose Rays ALSO INSIDE: Invasive Species On The Last Frontier How Nature Can Help Save Us From Climate Change Interns East & West Yes, We Can Beat Climate Change. Nature Can Help. Three years ago this month, something extraordinary happened. In December 2015, representatives of 195 nations met in Paris and committed to meeting climate change head on. In a binding agreement, they pledged to cut emissions, adapt to climate change, and help vulnerable countries, aiming to keep Earth from crossing a 1.5°C warming threshold. To many who had watched years of bitter international debates, it was nothing short of a miracle. Today, much of that jubilation can seem like a distant memory. Earlier this fall, a new report from the Intergovernmental Panel on Climate Change painted a stark vision of a world warmed 2°C versus 1.5°C. And on Black Friday (of all days), the government revealed how the United States is already feeling the effects of climate change. But despite the rhetoric, I know we have what it takes to win. First, the U.S. is still part of the Paris Agreement. It announced its intention to withdraw in summer 2017, but that doesn’t go into effect until 2020. Meanwhile, many cities, states and organizations throughout the country have picked up the torch. Second, there’s another story that came out on the heels of the new climate change report. It’s still possible for the U.S. to meet its Paris goals. A new study revealed 21 “natural climate solutions” that can sustain both people and the environment, while slashing our carbon emissions. Restoring forests topped the list, as they’re some of our most powerful carbon absorbers. So did managing forests to cut the risk of devastating wildfires, and sustainable farming practices, like planting cover crops and improving how we use fertilizers. The study also recommends ecosystem approaches to reducing emissions of methane, an even more powerful greenhouse gas. These solutions are win-wins. And combined, they could cut our carbon footprint by over a trillion kilograms within the next decade. This large number would equal 21 percent of our greenhouse gas emissions in 2016. I’m proud that our scientists were part of that team. Together with The Nature Conservancy and other scientists around the world, ecologists from SERC—including SERC’s Associate Director for Research Pat Megonigal and two former postdocs who started their careers here—helped create a real, concrete vision for how we can overcome climate change. For some, the power of nature is easy to overlook. The ecosystem services nature provides are too often taken for granted. Clean energy and clean transportation dominate most talks about how to keep rising temperatures at bay. SERC is focused on building “net-zero-energy” facilities that rely on renewable energy for our campus. Because the reality is, all of these solutions matter. Climate change is why we’ll all need to be part of the ultimate victory. Here at SERC, we’ve been steeped in ecosystem science for over 50 years. We’ve seen how our forests have started growing faster in response to global warming, offering us a much-needed assist in soaking up carbon. We know wetlands can build soil to outpace sea level rise, if given the opportunity. We’ve been watching how plants grow in futuristic, high-carbon dioxide chambers since 1986 on our Global Change Research Wetland. Discoveries like this unfold over decades, but at SERC they’re often funded by short-term grants designed to last just a few years. We’re used to doing a lot with a little. Even the smallest gift can make an enormous difference. Knowledge is power—the power to face challenges and come up with strategies that work. Ultimately, knowledge gives us the power to create a better world. Citizens in 195 nations still stand ready to create that world, and we stand ready to help them. — ANSON “TUCK” HINES, SERC DIRECTOR SERC Advisory Board Nicholas Penniman IV, Chair (Ret.) Publisher, St. Louis Post-Dispatch Naples, Florida William Bohnett, Vice-Chair President, Whitecap Investments LLC Hobe Sound, Florida David Armstrong, Ph.D. Professor Emeritus School of Aquatic & Fishery Sciences University of Washington Seattle, Washington Howard Cohen Independent Real Estate Consultant Estero, Florida Vice Admiral Derwood Curtis (Ret.) Vice Admiral, U.S. Navy Annapolis, Maryland Harold Denton (Ret.) President and CEO General Land Abstract Co., Inc. Edgewater, Maryland David DeVos Vice President, Global Director of Sustainability, PGIIM Real Estate Chicago, Illinois Kay Dryden, Esq. CEO, Energy Dispute Solutions LLC San Francisco, California Diane Ebert-May, Ph.D. University Distinguished Professor Dept. of Plant Biology Michigan State University East Lansing, Michigan Jonathan Fink, Ph.D. Professor of Geology, Earth, Environment and Society Ph.D. Program Director Portland State University Portland, Oregon Jeanne Grasso, Esq. Partner and Attorney Blank Rome LLP Chevy Chase, Maryland Captain Kevin Krick Director, Safety, Security and Emergency Response, Matson, Inc. Oakland, California Tom Lindley, Esq. Of Counsel, Perkins Coie LLP Albuquerque, New Mexico Midgett Parker, Jr., Esq. Partner and Attorney Linowes and Blocher LLP Annapolis, Maryland Jim Toomey Sherman’s Lagoon Creator Annapolis, Maryland Francis Chaney II Emeritus member Chairman of the Board, Chaney Enterprises Chairman, The Chaney Foundation Lothian, Maryland Front Cover Photo: SERC biologist Kim Richie watches over a cownose ray in a holding tank. Biologists tagged over 40 cownose rays in a study following their yearly migrations from the Chesapeake to Florida. (Credit: SERC) NEW INVADERS ENCROACH ON THE LAST FRONTIER Alaska has fewer marine invaders than almost any other U.S. state. But that could be changing. With help from volunteers, biologists at the Smithsonian Environmental Research Center (SERC), Temple University and the University of Alaska, Fairbanks, found a new arrival in Ketchikan: the branching bryozoan *Bugula neritina*. Citizen scientists have helped biologists in Alaska since 2007, through SERC’s Plate Watch program. In 2010, a volunteer discovered another invader in Ketchikan, the golden star tunicate. *Bugula*, the newest invader, hadn’t reached as far north on the West Coast as Alaska until now. Elsewhere, it’s messed up fishing and aquaculture operations. Ketchikan is a shipping hub, so *Bugula* likely came via boat. But *Bugula* wasn’t the only surprise. The same study reported *Ciona savignyi*, a tunicate not seen in Alaska since 1903. All three animals could alter Alaska’s ecosystems. **Link to full study:** https://doi.org/10.3391/bir.2018.7.4.02 JEKYLL OR HYDE? INVASIVE PLANTS CAN BOOST BLUE CARBON STORAGE Invasive species rarely make things black and white. A new paper revealed some plant invaders could help fight climate change by bolstering “blue carbon,” carbon in coastal environments like salt marshes, mangroves and seagrasses. But animal invaders can do the opposite. The four authors—two invasions biologists at SERC and two wetland ecologists in Ireland—gathered data from 104 studies worldwide. They found when especially powerful plants invaded, like the reed *Phragmites*, biomass more than doubled (and by extension, the ability to store carbon). Meanwhile animals, by trampling and grazing, cut biomass nearly in half. The authors don’t advocate spreading invaders. The crucial question, they emphasized, is whether to eradicate established ones. “We’re talking about how to best manage systems that are already impacted by humans,” said co-author Christina Simkanin. **Link to full study:** https://doi.org/10.1111/gcb.14426 WITH AN ASSIST FROM NATURE, WE MAY GET TO PARIS ANYWAY The United States may have declared its intention to withdraw from the Paris Agreement on climate change, but scientists are still exploring ways the country could meet its original goals. And nature can lend a far more powerful hand than once thought, if given the chance. Led by The Nature Conservancy, scientists from SERC and other organizations looked at 21 “natural climate solutions,” like restoring forests and wetlands, planting cover crops and natural forest management. Several solutions aren’t terribly costly and come with side benefits, including increased yields for farmers or decreased risks of catastrophic wildfires. If the market is open enough, these natural solutions could cut an estimated 1.2 trillion kilograms off the U.S.’s yearly carbon emissions—just enough to hit the country’s 2025 targets for the Paris Agreement. **Link to full study:** https://dx.doi.org/10.1126/sciadv.aat1869 Every summer, cownose rays stream into Chesapeake Bay to give birth to their pups and mate. When autumn comes, they disappear—presumably to migrate south, but no one knew for certain where they spent the winter. Now, after a three-year tagging study led by the Smithsonian Environmental Research Center (SERC), scientists have solved the mystery. Cownose rays all along the Atlantic winter near Cape Canaveral, Florida, and it’s likely they return to the same spots each summer. CREATURES OF CONTROVERSY Cownose rays are large stingrays native to the Chesapeake, with dark brown or olive-gray backs and white bellies. They reproduce slowly. Most mothers give birth to only one pup a year, and they don’t mature until age seven or eight, making them vulnerable to intense fishing or sudden population declines. Yet cownose rays have been dogged by controversy. In the early 2000s they were saddled with partial blame for oyster declines because their diet includes shellfish. (Later studies cleared their names. Oysters had been declining years before cownose rays became more abundant, and oysters make up just a small percent of their diets. Though rays sometimes snack on unprotected juvenile oysters on reef restorations, in general they prefer weaker shellfish like soft-shell clams.) Later, in 2015, bowfishing tournaments for cownose rays began raising alarm among some Marylanders. In response, the Maryland government voted to become the first state to create a fishery management plan to conserve the cownose ray. “Because of the slow birth rate, we know that if we don’t manage them, and instead harvest them in a way that heavily impacts the population and causes a population decline, it’ll take a long time for them to recover,” said Matt Ogburn, SERC marine biologist and lead author of the study. “If we lose something important, we could lose it for decades.” TAGGING AND TRACKING The new study, published in *Marine Ecology Progress Series*, marks the first time scientists have tracked cownose ray migrations along the Atlantic coast for a full year or more. Knowing where they go every year will help fill in some longstanding knowledge gaps, as Maryland decides how to manage the rays. It’s part of the Smithsonian Institution’s new Movement of Life Initiative. Scientists from the Virginia Institute of Marine Science (VIMS) and Savannah State University also joined the effort. To tag the rays, scientists spent three summer-fall field seasons teaming up with commercial fishers. These fishers were not trying to catch cownose rays, but the animals often appear as accidental bycatch in their pound nets or haul seines. Many of the fishers had worked with the scientists before, partnering with VIMS co-author Bob Fisher or on SERC’s crab tagging studies. “Collaborative efforts with commercial fishers are built on trust, straight talk, and inclusion to investigate common problems and opportunities,” said Fisher, who has studied cownose rays for nearly three decades. After transferring the rays to a holding tank, the researchers gave them general and local anesthesia and inserted a small acoustic tag inside them. Once the rays had recovered from surgery, the scientists released them. As the rays continued their journeys, the tags emitted a series of “pings” unique to each ray. Hundreds of receivers line the Chesapeake and the Atlantic coast, waiting to pick up their signal. These receivers were placed by dozens of scientists from institutions along the East Coast, all sharing data on different species. If a ray passed within half a kilometer of a receiver, the receiver would record data about the ray’s location. Then the data were shared through the Atlantic Cooperative Telemetry Network and Florida Atlantic Coast Telemetry Network. HOME FOR THE SUMMER? The teams tagged 42 rays total. Most they tagged in Virginia, with five in Maryland and two in Georgia. Of those rays, 28 had their signals detected multiple times over a period longer than 90 days, enough time for scientists to get a sense of their migration behavior. Regardless of where scientists tagged the rays, every ray they detected in winter went to the same spot: a region just off the coast of Cape Canaveral, Florida. The greater challenge was figuring out if cownose rays go back to the same places each summer. While most rays returned to the same regions where scientists tagged them the previous year—some even to the same rivers—many rays were tagged in the fall, when they might have already left their summer homes. Only five rays sent out location signals for both summer 2015 and summer 2016. Four of those rays (three from Virginia and one from Georgia) returned to their original regions. The fifth spent both summers in the Chesapeake, but the first summer in Virginia and the second in Maryland. This pattern could make conservation even more critical. If cownose rays are returning to the same places each summer, that means the Chesapeake likely has its own distinct population. Intense fishing of rays in the Chesapeake, especially during summer, could wipe out a large slice of the species’ genetic diversity. “If they’re really tied to one specific place, then you’ll be removing a whole piece, a whole unique segment, from the population,” Ogburn said. While scientists have unraveled one mystery about the rays, there are still many unknowns. Not least, the authors emphasized, is their role in the Chesapeake as a whole. By turning over sediment, a bit like tilling a garden, rays could play a vital role for organisms like shellfish and crabs that live on the Bay floor. As Maryland develops the first official management plan for cownose rays, studies like this will offer more guidance on how to manage one of the most enigmatic creatures in the Chesapeake. Link to full study: https://www.int-res.com/abstracts/meps/v602/p197-211/ “*If we lose something important, we could lose it for decades.*” Background: Underwater shot of cownose rays in a holding tank. Cownose rays migrate to Chesapeake Bay every summer to give birth to their pups and mate. (Credit: SERC) ADRIELLE CAILIPAN: War of the Periwinkles SERC-West San Francisco intern There’s a war of attrition playing out on the beaches of San Francisco Bay. A tiny invasive snail called the rough periwinkle might be pushing out its native counterpart, the checkered periwinkle. But no one is sure why, or even how quickly it’s spreading. Adrielle Cailipan spent her summer trying to understand the secret to the rough periwinkle’s success. While there could be a number of reasons, Cailipan focused on one—perhaps the rough periwinkle is out-eating the checkered one. To test that, she devised a game for the snails: an algae-eating contest. Cailipan admits she has a weakness for algae. As an undergraduate, she studied how to engineer algae for sustainable biofuel. “Look at how beautiful these are!” she exclaimed, looking at a poster of single-celled algae. “See, this is what I want to study.” For the eating contest, she turned the snails loose on algae-coated PVC plates. Fortunately, the snails left a shiny clean path behind them as they munched, making it easier for Cailipan to measure how much they ate. Her lab is still processing the results. If the rough periwinkles are mowing down more algae, biologists will have a better sense of why they’re so prosperous. Otherwise, it’s back to the drawing board. Top to bottom: Checkered periwinkle snail, Littorina scutulata (Credit: Jon Sullivan); Adrielle Cailipan searches for periwinkle snails on the Oakland waterfront. (Credit: Philip Kiefer/SERC); Rough periwinkle snail, Littorina scutulata (Credit: Jon Delsing); The snails left visible trails in the algae plates as they grazed. (Credit: Adrielle Cailipan/SERC); Checkered periwinkle photo used by permission of Creative Commons License here: https://creativecommons.org/licenses/by-nc/2.0/ MAYA BHALLA-LADD: Engineering the “Wetland of the Future” SERC-East Chesapeake intern Step out onto the boardwalk of SERC’s Global Change Research Wetland, and you’ll find yourself surrounded by windows into a future world. Clear plastic chambers dot the wetland, each containing a possible future atmosphere. Scientists hope to understand how the ecosystem will respond to a hotter, more carbon-rich planet by bringing that atmosphere into the here and now. This summer, intern Maya Bhalla-Ladd worked with SERC ecologist Roy Rich on the engineering that runs the climate experiments. Sometimes, that involved cutting PVC pipe to build scaffolding for the instruments. But her main job: Construct and program an instrument to measure the temperature of each chamber. “I think that the instrumentation that enables science is so cool, and that we don’t spend enough time thinking about it,” she said. The device she and Rich created has a sensor that translates air temperature into an electric signal. That signal then goes to an open-source device (called an “Arduino board”) that can record data on a computer. By knowing the temperature inside the chambers, scientists can tell how much the chambers themselves—in addition to the carbon dioxide they’re pumping in—could be affecting their experiments. “This kind of work is so different from anything I learn in school,” Bhalla-Ladd said. “I like that every day forces me to learn something new to keep moving forward.” Top to bottom: Maya Bhalla-Ladd beside a hand-crafted temperature sensor. (Credit: Maya Bhalla-Ladd/SERC); A finished instrument on the marsh (Maya Bhalla-Ladd/SERC) As the new coordinating scientist for the Marine Global Earth Observatories (MarineGEO), Jon Lefcheck will go from studying Chesapeake seagrasses to exploring coasts around the globe. In this Q&A, learn about some weird discoveries and creatures he’s encountered so far. Edited for brevity and clarity. Read the extended version at https://sercblog.si.edu/meet-jon-lefcheck You were the first in your family to attend college. What motivated you to take a different road? I always liked school—oddly enough, yeah, I know. I liked science. I pushed my parents to send me to private high school so that I could get more into my studies, and they were hugely supportive the entire way. I think that was their dream, that they would have a kid that would grow up to go on to college. Last spring, when you were at the Virginia Institute of Marine Science, you and Bob Orth documented a record four-fold recovery of Chesapeake Bay’s underwater plants since 1984. How did that happen? That’s in large part due to our own efforts to police ourselves and the kinds of stuff that we’re dumping into the Bay, different kinds of pollutants, runoff from people fertilizing their lawns and fertilizing their crops. Those management efforts have actually paid off. At SERC you joined the Marine Global Earth Observatories, or MarineGEO. What is MarineGEO? It’s a partnership, a community of collaborators that are distributed all over the world. We’ve got places in Florida, Panama, Belize, Hong Kong, Hawai’i, Vancouver, and they’re all committed to working together to go after questions about the health and future of coastal ecosystems. Seagrasses, coral reefs, mangroves, marshes, oysters, the whole gamut. Why should people care about coasts, or how many species they have? Coastal systems are providing a refuge for babies that grow up to create the foundation of coastal fisheries. So they’re important….They allow my colleagues and friends here or in Kansas, or my mother at home in New York, out to see a striped bass in a restaurant and know that that came from, grew up in, probably seagrass bed in Chesapeake Bay. So being able to make a link between the health of those systems, show biodiversity plays into that…. Why do I care about biodiversity? Biodiversity drives ecosystems. Ecosystems give us pretty much everything that we like along the coastline. Do you have a favorite species? Today it’s an amphipod. It’s a small shrimp called Dulichiella appendiculata. Sometimes I call them “Dude-lichiella,” because they’re very sexually dimorphic, which means that the males look different than the females, and the males have a claw that’s as big as their body…! I like to think he’s like a body builder, “Dude-lichiella.” Volunteer Spotlight: Bruce Birdsell, Educator for All Ages BY SARA RICHMOND When Bruce Birdsell had just begun retirement, he attended a SERC Open House and learned about volunteer opportunities. That led him to sign on with SERC’s education program, where he has been a volunteer for the past six years. According to Bruce, volunteering aided the transition into retirement. Besides helping fill a newly open schedule, it was refreshing to work outdoors after a career in corporate management. As an education volunteer, Bruce assists with the Shoreline Connection program, a field trip for third- through 12th-graders. He also leads canoe trips, guiding students along Muddy Creek and the Rhode River as they look for wildlife and discuss SERC research. “The real reward is when you get the ‘aha moment’ from the kids,” he said. When this happens, their excitement over catching fish with seine nets or exploring oyster reefs becomes visible. “You can see in their reaction that a light bulb has gone off.” Not all students arrive at their “aha” moments in the same way. Some students haven’t spent significant time outdoors, and are often hesitant about some of the field trip activities, particularly canoeing. Another student visitor who was scared of canoeing shared that it wasn’t from lack of experience: Her dad had taken her canoeing and purposely flipped their boat. By the end of her visit to SERC, she had regained her confidence. “I told her she could go home and tell her dad she’s a pro now,” Bruce said. Bruce was also part of the first group of volunteers to be trained as docents. SERC docents lead public tours of SERC’s facilities and serve as ambassadors at SERC-hosted events. The tour itinerary depends on the group, but it may, for example, include a tour of the Mathias Lab, a stop at the Beaver Pond sampling weir, a walk along the marsh boardwalk, or a visit to the Reed Education Center and dock, along with a discussion of ongoing research and outreach programs. For those considering volunteering, Bruce suggests they take some time to explore where they fit in, whether it’s in the education, citizen science, docent or other programs. “You may have one idea coming in about what you want to do, but find multiple opportunities that fit.” Donor Spotlight: The France-Merrick Foundation Thanks to a generous gift from the France-Merrick Foundation, SERC was able to build a permanent pavilion outside of our Philip D. Reed Education Center, providing outdoor shelter for school groups and other visitors. The 1200 square-foot pavilion has greatly improved SERC’s ability to run outdoor education programs in all weather conditions, serving as a teaching space for outdoor field stations. “When there’s bad weather, we can do programs and activities inside the pavilion,” said Karen McDonald, SERC’s education coordinator. On one recent field trip, they led two groups of 25 kids each in their field trip stations. “It was very helpful because we didn’t have room in the Reed Center and we couldn’t do activities on the docks.” Besides students, members of the public can also enjoy the pavilion while visiting SERC’s hiking trails and education grounds, and as a meeting place for public programs, including SERC’s citizen science programs, guided canoe trips and docent tours. The France-Merrick Foundation is one of Maryland’s largest private foundations. For decades, it has been dedicated to supporting organizations that help preserve and protect the environment, make the public aware of its priceless natural heritage, and pass it on to future generations. The Foundation’s funding has focused mostly on the ecological health of the Chesapeake Bay and its rivers and streams, with an emphasis on both preserving natural areas and helping to restore natural habitats. The Foundation’s funding also enhances future generations’ connection to the environment through hands-on environmental education.
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Wessex Regional Flood and Coastal Committee Strategy for 2017-2021 and beyond Index Foreword 1.0 Introduction 2.0 Wessex RFCC Area Context 3.0 Flood Risk and Coastal Erosion Risk in Wessex 3.1 Flood Risk 3.2 Coastal Erosion Risk 4.0 Climate Change 5.0 Managing the risks: who does what? 5.1 The Environment Agency 5.2 Lead Local Flood Authorities 5.3 District Councils 5.4 Internal Drainage Boards 5.5 Highways Authorities 5.6 Water and Sewerage Companies 5.7 Duty to Co-operate 5.8 Riparian owners 6.0 Purpose of Wessex RFCC 6.1 Developing the RFCC’s Strategy 7.0 The Strategy 7.1 Delivering the Strategy 7.2 Asset Management 7.3 Incident management 7.4 Monitoring the delivery of the Strategy objectives Appendix 1: Strategy Objectives - key outputs Appendix 2: Local Levy Investment Strategy Foreword Flooding and coastal erosion can have a devastating effect on people, communities, and our environment. Managing the risks is everyone’s business. The Wessex Regional Flood and Coastal Committee brings together representatives of each of the county and unitary councils in our area and also members with special and relevant experience appointed by the Environment Agency, to work together to reduce the risk of flooding to people in Wessex and to protect our very special coastline. This strategy sets out for the first time in one place our understanding of the nature of flood and coastal erosion risks in Wessex, and how we intend to address them. We will undoubtedly learn with experience, and the Committee intend to review the strategy every two years. We are most grateful for the commitment and contributions of all members of the Committee, and of officers of the Environment Agency and of local authorities, in putting the strategy together. We regard it as a very important document to guide the Committee’s work. We hope that others will find it useful too. David Jenkins Chair Wessex Regional Flood and Coastal Committee Nick Gupta Wessex Area Director Environment Agency 1.0 Introduction In 2013/14 Wessex experienced a major flooding event that resulted in long-lasting flooding on the Somerset Levels and Moors, extensive damage to coastal defences along the Dorset coast and more than 1000 properties suffering groundwater flooding across Dorset and Wiltshire. This and other recent major incidents across the country including the 2015/16 floods across Cumbria and Yorkshire and the East Coast surge in 2013 show the devastating impact flooding and coastal erosion can have on communities. This Strategy provides a framework for all those who have an interest in flood and coastal erosion risk management to work together to do all that we can to reduce flood risk as much as possible. This Strategy describes: - The nature of flood and coastal erosion risk across Wessex; - Who is responsible for managing flood risk; - The role of the Wessex Regional Flood and Coastal Committee (RFCC); - The Committee’s Strategy for managing the risk; - How the Committee plan to deliver the strategy. It is, however, impossible to prevent all flooding. The extreme events of recent years and predictions of more intense rain and storminess associated with climate change mean that in some locations flood risk will increase. An important part of the Strategy is therefore to ensure that homeowners and businesses take responsibility for understanding their flood and coastal erosion risk and take action to make themselves more resilient to flooding. Community engagement and flood warning will therefore be important components of the Strategy. 2.0 Wessex RFCC Area context Wessex is a very diverse geographical area which forms the eastern part of the South West Peninsula. Its coastlines are very different and its wide range of drainage basins and rivers mean that it is subject to coastal, fluvial, surface water and groundwater flooding. Multiple causes of flooding affect many locations in both urban and rural areas. Some of the notable features of the coast include: - The Dorset part of the Dorset and East Devon World Heritage site (known as the “Jurassic Coast”) between Lyme Regis and Studland. The site has an outstanding combination of globally significant geological and geomorphological features, including rock formations which display 185 million years of the Earth’s history, globally significant fossil sites and textbook examples of more recent coastal landforms and processes, including Black Ven landslide, Chesil Beach, Durdle Door and Lulworth Cove. Although the coast has a low tidal range, erosion is active along most of its length. Many of its pebble and sand beaches act as important natural flood and erosion defences, as well as a range of engineered defences; - Poole Harbour and Christchurch Harbour to the east of the Jurassic Coast; - In complete contrast the north coast has a very large tidal range of 13 metres, which is the second highest tidal range in the world. There is also a tidal funnelling effect as the tide progresses up the Bristol Channel and Severn Estuary. There is a lowland coastal ridge protecting much of lowland Somerset along with an extensive network of engineered defences along the length of the north coast. Some of the notable inland features include: - Chalk Rivers in Dorset and Wiltshire which are predominantly fed by groundwater from underlying aquifers. This results in a unique hydrology whereby rivers don’t respond rapidly to rainfall, but after prolonged periods of rain when the aquifers are fully charged long duration flooding can result. Chalk Rivers provide a unique habitat for many species and some rivers including the Hampshire Avon and River Frome (Dorset) are designated for their nature conservation importance; - In contrast there are a number of small steep-sided catchments where the rivers are very ‘flashy’ and respond rapidly to intense rainfall. Once the rain stops, flood levels and flows subside equally quickly. Steep-sided urban catchments also behave in a similar way; - Other larger river systems including the Bristol Avon and River Stour (Dorset) are surface fed rivers that respond to rainfall in a more ‘textbook fashion’ - The Somerset Levels and Moors is a lowland area where much of the land is below sea level and within the flood plains of the Rivers Parrett, Brue and Axe. There are complex arrangements in place for water management including the drainage of land for agriculture and removing flood water by pumping it back into the rivers (once there is capacity to do so). The rivers are also influenced by high tides and if these coincide with high river flows then ‘tide locking’ can occur. This is a phenomenon where high tide levels prevent the river flows discharging into Bridgwater Bay. The natural environment in Wessex is very special with a diverse range of habitats supporting a varied biodiversity. There are many sites that are designated locally, nationally (including 489 Sites of Special Scientific Interest (SSSIs) covering 8% of Wessex) and internationally (37 Special Areas of Conservation (SACs) and 10 Special Protection Areas (SPAs)). The marine environment is equally special and 28% (approximately 300 km²) of its coastal waters are in marine protected areas (Marine Conservation Zone, SAC, SPA or SSSI). Those undertaking work to reduce or manage flood and erosion risk need to be mindful of not damaging the environment and seeking to improve it wherever possible. Legend - Wessex Boundary - Wessex Main River - Bath and North East Somerset - Bournemouth - City of Bristol - Dorset County - Gloucestershire County - Hampshire County - North Somerset - Poole - Somerset County - South Gloucestershire - Swindon - Wiltshire Wessex, Boundary Wessex, Main River Bath and North East Somerset Bournemouth City of Bristol Dorset County Gloucestershire County Hampshire County North Somerset Poole Somerset County South Gloucestershire Swindon Wiltshire 3.0 Flood and Coastal Erosion Risk in Wessex 3.1 Flood Risk There are a number of national data sets and mapping tools which are used to map the risk of flooding from rivers, sea, surface water and groundwater sources. These show that there are approximately 250,000 properties at risk of flooding in Wessex from a variety of sources. The diagram below provides a breakdown of properties at risk by source of flooding. ![Diagram showing flood risk by source] Tidal and Fluvial stats (NaFRA 2013) 1000 year. Surface Water (WMO 2014) 1000 year. Reservoirs (Reservoir use mapping) 2010: Groundwater (Vulnerability / LiDAR) 2014. There is also flood risk to important infrastructure including major roads, rail lines, water and sewage pumping stations/treatment works, gas, electricity and communication services. There are currently 284 Flood Warning Areas in Wessex providing warnings to 80% of properties at risk. The current level of public take up of this service is 65%. By 2020 the aim is to increase coverage to all properties in Flood Zone 2. 3.2 Coastal Erosion Risk in Wessex The National Coastal Erosion Mapping (NCERM) maps have been developed for the coastline of England and were first published in 2011. Taking account of 2009 UK climate projections on climate change (including sea level rise) the erosion risk maps predict where the coastline will be in the next 20, 50 and 100 years. These time intervals match with those in Shoreline Management Plans (SMPs) and are used by Local Planning Authorities to assist in decision making on the coast. The NCERM data indicates that without further investment - 9100 properties on the Dorset coast would be lost to erosion by 2110 (compared to 4400 properties at coastal flood risk) - 170 properties on the North Wessex Coast would be lost to erosion by 2110 (compared to 74,000 properties at coastal flood risk). 4.0 Climate Change Climate change is one of the greatest threats to people and the environment. It will have far-reaching effects on economies and societies and will have major impacts on people, habitats and species. We have major responsibilities for limiting and adapting to climate change. We will use our existing mapping products to inform our decision making. As a result of climate change we expect: - Inland flood risk to increase throughout the century as climate change influences rainfall patterns; - Significantly more rain to fall in winter and more of it to fall in short and heavy bursts. Heavier downpours are also likely in the summer; - Sea level rise and increased storminess to increase coastal flooding and erosion, and changes in rainfall to have an impact on cliff stability; - Increased flooding and coastal erosion to affect people, properties, infrastructure and the environment. River Frome: Woodsford River Restoration Project (Dec 2009) In adapting to climate change we will: - Take a flexible approach in the development of flood risk management approaches including new defences and the maintenance of existing ones to help us address uncertainties about the effects of climate change; - Use the latest set of climate projections to inform new modelling to understand how river flows may change and to improve our understanding of the processes that influence coastal erosion and coastal flooding; - Continue to advise against inappropriate developments in areas at risk of flooding now and in the future (the National Planning Policy Framework sets out a strong policy to protect people and property from flooding and it is important that this is robustly implemented); - Help our professional partners understand their risks of flooding and coastal erosion, using Flood Risk Management Plans and Shoreline Management Plans to coordinate the plans they are developing; - Invest to reduce increased flood and coastal erosion risk and where it is not cost effective to do so develop plans to manage residual flood and coastal erosion risk; Continue to work with natural processes to tackle flood and coastal erosion risk where it is appropriate and cost effective to do so; Create new coastal habitats to compensate for those lost as a result of sea level rise associated with man-made structures. 5.0 Managing the risks: who does what? The Department for Environment, Food and Rural Affairs (Defra) has overall national responsibility for policy on flood and coastal erosion risk management. It provides Grant in Aid (GiA) funding (administered by the Environment Agency) for risk management authorities including the Environment Agency, local authorities and internal drainage boards. The term “flood risk management” is used to describe the work of flood risk management authorities (RMAs) such as the Environment Agency, Local Authorities, Internal Drainage Boards (IDBs) and Water and Sewerage Companies. They aim to reduce the likelihood of flooding by: - Managing flood risk from all sources including river and coastal systems, surface runoff and groundwater; - Constructing and managing defences, where appropriate - Maintaining watercourses and flood defences where appropriate. They work together to reduce the impacts of floods through: - Influencing what is built where through land use planning; - Regulating works carried out in rivers; - Better flood warning - Faster emergency response. Under the Flood and Water Management Act 2010, all RMAs have a duty to co-operate with each other and to share information. Public Sector Co-operation Agreements (PSCAs) are a good example of RMAs working together. They exist between public authorities for the delivery of public tasks of mutual benefit, and therefore are not subject to the regulations that require work to be tendered. PSCAs provide flexible arrangements for an IDB or other RMAs and the Environment Agency to deliver maintenance works and incident response. The Department of Communities and Local Government (DCLG) and Local Planning Authorities have a key role to ensure flood risk is appropriately taken into account in the planning process. The policy on how to take flood risk into account can be found in the National Planning Policy Framework. DCLG are also responsible for Building Regulations. The responsibilities of RMAs and others are summarised below. 5.1 The Environment Agency The Environment Agency is responsible for taking a strategic overview of the management of all sources of flooding and coastal erosion. As part of its strategic overview role, the Environment Agency has published a National Flood and Coastal Erosion Risk Management Strategy for England. The Strategy describes what is required to be done by all risk management authorities to reduce the risk of flooding and coastal erosion and to manage its consequences. The Environment Agency also has operational responsibility for managing the risk of flooding from main rivers, reservoirs, estuaries and the sea, as well as being a coastal erosion risk management authority. 5.2 Lead Local Flood Authorities (LLFAs) Lead Local Flood Authorities (unitary authorities and county councils) are responsible for developing, maintaining and applying strategies for local flood risk management in their areas and for maintaining registers of their flood risk assets. They also have an operational role as the lead authorities with responsibility for managing the risk of flooding from surface water, groundwater and ordinary watercourses. From 6 April 2015 LLFAs have taken over the role of statutory consultee for all major planning applications with surface water implications in all flood zones. 5.3 District Councils District Councils are key partners in planning local flood risk management and can carry out flood risk management works on ordinary watercourses, working with Lead Local Flood Authorities and others in their area to ensure that risks are effectively managed. District Councils are also local planning authorities and have a key role to ensure that flood risk is appropriately taken into account when making decisions on planning applications. District and Unitary Councils in coastal areas are also the coastal erosion risk management authorities (Maritime Districts under the Coast Protection Act 1949). 5.4 Internal Drainage Boards Internal Drainage Boards (IDBs) are an integral part of water level management, for flood risk, land drainage and the environment in the UK. Each IDB is a local independent public authority established in areas of special drainage need in England and Wales. They have operational responsibilities and play an important role in the areas they cover (approximately 10% of England at present), working in partnership with other authorities to undertake works to manage water levels to meet local needs. They have permissive powers to manage water levels within their respective drainage districts. 5.5 Highway Authorities Highway Authorities are responsible for providing and managing highway drainage and must ensure that road projects do not increase flood risk. 5.6 Water and Sewerage Companies Water and Sewerage Companies (WaSCs) are responsible for managing the risks of flooding from water and foul or combined sewer systems and providing drainage from buildings and yards. 5.7 Somerset Rivers Authority Somerset Rivers Authority (SRA) is a partnership between 11 of Somerset’s existing organisations with a role in flood risk management. It includes Somerset County Council, 5 District Councils, the Axe Brue and Parrett IDBs, the Environment Agency, Natural England and Wessex RFCC. The SRA’s purpose is to provide a higher standard of flood risk management than is affordable from the individual budgets of RMAs. The SRA raises extra money to deliver extra work. Schemes are prioritised for SRA funding on the basis of Somerset’s 20 Year Flood Action Plan, which was developed in response to the floods of winter 2013/14. The SRA also provides information to the public and across the partnership, about all flood risk management in Somerset. 5.8 Riparian owners Flooding to homes and business can occur even when all the RMAs have met their obligations. It is also the responsibility of the householder or business to look after their property including protecting it from flooding whilst not increasing flood risk elsewhere. Furthermore if a householder or business has a watercourse within, under or bordering their property curtilage they are deemed a riparian owner and subject to further responsibilities. These are described in Living on the Edge – A guide to your rights and responsibilities of river ownership. 6.0 Purpose of Wessex RFCC Wessex Regional Flood and Coastal Committee (RFCC) is one of 12 committees nationally that help to deliver the Government’s commitment to reduce the risk of flooding and where relevant to protect the coastline from coastal erosion across England. The RFCCs were established by the Environment Agency under the Flood and Water Management Act 2010. They bring together a majority of members appointed by Lead Local Flood Authorities (LLFAs) and members appointed by the Environment Agency including at least one member with environmental expertise and at least one with coastal expertise. Local democratic input is provided by the majority of members representing LLFAs. The Wessex RFCC has 21 members comprising a Chair appointed by the Secretary of State, 11 members representing the LLFAs in Wessex and 9 members appointed by the Environment Agency. A list of current members is included at Appendix 3. The role of RFCCs is fully described in the Regional Flood and Coastal Committees Members’ Handbook. The main purposes of the Committee are: - To ensure there are coherent plans for identifying, communicating and managing flood and coastal erosion risks across catchments and shorelines; - To promote efficient, targeted and risk-based investment decisions in flood and coastal erosion risk management that optimise value for money and benefits for local communities; - To provide a link between the Environment Agency, LLFAs, other RMAs and other relevant bodies to engender mutual understanding of flood and coastal erosion risks in its area. The RFCC advises on and gives consent to the Environment Agency’s flood and coastal erosion risk management (FCERM) investment programmes making sure that investment is coordinated and takes account of local priorities and climate change impacts. The committee also supports the raising of Local Levies and uses them to promote flood and coastal erosion risk management activities in their Area. The RFCC has an important role to support the delivery of the Government’s flood and coastal erosion risk management policy and the National FCERM Strategy, taking into account Defra and Environment Agency guidance. Managing flood risk involves partnership working. All RMAs have arrangements in place that bring interested parties and local communities together and RFCC members play a key role in working with and supporting these partnerships. A good example of partnership working is the Somerset Rivers Authority (SRA). 6.1 Developing the Wessex RFCC’s Strategy During the last 12-18 months it has become clear that a Strategy that sets out what the Wessex RFCC wants to achieve over the next few years would provide a framework for all interested parties to work together on a common set of objectives. A Strategy will provide clarity and focus and assist with the targeting of resources. All members of the Wessex RFCC have been involved in the development of the Strategy through a series of discussions and workshops. 7.0 The Strategy Vision Increasing the resilience of people, property, infrastructure and businesses in Wessex to the risks of flooding and coastal erosion working ideally with an integrated and sustainable approach. The Strategy Objectives are: 1. That all those with a responsibility for, or interest in, flooding and coastal erosion risk in Wessex have a clear understanding of the current and future flood and coastal erosion risks and how they may be managed now and into the future. 2. That there is current understandable robust evidence supporting the evaluation of the flood and coast erosion risk. 3. That Risk Management Authorities have appropriate and up-to-date plans in place to address the risk (including incident response) that are part of their corporate plans. 4. That there are ambitious investment plans with a strong pipeline of projects to reduce the flood and coast erosion risk that seek to maximise any funding and partnership opportunities. 5. That opportunities are used to improve the environment and use natural processes to reduce flood and coast erosion risk where appropriate. 6. That communities and businesses are fully engaged by all Risk Management Authorities in understanding their flood risk and take action to reduce or manage the risk. 7.1 Delivering the Strategy For each of the objectives a working group involving Environment Agency officers and Committee members has identified the work necessary to deliver each objective and are included in Appendix 1. The successful delivery of the Strategy is underpinned by two cross-cutting objectives (objectives 2 and 6) relating to evidence and engagement. The achievement of all elements of the Strategy will only be possible if the Committee and RMAs have access to the right information at the right time. Having the right information will count for nothing however unless we share it with the many and varied audiences in a meaningful and engaging way. The overall vision will only be achieved if everyone understands the flood and coastal erosion risk across Wessex and works in partnership to address shared priorities. The successful delivery of the Strategy will require: - The effective targeting and prioritisation of available resources and funding. This is being achieved by identifying Priority Places where there is significant risk to large numbers of properties. These have been identified by considering a combination of existing and future flood risk, political and community interest and the potential opportunity to address the issue (often linked to regeneration) and are detailed in the Table below. | Location | Properties currently at risk (see note 1) | Is there a viable scheme? (see note 2) | Is the funding in place? | Overall Delivery Risk (see note 3) | |---------------------------------|------------------------------------------|----------------------------------------|--------------------------|------------------------------------| | Avonmouth/Severside | 3600 | Yes | Partly | Amber | | Bath | 1100 | No | Partly | Red | | Bournemouth | 5800 | Yes | Yes | Green | | Bridgwater | 8400 | Yes | Partly | Amber | | Bristol | 2700 | Being developed | No | Red | | Cannington | 100 | Yes | Yes | Green | | Congresbury Yeo Tidal Banks | 4100 | Yes | Yes | Complete | | Lyme Regis | 700 | Yes | Yes | Complete | | Salisbury | 600 | Modelling started | No | Red | | Taunton | 1100 | Yes | Partly | Red | | Parrett Estuary (Cannington Bends) | 500 | Yes | Yes | Green | | Poole | 2600 | Being developed | No | Amber | | Warminster | 20 fluvial approx. | To be Developed | TBC | Red | | Weymouth | 5000 | No | No | Red | Note 1: based on do nothing scenario rounded to the nearest 100 (not including climate change figures) Note 2: Assessment of delivery risk including cost/outcomes estimates, constraints and technical viability) Note 3 Description of Red/Ambre/Green Status Red = Project is not currently viable, significant elements require further immediate action. Amber = Project may be at risk if issues are not addressed Green = Project is on track to meet its outcomes. Many communities are already protected by schemes and those that remain are either in rural locations where low numbers of houses are at risk, or there are multiple sources of flooding and environmental constraints making schemes technically challenging. These factors mean the costs of schemes in Wessex can often be high relative to the benefits. As a result, these schemes don’t attract high levels of Flood Defence Grant-in-Aid funding and therefore need proportionately more local funding to make them viable. Making use of the Local Levy and other sources of funding including Local Enterprise Partnership funding will therefore be essential to reduce flood and coastal erosion risk in Wessex; - The RFCC to target Local Levy funding to deliver the Capital Investment Programme (CIP) and its wider Strategy objectives. Appendix 2 sets out the RFCC’s Local Levy investment strategy; - Exploring other options to make communities resilient in locations where a scheme is not viable including flood warnings, community and individual flood action plans, property level resilience measures and plans for responding to flooding. - Developing approaches to flood and coastal erosion risk management that work with natural processes and are sustainable. Any measures taken to reduce risk provide an opportunity to improve the natural, rural and built environment. This will help shape places that provide a better environment for people and business whilst at the same time protecting and improving habitats and species. Where possible, we will invest in risk reduction measures that generate multiple benefits. - Plans for dealing with flooding in defended and undefended locations to be developed. In locations that are protected defences can be damaged, not operate as designed (e.g. pumping station breakdown) or be over-topped by a flood of greater magnitude than the scheme is designed for. Recent flooding incidents across the country has shown that these events are foreseeable and RMAs are expected to have robust plans in place for managing these situations. - Engagement with communities so that they are able to respond to flood forecasts, warnings and advice. 7.2 Asset Management In 2013 the government made a 6 year commitment to FCRM capital investment of £2.3bn in projects to reduce the risks of flooding or coastal erosion to 300,000 houses across in England. As part of this programme, 15,000 houses will be better protected in Wessex. In 2016 the Government increased the investment in the maintenance of Environment Agency FCRM assets by £40 million a year resulting in a total spend of approximately £1bn by the end of 2020/21. In response the Environment Agency will deliver a step change in asset management resulting in more resilient and reliable assets. Asset Management will also become more efficient. We have a target to deliver 10% efficiency savings in our capital programme and to reinvest the savings to protect more people and properties. We will also deliver and reinvest a 10% efficiency in asset maintenance. 7.3 Incident Management We expect inland flood risk to increase as climate change influences rainfall patterns. At the same time we expect sea level rise and increased storminess to increase flood and coastal erosion risk. It will therefore be essential for all RMAs to be better prepared to deal with major inland flooding and coastal incidents. This will need RMAs to understand the increasing risk and to have plans in place to respond. 7.4 Monitoring the delivery of the Strategy objectives The successful delivery of the Strategy’s objectives will require the RFCC and RMAs to commit resources (finance and manpower) to reducing flood and coastal erosion risk in priority places and other locations across Wessex. The RFCC will receive periodic reports on progress against Strategy objectives and will formally review the Strategy every 2 years. We will develop a dashboard to measure progress. Objective 1: Flood Risk Awareness & Management That all of those with a responsibility for, or interest in, flooding and coastal erosion risk in Wessex have a clear understanding of the current and future flood and coastal erosion risks and how they may be managed now and into the future. Our ambition All those with a responsibility for, or an interest in, flooding and coastal erosion in Wessex Area have an improved awareness of the risks; what and where they are located, how they may change, and how they may be managed now and in to the future. Our aims The flood & coastal erosion risk across the Wessex Area is clearly described for all sources of risk. There is a wider appreciation and better understanding of the flood and coastal erosion risks across Wessex amongst the following groups; - The Wessex Regional Flood & Coastal Committee - Flood Risk Management Authorities - Local Planning Authorities - Politicians - Public Communities at risk - Landowners - Stakeholders Future climate change impacts on existing risks are understood and accepted in light of the latest scientific evidence on global warming. There is a clear understanding of how local flood and coastal erosion risks are managed within Wessex, and how our actions align with National and Local strategies for flood and coastal erosion risk management. Our approach Provide a clearer depiction of the evidence and facts relating to current flood and coastal erosion risks from all sources in Wessex. Use the latest National climate change guidance and data to describe better the likely future influence on relevant flood and coastal erosion risks across Wessex. Develop a communications plan to inform partners and stakeholders. Provide a clear description of the responsibilities of each risk management authority (RMA) and riparian landowner. Work in partnership with RMA’s and communities at risk to share more effectively information on flooding and coastal erosion risk. Enabling communities to help themselves where possible. Key outputs Professional partners have a clear understanding of the risks and have an agreed, co-ordinated partnership approach to their management. Better informed communities have a greater understanding of how to manage their own flood risk, who to liaise with about any improvements, and become generally more resilient to the impacts of flooding and coastal erosion. Better strategic prioritisation of flood and coastal erosion risk reduction in Wessex Area. Lead Officer: Paul King Committee Members: Anne Fraser, Peter Finney Objective 2: Evidence That there is current understandable robust evidence supporting the evaluation of the flood and coast erosion risk Our ambition Our flood and coastal erosion risk evidence is fit for the purposes of our internal and external customers, in a format that is clear and understandable. Our aims We all better understand our current flood and coastal erosion risk We understand how climate change will impact Wessex communities in the future We communicate flood risk to our communities in an understandable way Our approach Improved data standards and data integrity, with better systems and capabilities that make our data visible, accessible and shareable Identify a risk-based six year modelling and forecasting programme to update and add to our evidence base; and provide a forecasting-led flood warning service Work with others to collate and synthesise scientific research and data analysis to inform future decisions Understand the needs of RMAs and partners and work together to achieve shared goals Use infographics and visualisation tools to explain complex data and evidence Key outputs Improved mapping, modelling data, digital services and systems to all customers Better informed communities and partners with a greater understanding of how to manage their own flood risk Identify potential new capital projects and include on the six year programme Lead Officers: Ken Moss and Chris Hayes Committee Member: Paul Heathcote Objective 3: Risk Management Plans That there are appropriate up-to-date Risk Management Authority plans in place to address the risk (including incident response) that are part of their corporate plans. **Our ambition** For Wessex Risk Management Authorities (RMA) to have ambitious Risk Management Plans in place that integrated and embedded within relevant partner organisations to achieve the common goals of working together to reduce the risk and impact of flooding and coastal erosion. **Our aims** - RMA plans are in place and shared amongst partners - Actions from RMA plans are embedded in partners’ plans - RMA priorities are included within planning authority SFRA’s and consider financial contributions from developments - Greater resilience to incidents by contingency and emergency plans for before, during and after RMA priority areas - RMA’s plans detail a finance strategy to address priority areas, local issues and maintenance **Our approach** - Review existing plans. - Share findings from the review to identify best practices. - Review progress of actions within existing plans. - Collaborative working opportunities / partnerships progressed where strategic and local priorities align. - Evidence demonstrates that the framework / partnerships are in place to integrate strategic and local risk management priorities with Strategic Plans. - Ensure evidence is available to demonstrate that the framework / partnerships are in place to integrate strategic and local risk management priorities with resilience, emergency and contingency plans. - Strong programme of works on the CIP relating to strategic and local priority areas. - Pipeline projects being developed for next 6 years. - Partnership opportunities are identified and explored. **Key outputs** - RMA’s have appropriate plans which clearly define priority risk areas - Actions within the plans are programmed, progressed and completed by relevant partners - Sustainable development based on evidence from RMA’s. - Planning Authorities complete SFRA level 2 for communities identified for either significant development and as priority areas identified by the RMA. - Emergency plans are developed to consider actions required by RMA’s in RMA priority areas to: (i) mitigate risk; (ii) detail incident response; (iii) identify contingency measures and (iv) detail recovery. - Partnership working opportunities are maximised to form collaborative solutions. Officer: Vicky Farwig; Committee Member: Mike Hewitt Objective 3: Risk Management Plans: There are appropriate up-to-date Risk Management Authority plans in place to address the risks (including incident response) that are part of their corporate plans. Our ambition: For Wessex Risk Management Authorities (RMAs) to have ambitious Risk Management Plans in place that are integrated and embedded within relevant partner organisations to achieve the common goals of working together to reduce the risk and impact of flooding and coastal erosion. Aims 1. RMA plans are in place and shared amongst partners - Review existing plans - Share findings from the review to identify best practices 2: Actions from RMA plans are embedded in partners’ plans - Review progress of actions within existing plan - Collaborative working opportunities / partnerships progressed where strategic and local priorities align 3: RMA priorities are included within planning authority SFRAs and consider financial contributions from Evidence demonstration that the framework / partnerships are in place to integrate strategic and local risk management priorities with Strategic Plans 4: Greater resilience to incidents by contingency and emergency plans for before, during and after RMA priority areas Ensure evidence is available to demonstrate that the framework / partnerships are in place to integrate strategic and local risk management priorities with resilience, emergency and contingency plans 5. RMAs’ plans detail a finance strategy to address priority areas, local issues and maintenance - Strong programme of works on the CIP relating to strategic and local priority areas. - Pipeline projects being developed for next 6 years - Partnership opportunities being explored Our Approach - RMAs have appropriate plans which clearly define priority risk areas - Actions within the plans are programmed, progressed and completed by relevant partners - Sustainable development based on evidence from RMAs - Planning Authorities complete SFRA level 2 for communities identified for either significant development and as priority areas identified by the RMA - RMA priority areas are considered - Emergency plans are developed to consider actions required by RMAs in RMA priority areas to (i) mitigate risk (ii) detail incident response (iii) identify contingency measures (iv) detail recovery - Partnership working opportunities are maximised to form collaborative solutions Objective 4: Investment That there are ambitious investment plans with a strong pipeline of projects to reduce the flood and coast erosion risk that seek to maximize any funding and partnership opportunities. Our ambition For Wessex to have ambitious investment plans that seek to maximise any funding and partnership opportunities with a strong pipeline of projects to reduce the flood and coast erosion risk. Our aims - Wessex better protected against flooding & coastal erosion - Greater resilience to climate change for both businesses and individuals with a balance of responsibilities between government, communities and business - To support, enable and promote growth throughout Wessex with integrated investment plans - To enhance and protect the unique and special Wessex environment through investment that seeks a range of physical and ecological benefits Key outputs - 15,000 homes across Wessex better protected from flooding and coastal erosion (FY15/16 - 20/21) - EA Wessex FCRM assets, minimum 97% maintained at target condition - ‘Assets inspected and risks assessed’ within the EA asset inspection program - Minimum 10% efficiency cost saving and 15% partnership funding contributions to the Wessex six-year capital investment programme (FY15/16 - 20/21) Our approach - Publish annually and performance manage & monitor a comprehensive six year capital investment programme (FY15/16 - FY20/21) inclusive of Local Levy - Publish annually and performance manage the revenue maintenance and capital recondition investment programmes prioritising high consequence systems - Develop, promote and deliver a robust Local Levy programme that achieves maximum leverage of national Grant-in-aid funding - Optimised and efficient delivery, achieving a minimum 10% efficiency saving against a robust cost baseline - Work with, and lead where appropriate, our partners (RMA and others) to develop, promote and deliver coordinated, multiple benefit schemes - Maximise funding opportunities with all potential contributors to secure robust partnership funding - Focussed development of strong pipeline of candidate schemes looking beyond the six-year horizon - Inspection of existing assets to identify at the earliest opportunity areas of risk to inform the plan for future EA asset investment need - Commitment to asset maintenance Lead Officers: Ben Murray, Sarah Caseley, Melvin Wood Committee Members: John Harris Objective 5: Environment and FCERM That opportunities are used to improve the environment and use natural processes to reduce flood and coast erosion risk where appropriate. Aims - Wessex FCERM capital and revenue programmes will achieve multiple outcomes for the environment. - Wessex will adopt Natural Flood Management (NFM) solutions where these will contribute to reduced flood & coastal erosion risk and environmental gain, adopting the integrated Catchment Based Approach. - The people of Wessex will benefit socially, economically and environmentally from this sustainable approach. Outcomes - Kilometres of WFD waterbody enhanced through FCRM - Kilometres water body opened up to fish / eel passage through FCRM - Kilometres of river habitat (including SSSI) enhanced through FCRM - Hectares of other habitats (including SSSI) enhanced through FCRM - Hectares of any new priority habitat (freshwater / intertidal / other) created through FCRM - Increase in the number of integrated FCERM schemes year-on-year achieving environmental outcomes. - Enhanced ecosystem services at a catchment level e.g. improved water quality, social, cultural services - Expertise developed in Wessex in the use of NFM and the ecosystem services approach, including the gathering of evidence to inform programme development, and contribute to collective learning. - People and businesses are empowered to contribute to enhancing the environment and managing flood risk, through increased awareness, participation and leadership - Wessex continues to deliver the most environmental outcomes in the country. Approach (how we do it) - We will follow the Defra steer on FCRM & Environmental Outcomes to ensure an integrated approach to achieving multiple benefits for the environment. - We will use existing FCERM tools and processes, including the FDGIA partnership funding calculator, which already incorporate strong environmental outcome appraisal techniques such as ecosystem services, and develop new approaches and evidence in relation to NFM - We will better promote the achievement of wider environmental outcomes, building on what has been achieved in the past and looking to a more integrated catchment based approach in future. - We will continue to seize opportunities to conserve, enhance and restore biodiversity in accordance with the EA FCRM & Biodiversity position statement, working closely with Natural England. - We will develop local expertise in ecosystem services and NFM approaches, and influence national networks. - We will understand how and where it works best, what the risks are and how to manage them. - Support and develop the Wessex Natural Flood Management local levy mandate to: - Identify opportunities for NFM and multiple outcomes in Wessex that can be delivered through the Capital Investment Programme, which will complement existing and future schemes, and help reduce flood risk as well as bring wider benefits. - Develop a set of criteria against which to assess worthiness and a business case. - Work in partnership with key stakeholder groups, including current multiple benefit initiatives such as Hills to Levels and Hampshire Avon, supporting such groups with EA resources where this will help achieve the environmental objectives EA is seeking to deliver. - Explore Payments for Ecosystem Services (PES) opportunities to identify potential partnered funding, particularly for the ongoing upkeep of schemes such as is being explored at Holnicote. Committee Members: Sarah Nason & Janette Ward Lead Officer: Niels McCartney Objective 6: Engagement That communities and businesses are fully engaged by all Risk Management Authorities in understanding their flood risk and take action to reduce or manage the risk. Our ambition For Wessex to deliver maximum Flood and Coastal Risk Management (FCRM) benefits through effective engagement with communities and businesses. Our aims Communities feel engaged and where possible can influence FCRM outcomes, being part of the decision making process. To utilise existing networks to enhance the resilience of individuals, communities and businesses to flooding. Customers, businesses and partners understand both their current flood risk and future impacts of climate change. To increase the visibility of the Wessex Regional Flood and Coastal Committee and the work they do. Our approach Understand and align the priorities of all Risk Management Authorities to plan and prioritise engagement to ensure maximum benefits. Coordinate engagement to ensure customers and partners receive consistent messages before, during and after flooding. Provide the most up-to-date data and information to improve understanding of flooding and thus empower customers and partners to make informed decisions. Promote community awareness of resilience networks to enhance capability for flood preparedness and warning communication. Key outputs Improved partnerships between all Risk Management Authorities to deliver joined up, efficient engagement Communities take ownership and responsibility for flood risk and understand the appropriate action to take before, during and after a flood Lead Officers: Rose Lloyd Committee Members: Liz Richardson Appendix 2: Local Levy and IDB Precept Investment Strategy 1.0 Background The Government has committed £2.5Bn to FCRM Capital Investment over a 6 year period (2015/16-2020/21) to reduce the risks of flooding to 300,000 houses across England. As part of this programme approximately 15,000 houses in Wessex will be better protected. In 2012 a new system was introduced for allocating national capital funding to risk management projects. This is known as Partnership Funding and is designed to better protect more communities, deliver more local benefits and help avoid the deprivation caused by flooding and coastal erosion by: - Encouraging total investment to increase the levels of investment beyond levels affordable by central Government alone; - Enabling more local choice, and encouraging innovative, cost effective options to come forward in which civil society may play a greater role; - Introducing more certainty over Government funding for each community that will encourage additional investment to come forward. The national allocation scheme is underpinned by a number of guiding principles including: - Rather than some projects being fully paid for and others not at all, at least some national funding will be on offer to all potential projects over time based on the outcomes and benefits they deliver. Projects that deliver sufficient benefits may be 100% funded by national Government. Projects that deliver relatively less will be offered an amount of funding based on the benefits they achieve, as long as other funding can be found to bridge the gap. The local levy is one source of funding that can be used to bridge the gap for projects in Wessex; - Greater local input and decision making should not come at the expense of a stable long-term pipeline of projects necessary to exploit economies of scale and efficiencies in delivery. The increased certainty over Government funding therefore needs to be matched by an increased certainty in local levy funding; - The general taxpayer should not pay to protect new development in areas at risk of flooding or coastal change, now or in the future. 2.0 What is Local Levy Funding? The local levy is an additional, locally raised, source of income for flood and coastal erosion risk management projects to supplement national funding (Flood Defence Grant in Aid - FDGiA). Wessex RFCC raise a local levy on County Councils and Unitary Authorities within its boundary. The local levy is used to secure national funding (as part of the partnership funding mechanism) to invest in projects that are designed to reduce flood and coastal erosion risk for local communities. The local levy is also used to support locally important projects that are not funded nationally by Flood Defence Grant in Aid (FDGiA), so reducing the risk to the Wessex RFCC Area. The local levy is set by the RFCC (who need to recommend a level of Local Levy to the Environment Agency Board) and only Local Authority members representing Lead local Flood Authorities (LLFAs) are able to vote. The local levy vote takes place in October every year at the same time as budget setting discussions are taking place within LLFAs. 3.0 What does Local Levy fund in Wessex In the latest Capital Investment Programme over the period 2015/16-2020/21 £18m of local levy is being used to reduce the risk of flooding and coastal erosion to more than 6,000 properties. By committing £18m of local levy to these projects, the Wessex RFCC secures more than £40m of central government funding for these projects through the Partnership Funding mechanism. Put simply every £1 of local levy invested secures a further £2 in national funding. Nationally it has been determined that every £1 of capital investment in flood and coastal erosion risk management provides an average long term benefit in reduced damage of approximately £8. Therefore every £1 of local levy invested by the Wessex RFCC results in approximately £24 of long term benefit for the people who live and work in Wessex. Local Levy Gearing In addition the local levy funds other local priority projects which are not a priority for national funding. 4.0 Local Levy funding need from 2017/18 to 2020/21 Local levy funding will provide: - £13m of funding needed as partnership funding to deliver the capital programme over the remainder of the 6 year programme; - Funding for other local priority projects; - Funding needed to develop a project pipeline beyond 2021/22. We also need to find a further £16m in partnership funding to deliver the Wessex capital investment programme. We will explore a number of funding sources to close this gap. It is however open to the RFCC to commit more local levy funding to these projects, if they believe that is a good investment of local levy and LLFA members on the committee support this through the annual vote on the local levy. 5.0 Wessex RFCC Local Levy funding strategy 2017/18-2021/22 We now have a six year national capital investment settlement. This provides certainty and enables a longer term approach to planning and delivery of the capital investment programme. To make the most of this certainty, it will assist to have a similar level of certainty with respect to local levy funding. Whilst the actual levy set will always be the subject of an annual vote by LLFA committee members it will make for more effective planning if this is set in the context of the overall need of the 6 year programme. A medium term local levy investment plan could be based on a number of scenarios which will result in the capital programme reducing, being maintained at its current level or growing. The table below outlines possible funding scenarios. It should be noted that efficiency savings are included in all scenarios. | Proposed annual % increase | Impact on the Capital Investment Programme | |---------------------------|------------------------------------------| | 0 | Current investment plans could not be maintained and there would need to be cuts in the programme | | 2 | Current investment programme maintained | | 4 | These increases would enable an increased level of partnership funding contribution to schemes and the progression of more local priority projects | | 6 | | The local levy is an extremely important source of partnership funding and enables the Committee to maximise national capital funding available to fund schemes in Wessex. At the present time given the severe financial constraints Local Authorities are under, the RFCC have agreed, for planning purposes to set a levy that maintains the current investment programme (2% annual increase). This funding strategy has been agreed by the RFCC as a planning assumption. It will be for local authority members each year to decide on the levy actually to be set for the following year in the light of their views on their authorities’ then financial circumstances and the actual need for expenditure on flood risk management. **6.0 IDB Precept** IDBs pay a precept charge to the Environment Agency in respect of water that enters the main river network from IDB managed watercourses. The precept is used to extend the maintenance funded through FDGiA and includes weedcutting, vegetation works and the operation of structures. In recent years the Environment Agency and IDB (and more recently the SRA as well) have discussed and agreed the programme of maintenance work for Somerset. In 2016/17 the Government increased the investment in the maintenance of the Environment Agency’s FCRM assets by £40m per year until 2019/20. The Spending Review (SR15) settlement protects maintenance funding in real terms over the lifetime of the current parliament. As part of the funding settlement the Environment Agency is developing a 5 year maintenance programme. As with local levy funding it will be beneficial for planning purposes for the RFCC to agree a medium term plan for setting the IDB precept. Historically the IDB precept increase has been set at the same level as the Local levy increase. To align with the national increase in maintenance funding the RFCC have agreed that the IDB precept should also increased by 2% per annum. The Environment Agency will then have certainty for planning purposes and will be able to deliver a jointly agreed maintenance programme and appropriate operation of assets to manage water levels. This will also be subject to an annual vote where RFCC members could agree to support a 2% increase or a greater or lesser increase depending on the circumstances at that time. Appendix 3: Members of Wessex RFCC (July 2017) Chair David Jenkins DL Independent Members Anthony Bradford General issues Rosie Dilke General issues Anne Fraser MBE General issues John Harris Inland flooding issues Paul Heathcote Inland flooding issues David Martin Water and utility companies Professor Vincent May Coastal processes Sarah Nason Nature, conservation Janette Ward Nature, conservation Lead Local Flood Authority Members Cllr Bob Goodman Bath and North East Somerset Cllr Philip Stanley-Watts Bournemouth Cllr Fi Hance Bristol Cllr Cherry Brooks Dorset Cllr Phillip Awford Gloucestershire Cllr Ray Bolton Hampshire Cllr Peter Burden North Somerset Cllr John Rampton Poole Cllr David Hall Somerset Cllr Matthew Riddle South Gloucestershire Cllr Mike Hewitt Wiltshire Contacts for Wessex RFCC Partners Environment Agency: Ron Curtis email@example.com (Wessex South) Rachel Burden firstname.lastname@example.org (Wessex North) Wessex RFCC: email@example.com
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The Japanese cedar longhorned beetle is an exotic insect that bores into trees of the cypress family. The beetle is known to attack weakened or felled trees, but it has been observed attacking apparently healthy nursery stock in the northeastern United States where it has established. This exotic insect poses a concern especially to tree nursery and ornamental industries. Michigan risk maps for exotic plant pests. **Other common name** smaller Japanese cedar longhorned beetle **Systematic position** Insecta > Coleoptera > Cerambycidae > *Callidiellum rufipenne* (Motschulsky) **Global distribution** Endemic to East Asia (China, Koreas, Japan, Russia). The beetle was accidentally introduced to Argentina, Canada (Vancouver), Italy, New Zealand, Puerto Rico, Spain and Taiwan. In the United States, the beetle has been detected in Washington in 1954 and more recently in the Northeast (Connecticut, Massachusetts, New Jersey, New York, North Carolina and Rhode Island). **Quarantine status** This insect has been managed as a quarantine organism in infested areas of New England where eradication measures have been employed (Lundgren 2001). **Plant hosts** Larvae bore into coniferous trees of the cypress family, Cupressaceae. Major hosts include arborvitae (*Thuja*), juniper (*Juniperus*) and cedar (*Chamaecyparis*). Beetles normally colonize weakened or freshly felled trees. However, in Connecticut, the beetle has been observed completing development in apparently healthy arborvitae (Maier 2007). **Biology, identification, and damage** View information at: http://www.aphis.usda.gov/lpa/pubs/jclbpale.pdf **Signs of infestation** - Bark depressions and sinuous puckering resulting from larval mining. - Light red frass from openings to the tunnels on branches and trunk. - Adult exit holes chewed out on bark in early spring, elliptical, 6-10 mm diameter. - Adults (6-14 mm long) are often found at the base of crotch where two branches meet. - Gentle scraping of the bark may reveal shallow, flat, sinuous and sawdust-filled galleries (2-6 mm wide). **Management notes** In the Eastern United States, trap logs (eastern red cedar or American arborvitae logs) coated with sticky... material have been used for beetle detection in early April (Maier 2007). Infestation of live hosts appears to be limited to stressed landscape plants (Maier 2007). Nursery stock can be inspected for the sinuous puckering of the bark that is associated with larval mining (Lundgren 2001). Measures to limit the spread of the beetle include debarking trees after harvesting to remove oviposition sites and proper care of live plants (Maier 2007). Chemical control options are available (Lundgren 2001). **Economic and environmental significance to Michigan** The Japanese cedar longhorned beetle has been found at several nurseries in Connecticut and observed to develop in apparently healthy nursery stock. Its introduction to Michigan would represent a significant threat to tree nursery and ornamental industries as cupressaceous trees and shrubs are widely used in landscaping. Once established, control of infestations in nursery stock may lead to increased pesticide use, increased production cost and lowered nursery stock marketability (Lundgren 2001). **Likely pathways of entry in Michigan** Wood pallets and dunnage, lumber, wood products and nursery stock of Cupressaceae source and of East Asian origin. Between 1978 and 1983 alone, this insect was intercepted 213 times at U.S. ports of entry, primarily in Japanese cedar dunnage (packing material) (Hoebeke 1999). In addition, beetles were accidentally introduced to Italy on timber imported from eastern Asia. ***If you find something suspicious on a susceptible host plant, please contact MSU Diagnostic Services (517-355-4536), your county extension office, or the Michigan Department of Agriculture (1-800-292-3939).*** **References** Anon. 2008. Japanese cedar longhorned beetle. Massachusetts Department of Agricultural Resources. ([http://www.massnrc.org/PESTS/pestFAQsheets/japanesecedarlonghorn.html](http://www.massnrc.org/PESTS/pestFAQsheets/japanesecedarlonghorn.html)) Anon. 2009. *Callidiellum rufipenne* (Motschulsky) – smaller Japanese cedar longhorned beetle. Canadian Food Inspection Agency. ([http://www.inspection.gc.ca/english/plaveg/pestrava/calruf/tech/calrufe.shtml](http://www.inspection.gc.ca/english/plaveg/pestrava/calruf/tech/calrufe.shtml)) Hoebeke, E. R. 1999. Pest alert: Japanese cedar longhorned beetle in the eastern United States. ([http://www.aphis.usda.gov/lpa/pubs/jclbpale.pdf](http://www.aphis.usda.gov/lpa/pubs/jclbpale.pdf)) Lundgren, J. G. 2001. Pest reports: EXFOR (Exotic Forest Pest Information System) database: *Callidiellum rufipenne*. ([http://spfnic.fs.fed.us/exfor/data/pestreports.cfm?pestidval=87&langdisplay=english](http://spfnic.fs.fed.us/exfor/data/pestreports.cfm?pestidval=87&langdisplay=english)) Maier, C. T. 2007. Distribution and hosts of *Callidiellum rufipenne* (Coleoptera: Cerambycidae), an Asian cedar borer established in the eastern United States. Journal of Economic Entomology. 100(4): 1291-1297.
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Raising Understanding among Children and Young People on the OPCP OPTIONAL PROTOCOL TO THE CONVENTION ON THE RIGHTS OF THE CHILD ON A COMMUNICATIONS PROCEDURE Acknowledgements We would like to extend our sincere gratitude to all those who have contributed to this publication. We express our deep appreciation to the children and young people who reviewed initial drafts, refined the language and provided critical insight to inform the design of this resource, including: children and young people from the CTC (Caring Teens Community) in Indonesia; girls and boys from the SHOKEI GAKUIN high school in Japan; members of the VAC National Children and Youth Advisory Board of Liberia; and members/officers of NAKAMATA, Philippines. We are sincerely grateful to the adults and organizations who supported the field testing and participation of children and young people, including: Dairisena Arsela and Hellen Citra Dewi (SEJIWA Foundation); Melanie Ramos-Llana (Child Rights Coalition Asia); Akihiko Morita (Professor/SHOKEI GAKUIN University, Senior adviser/Save the Children Japan); Miku Kondo; Yasuko Sasaki; Tamba Nyuma (Plan Liberia); Nathalia Ngende (WARO VAC PM); Janet Kamara (Defence for Children-Liberia); Mark Timbang (Advocacy Officer, MAGCRP – Mindanao Action Group for Child Rights and Protection); Child Rights Connect; Plan International; Save the Children; Tambayan Center for Children’s Rights, Inc. We would also like to thank our partners for their thoughtful comments on successive drafts: - Jorge Cardona, Committee on the Rights of the Child (CRC) - Lisa Myers and Anita Goh, Child Rights Connect - Heve Otero, on behalf of the Latin American and Caribbean Movement for Children (MMI-LAC) - Save the Children - Plan International - World Vision We are also grateful to the Oak Foundation for their financial support. Art Direction and design has been provided by Jason Robinson, PlanetYou; illustrations by Qin Cheng. Office of the UN Special Representative of the Secretary-General on Violence against Children 633 - 3rd Avenue, 6th floor New York, NY 10017 +1 212-824-6322 www.srsg.violenceagainstchildren.org September 2013 Dear Reader, Governments, organizations and people around the world are committed to ensuring the rights of the child and keeping children and young people protected from harm. Over the years, many important promises and commitments have been made to give children a safe and secure childhood. It is important to learn about some of these important promises and commitments so that you can understand your rights and have more opportunities to stay safe and protected from violence. In this publication you will find information about a set of commitments that help protect children and support them when their rights have been violated. These commitments can be found in a document called the Optional Protocol to the Convention on the Rights of the Child on a Communications Procedure (or the OPCP for short). In this publication you can learn: 1. What is the United Nations? 2. What is a Convention and what is an Optional Protocol? 3. What is a communication procedure? 4. And more helpful information This booklet provides a summary of the OPCP. It captures the major points of the official version. Some details, however, are not included. If you have more questions or need to use the OPCP for legal purposes, we recommend that you refer to the official, full length version. There is also a resource entitled: ‘Speak up for your rights – OP3 CRC’ that provides helpful information to children, young people and child-led organizations about the OPCP (you can find links to these resources at the end of this publication). We encourage you to widely share the information you read in this booklet with other people, especially children and young people in your family, school and community. We also encourage you to share the information with your online community. Use this information to start a discussion with your friends on how to protect yourselves. Teachers, caregivers, and organizations that are working to protect children’s rights and end violence will also benefit from this booklet. If you would like to find more information about the OPCP or would like to take action, please see the ‘Research and Advocacy’ section at the end of the publication. Sincerely, Marta Santos Pais, Special Representative of the Secretary-General on Violence against Children Getting Started Before learning more about the Optional Protocol (OPCP), let’s first begin by understanding some main words and issues related to this document. What are Human Rights? Every child has the same human rights. Some of your human rights have to do with the basic physical needs to grow and be healthy. For example, you have the right to food, water, shelter and basic health care. Some of your human rights have to do with how other people treat you. You have the right to be treated with dignity and respect. Some of your rights have to do with your need to be cared for, to develop and be part of your communities. You have the right to an education, to express your own ideas and opinions, to access information and to participate in making decisions about issues that affect you. You also have the right to be protected from all forms of violence and to not be discriminated against because of who you are or where you come from. What is the United Nations? The United Nations, or ‘UN’ for short, is an international body made up of different parts and sections. It is a place where all the countries of the world can discuss problems and deal with issues that affect them. The UN has a key role in trying to maintain international peace and security but also addresses issues such as the environment, health, education, the protection of children, women and persons with disabilities and more. The UN takes many actions to support human rights. It creates Treaties, Conventions and Protocols that are meant to protect girls, boys, women, men and also our planet. What is a Convention? A Convention is a written legal agreement made by governments to protect girls, boys, women, men and also our planet. A Convention lists the promises governments have made on an issue (for example: children and women’s rights). These commitments are part of international law – they need to be respected – and do not just provide advice to governments. What is the Convention on the Rights of the Child? On 20 November 1989 the United Nations General Assembly adopted the UN Convention on the Rights of the Child. This is also known as the CRC. The CRC recognizes the human rights of all children, every boy and girl, everywhere in the world. The CRC is the most universally accepted human rights convention in history. What is Ratification? When a government ‘ratifies’ a Convention it is saying that the government agrees with it, and it becomes a legal obligation for that country. In other words, by ratifying a Convention a government is saying that it promises to do the things outlined in the Convention. What is an Optional Protocol? Optional Protocols are created to complement an existing convention and recognize new commitments governments need to respect (for example: to protect children from sexual violence or to reinforce the protection of children affected by armed conflict). Optional Protocols, once ratified by a government, carry the same strength as a convention and can be used in the same way. For example: The Convention on the Rights of the Child has three Optional Protocols: the first addresses the rights of children who are in situations of armed conflict; the second addresses different forms of sale of children and sexual exploitation of children; and the third has to do with a ‘communication procedure’ and how children or their representatives can file a complaint to address the violation of their rights. What is a Complaint Procedure? Many conventions have what is known as a ‘Complaint Procedure’ or a ‘Communication Procedure’. A Complaint Procedure is used when a person or group of people feel that their rights have been violated. They are able to make a complaint and have it reviewed by a committee at the international level. In this document, ‘a complaint’ and ‘a communication’ mean the same thing. What is a Committee? A Committee is a group of ‘independent experts’ who monitor or look at how countries/governments are fulfilling the commitments and promises they made when they ratified a convention. They review reports and complaints and make decisions and recommendations about what actions should be taken to improve a situation. (‘Independent Expert’ means that the people who sit on the Committee do not work on behalf of a specific government or organization.) The Committee on the Rights of the Child The Committee on the Rights of the Child is a group of 18 international children’s rights experts who monitor or look at how countries/governments are fulfilling the commitments and promises they made when they ratified the Convention on the Rights of the Child. All governments that have ratified the Convention on the Rights of the Child have to submit regular reports to the Committee on how the rights of children are being fulfilled in their country. Want to learn more? A lot of the information found in this section was borrowed from a series of booklets called the ‘What is...’ leaflets. These 10 leaflets have been developed for children and young people and help to explain many different things about the UN. You can find links to all of the leaflets at the end of this publication. The OPCP in Brief Now, let’s take a brief look at the Optional Protocol to the Convention on the Rights of the Child on a Communications Procedure, or the ‘OPCP’ for short. A Complaint Procedure is used when a person or group of people feel that their rights have been violated. They are able to make a complaint and have it reviewed by a committee at the international level. The OPCP is the ‘Complaint Procedure’ for the UN Convention on the Rights of the Child and its Optional Protocols. Why is the OPCP important? If the rights of a child have been violated and the child cannot find a solution for this situation in their own country, the OPCP is a way for children to complain to the United Nations about abuse, violence and other violations of their rights. But, the United Nations is not a magical place that can fix all the problems and make everything better. The best thing for children is if they have good support and systems that keep them safe and protected in their own communities and countries. OPCP should be used as a ‘last resort’. This is important because one of the key goals of the OPCP is to encourage governments to create good options and solutions for children at the local or country level (for example: child-friendly legal systems, commissioners and ombuds for children). Most governments would prefer to solve problems locally and not have them go to international committees for review. The hope is that the OPCP will encourage governments to create and improve services and support for children in their own country. So, in other words, if a government does a good job of protecting children and providing good help and solutions when a child is abused or the rights of the child are violated, then the OPCP will not need to be used. But, if a government fails to give good support to children and to address the violation of children’s rights, then the OPCP is available and there is the option to send a complaint to the United Nations. BUT, we need to follow some rules and fulfil some requirements. For example: • Your government must first ratify the OPCP, before anyone can submit a complaint • Your complaint has to be about a right that is recognized in the Convention on the Rights of the Child or its Optional Protocols • If your government has not ratified the Convention or its Optional Protocols, then you cannot file a complaint about a right contained in that Convention or Protocol The section that follows, ‘The OPCP in Detail’, provides more information about these rules and requirements. Please be sure to read this section and also see some of the other resources provided in the ‘Research and Advocacy’ section to help get a good understanding of the OPCP and all your rights. The OPCP has 24 different articles (or sections) and is divided into 4 parts: **Part I – General Provisions** In Part I, the OPCP looks at the general provisions (or details) of the protocol. This section explains the role of the Committee on the Rights of the Child and some of the basic rules of the OPCP. **Part II – Communications Procedure** In Part II, the OPCP explains how complaints or ‘communications’ should be made and how the Committee should address them. **Part III – Inquiry Procedure** Part III explores how the Committee can investigate serious problems or violations without necessarily receiving a complaint. **Part IV – Final Provisions** This last section discusses other dimensions or details of the OPCP. For example: it explains how changes to the OPCP can be made and how information about the OPCP should be shared. Now, let’s look at each section of the OPCP in more detail…. In Part I, the OPCP looks at the general provisions (or details) of the protocol. This section explains the role of the Committee on the Rights of the Child and some of the basic rules of the OPCP. **Article 1 – Competence of the Committee on the Rights of the Child** This article explains that the Committee on the Rights of the Child is the body that will receive and review complaints. It also explains that if your government has not ratified the Convention on the Rights of the Child or its Optional Protocols, then you cannot file a complaint about a rights violation contained in that Convention or Protocol. And, if your government has not ratified this Protocol (the OPCP) then you also cannot file a complaint. To learn more about ratification and if your government has ratified, please visit: www.ratifyop3crc.org/SpeakUp **Article 2 – General principles guiding the functions of the Committee** The Committee must always consider the ‘best interests of the child’. This means that any decision that the Committee makes needs to be a good decision for the child/children involved. They need to ensure that children are protected from harm, violence and abuse during the complaint process and that the actions taken are ‘best’ for the child/children. Article 3 – Rules of procedure The Committee has created ‘rules of procedure’ for the OPCP. These rules explain how the Committee will receive and review complaints and how it will make recommendations to governments. The rules explain what the Committee can and cannot do (for example: it will examine the complaints without delay). Article 3 also explains that the rules and the way the Committee works need to be ‘child-sensitive’ and information needs to be provided to the child in a manner the child understands. The Committee must ensure children are not being manipulated, taken advantage of or harmed in anyway as a result of the complaint. If the Committee is concerned about the well-being and safety of a child, the Committee may ask for the adoption of urgent measures / special measures to address this concern. You can find a copy of the Rules of Procedure (CRC/C/62/3) at: http://www.ratifyop3crc.org/material/ Article 4 – Protection Measures Article 4 says that governments must do what they can to protect anyone involved in a complaint process. They must protect the rights of anyone who makes a complaint, their family members and others to ensure there is no ill-treatment or intimidation or bullying. The identity of anyone making a complaint also needs to be protected and not shared with the public, unless the person(s) making the complaint give their permission. In Part II, the OPCP talks about how complaints or ‘communications’ should be made and how the Committee should address them. **Article 5 – Individual communications** A complaint can be sent to the Committee by any of the following: - A victim or group of victims whose rights have been violated (including children of any age). - Someone who represents the child or a group of children (for example: a lawyer, a doctor, a friend or a parent). If the complaint is sent in by a representative of the child, then the representative has to show that the victim(s) have agreed and given their consent. If it is not possible for the representative to show the consent of the victim(s), there needs to be a good reason for that. For example: a victim cannot give permission because the victim is too young or the victim cannot be found. A complaint must also relate to rights found in the Convention on the Rights of the Child and/or its Optional Protocols. In other words, you cannot complain about a situation that is not recognized as a right in the Convention or its Optional Protocols. Also, if your government has not ratified the Convention on the Rights of the Child or its Optional Protocols, then you cannot file a complaint about a rights violation contained in that Convention/Protocol. Article 6 – Interim measures ‘Interim measures’ are actions that can be taken after a complaint has been received by the Committee but before the Committee has reviewed or taken a decision about the complaint. If the Committee is worried about the immediate safety of a child, the Committee can ask a government to take special actions to protect the child until the Committee has reviewed the case and made its final recommendations. Also, if the person(s) making the complaint are worried about safety, then they can also ask the Committee to intervene and ask the government to take special actions to protect the child. Article 7 – Admissibility Before the Committee reviews a complaint, it first needs to see whether or not the complaint is ‘admissible’, or can be allowed. There are several reasons why the Committee might not consider or allow a particular complaint. Here are some of those reasons: a. The complaint has no one’s name attached to it. In other words, no one has signed it. b. The complaint was not made in writing, for instance in a letter or email. c. The complaint does not address a violation of the rights covered by the Convention or its Optional Protocols. d. The complaint has already been reviewed by the Committee. It cannot be filed twice to the same committee or different committees or bodies. e. The person(s) making the complaint have not tried all possible solutions in their own country. Sometimes, however, when the process at the national level has taken too long or the solution was not very helpful, the complaint can be accepted by the Committee. f. The complaint is not accompanied by real proof. g. The facts of the complaint happened before this Protocol (OPCP) was ratified by the government concerned and entered into force. If, however, the violation(s) continued after the OPCP was ratified, the complaint can be considered. h. The complaint was sent in too late, that is, one year after getting a final decision in your own country (exceptions are made, however, when you can show that it was not possible to send the complaint in on time). Article 8 – Transmission of the communication This article deals with how the Committee will inform a concerned government about a complaint. When the Committee decides it will review a complaint, the Committee will let the government know about the complaint it received as soon as possible. The government must then provide an explanation to the Committee and give their version of the facts. The government must send its reply as soon as possible. Article 9 – Friendly settlement Instead of the Committee making a final decision about a complaint, the Committee may help all the parties involved (the people who filed the complaint and the government) work together to find a ‘friendly settlement’ or a solution that everyone can be happy with. If a friendly settlement can be reached, then the complaint procedure will be closed. Article 10 – Consideration of communications This article discusses the steps that the Committee will follow with each complaint. - The Committee will consider a complaint as quickly as possible (once all the required information has been received). - The Committee will review complaints in a private session. - When the Committee has asked for ‘interim measures’ (see Article 6), then it will consider the complaint even faster. - If the complaint is about economic, social or cultural rights, (for instance the right to health or education) then the Committee will take into consideration the specific conditions of each country, because the situation and resources of countries can be quite different. - After reviewing the complaint, the Committee will share its views and recommendations with everyone involved as soon as possible. Article 11 – Follow-Up This article discusses the actions a government must take after the Committee has shared its views and recommendations about a complaint. The government must take the Committee’s recommendations seriously. The government must share, in writing, the actions it will take to address the Committee’s recommendations and to address the violation examined by the Committee. The government’s response should be submitted as soon as possible and within six months. The Committee and governments meet every few years to discuss the CRC, its Optional Protocols and children’s rights. The Committee can use these meetings to ask a government about a complaint and any actions taken. The Committee can also use these meetings to ask about any ‘friendly settlements’ that have been made (see Article 9). Article 12 – Inter-State Communication This article provides an option for a government to make a complaint against another government. This means that instead of a child representative making a complaint, a government will complain about violations of children’s rights by another government. This does not, however, apply to all governments. For example, any government wishing to use this option must have ratified the OPCP. Also, a government has to agree to and allow other governments to make complaints about it. In other words, just because a government has ratified the OPCP, this does not mean they have agreed to allow other governments to make complaints. Articles 13 through 14 Part III (Articles 13 and 14) explores how the Committee can investigate serious problems or violations of the rights of the child without necessarily receiving a complaint. This ‘Inquiry Procedure’ is different from the ‘Complaints Procedure’. If the Committee receives information that shows there might be very serious and repetitive harm and danger to children and their rights, then the Committee can investigate the situation. The government will be invited to support the investigation and will be informed during all stages of the investigation. The investigation will be confidential. The Committee may create a small ‘team’ to investigate the situation. The Committee may decide that a visit to the country is needed but the visit may only be carried out when the government gives permission. Once the investigation is complete, the Committee will share its report and recommendations with the government as soon as possible. The government will respond to the Committee as soon as possible and before six months. From time to time, the Committee might ask a government to share any new actions or steps they are taking to improve the situation. Before the Committee can investigate, however, the government in question must first have ratified the OPCP. And, when a government ratifies the OPCP it can decide not to accept (or ‘opt-out’ of) the ‘Inquiry Procedure’. This means that inquiry procedures cannot be conducted in those countries. When a government accepts the ‘Inquiry Procedure’, it can change its decision at any time and decide to no longer accept it. Articles 15 through 24 This last section discusses other dimensions or details of the OPCP. For example: it explains how changes to the OPCP can be made and how information about the OPCP should be shared. Other details include: Cooperation: With permission of a government, the Committee might ask external experts (for example: other UN agencies, Child Ombuds, non-governmental organizations) for help and advice regarding a complaint to improve the situation in the country. Reporting: The Committee will report to the UN General Assembly (the main body of the UN) every 2 years about its work with the OPCP. Sharing Information: Governments need to share information about the OPCP with all children and adults, including children with disabilities. People should know what the OPCP is and how they can use it, and this information needs to be provided in ways that all children can easily understand. Entry into force: The OPCP cannot be used until 10 governments have ratified it. Also, after a government has ratified the OPCP, there is a three month waiting period before complaints can be made. To learn more about ratification and if your government has ratified, please visit: www.ratifyop3crc.org/SpeakUp Steps in a Complaint Procedure COMPLAINT/COMMUNICATION (Someone sends a complaint to the Committee) Complaint Cannot Be Accepted The complaint is reviewed to see if it can be accepted by the Committee and if it is ‘admissible’ (see article 7) Complaint Accepted Complaint is accepted and reviewed by the Committee The Committee informs the State/government that it has received a complaint The State/government sends a reply to the Committee The Committee shares its views and recommendations The State/government sends a reply to the Committee A ‘friendly settlement’ is reached (see Article 9) Follow Up WITHIN 6 MONTHS Test Your Knowledge Multiple Choice Questions 1. You have the right: a) To food, water, shelter and health care b) To be protected from all forms of violence c) To an education and to participate in making decisions about issues that affect you d) To all of the above 2. The Committee will consider each complaint it receives: a) Within 5 years b) Whenever it wants to c) As quickly as possible (within six months) d) Within 10 days 3. When the Committee reviews a complaint, it will: a) Inform the media (TV and radio) right away b) Share the details of the complaint with as many people as possible c) Never share the details with the government/state d) None of the above 4. A complaint can only be sent to the Committee by: a) A victim b) A group of victims c) A representative of a victim/group of victims d) All of the above True Or False Questions 1. Even though the country where the victim lives has not ratified the OPCP, they can still submit a complaint to the Committee. 2. The Committee needs to ensure that the child/children are protected from harm, violence and abuse during the complaint process. 3. The Committee can consider each and every complaint it receives. 4. The Committee can try to help the victim(s) and the government agree on a ‘friendly settlement’. 5. A victim can send a complaint to the Committee if it is taking too long to find a solution in their own country. 6. There are four other optional protocols to the Convention on the Rights of the Child. 7. Governments that ratify the OPCP cannot ‘opt-out’ of the ‘Inquiry Procedure’. 8. A ‘Communications Procedure’ means the same thing as a ‘Complaints Procedure’. Word Scramble At the end of each sentence there is a hidden word that is all mixed up. Try to make a real word with the mixed up letters to complete each of the sentences. 1. A communication ________________ is a part of many United Nations’ conventions. (OCEPRRUDE) 2. The Committee on the Rights of the Child is a group of child rights _______________________. (TERPXSE) 3. Complaints can only be brought to the Committee by someone whose government has _________________ the OPCP. (DIAFETRI) 4. Article 13 of the OPCP deals with the ‘inquiry procedure’ for very serious rights _________________. (LSAVINOTIO) 5. Almost every country in the world is a member of the ___________________. (DEUINT SNOAITN) Word Search See if you can find the words inside the box. Keep in mind, the words can be spelled backwards, sideways, up and down and diagonally. - OPCP - Committee - Mechanism - Complaint - Inquiry - Protocol - Rights - Interim - Ratify - NGO What Do You Think? Please consider the questions below: Do you believe that the Third Optional Protocol to the Convention on the Rights of the Child on a Communications Procedure is useful? Please explain why you feel this way. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ In which ways will the OPCP help people to understand more about children’s rights? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Do you think there are any issues or problems with the OPCP? Please explain. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Do you have more questions about the OPCP? Please write down your questions and talk them over with someone you trust and someone who might be able to help you find the answers you’re looking for. Who do you know that might be interested in learning more about the OPCP and what can you do to help them? Research & Advocacy Special Representative of the Secretary-General on Violence against Children The Special Representative is a global independent advocate for the prevention and elimination of all forms of violence against children. http://srsg.violenceagainstchildren.org/ Submit a Complaint To learn how and when to submit a complaint, please visit: http://www.ohchr.org/EN/HRBodies/TBPetitions/Pages/HRTBPetitions.aspx OPCP The full and official version of the OPCP can be found at: http://treaties.un.org/doc/source/signature/2012/CTC_4-11d.pdf OPCP Ratification To learn more about ratification and if your government has ratified, please visit: www.ratifyop3crc.org More information about the OPCP Child rights organizations around the world are working together to share information and promote action related to the OPCP. At this website you can read some of the material they have developed and learn more about the OPCP: www.ratifyop3crc.org This website also has a helpful resource about frequently asked questions about OPCP and an Advocacy Toolkit for groups who want to encourage governments to ratify the OPCP: http://www.ratifyop3crc.org/material/ Different groups and organizations may use different names for the OPCP. For example, the Committee on the Rights of the Child uses ‘OPIC’ and others might use ‘OP3 CRC’ or ‘the 3rd Optional Protocol’ OPCP Rules of Procedure This is a UN document that outlines and explains how the Committee will receive and review complaints and how they will make recommendations to governments. Available at: http://www.ratifyop3crc.org/material/ ‘What is...’ leaflets There is a series of books called the ‘What is...’ leaflets. These 10 leaflets have been developed for children and young people and help to explain many different things about the United Nations. For example: - What is… the United Nations? - What is… the UN General Assembly? - What is… the Security Council? - What is… the Human Rights Council? - What is… a Convention and a Treaty? - What is… Children’s Participation? - What is… a Special Representative? - What is… an Omnibus Resolution? - What is… a Complaints Procedure for the CRC? - What is… the UN Convention on the Rights of the Child? Please visit the website: http://resourcecentre.savethechildren.se/content/library to access all of the ‘What is...’ leaflets. Once you are at the site, type in ‘What is...’ into the search field and you will receive a full listing of all the leaflets. Convention on the Rights of the Child To learn more about the UN Convention on the Rights of the Child and your rights, you can see the resource (mentioned above) What is… the UN Convention on the Rights of the Child or you can read the Convention in 58 different languages by visiting: http://www.unicef.org/magic/briefing/uncorc.html The site includes links to the official text and also reader friendly versions. My pocket guide to CRC reporting This is a guide for children and adolescents who want to tell the United Nations Committee on the Rights of the Child about how children’s rights are respected in their country. Available at: http://www.childrightsnet.org/ngogroup/infodetail.asp?ID=26268 Let us follow the Road Map to end violence against children This book tells about the Study conducted by the United Nations on the issue of violence facing children and young people and their recommendations to countries to prevent and stop all forms of violence against children. It also tells about the follow up work on the recommendations of the Study. http://resourcecentre.savethechildren.se/content/library/documents/let-us-follow-road-map-end-violence-against-children The following resources can be found at: http://resourcecentre.savethechildren.se/content/library One Step Beyond – Advocacy Handbook for Children and Young People If you are thinking about doing some research or developing a detailed advocacy plan to end violence against children we encourage you to read this book. It can help you organize your actions for creating change. Safe You Safe Me A resource for younger children, 7-12 years of age, to learn and understand about the types of violence faced by children throughout the world and to give them some ideas on how they can protect themselves from violence. Equal You and Equal Me This book provides information on discrimination, why it happens and how it affects children. Participate with You and Participate with Me A book aimed at motivating everyone under the age of 18 to learn more about child and youth participation in all aspects of life and society, and about what national and local governments are doing to make sure these rights are being respected. Our Right to be Protected from Violence: Activities for Learning and Taking Action for Children and Young People This book gives you more information about the United Nations Secretary-General’s Study on Violence against Children. It also lists various activities that can be used to learn about issues of violence against children and it provides you with some activity ideas for taking action. United Nations Secretary-General’s Study on Violence against Children – Adapted for Children and Young People A child friendly summary of the official UN Study report and recommendations, including a useful word bank that can help to explain some of the language you come across when reading or talking about the issue of violence against children. World Report on Violence against Children This is a more detailed report (364 pages), explaining the causes of violence against children, the impacts and it provides more details about violence in the home and family, in the workplace, in schools, care and judicial systems and in the community. Answers to “Test Your Knowledge” Multiple Choice Questions 1. The answer is (d) 2. The answer is (c) 3. The answer is (d) 4. The answer is (d) True or False Statements: 1. False 2. True 3. False 4. True 5. True 6. False 7. False 8. True Word Scramble: 1. Procedure 2. Experts 3. Ratified 4. Violations 5. United Nations Word Search: NOTES: The Special Representative of the Secretary-General on Violence against Children is an independent global advocate in favour of the prevention and elimination of all forms of violence against children, mobilizing action and political support to achieve progress the world over. The mandate of the SRSG is anchored in the Convention on the Rights of the Child and other international human rights instruments and framed by the UN Study on Violence against Children. http://srsg.violenceagainstchildren.org http://facebook.com/martasantospaispage http://twitter/srsgvac http://youtube.com/srsgvac
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Membership Submitted by Heather Levy Provincial Membership (Recruitment and Retention) Adviser Congratulations! YOU Grew Guiding in Saskatchewan! Last year you were challenged to help Grow Guiding in Saskatchewan and to help Keep Guiding Strong in Saskatchewan; and a year later we can say, “YOU DID IT! Congratulations, Saskatchewan Guiders!” The official count is in and we grew by over 7%. This is a tremendous accomplishment and all of your hard work, great programming, and Guiding pride have paid off. And, for a little extra Saskatchewan pride – we had one of the greatest increases across the country AND exceeded our goal of an increase of 5%. In 2014 you can stand tall and be proud because together we are: - Providing great programming to 191 more girls. - Keeping 10 more girls active in Guiding as a Ranger or LINK. - Including 15 more women in the sisterhood of Guiding. - Welcoming a total of 216 new members to total 3,221 Saskatchewan Guiding members. (See page 9 for Membership statistics chart) Be proud, because it is what YOU do and what YOU say that makes this possible! Upcoming dates... March 7-9 Lady B-P Weekend (Prince Albert) March 14-16 Pathfinder/Ranger Conference (Beaver Creek south of Saskatoon) March 14-15 Provincial Council Meeting April 1 – June 27 Early Bird Registration April 5-6 Trainer’s Training (Saskatoon) April 10 Prairie Lily deadline April 13 Provincial Conference Call April 25-27 DC Forum & Annual Meeting (Waldheim) May 2-4 OAL Adventure Training (Trefoil Trails) May 3 Clean-Up Saskatchewan (Tim Hortons) May 3-4 Can-ta-ka-ye Clean Up May 23-24 Provincial Council Meeting May 23-25 Spring Camp at Can-ta-ka-ye June 6-8 Spring Camp at Can-ta-ka-ye July 24-27 Sparks & Brownies Camp at Can-ta-ka-ye August 7-10 Guides & Pathfinders Camp at Can-ta-ka-ye August 8-11 Serenity Retreat (Heritage Lake) August 21-24 All Branches Camp at Can-ta-ka-ye September 5-7 Provincial Council & Networks Meetings September 10 Prairie Lily deadline October 3-4 Provincial Trefoil Gathering (Saskatoon) October 3-5 Quest (Can-ta-ka-ye) October 26 Youth Recognition Ceremony (Saskatoon) You are invited... Girl Guides of Canada-Guides du Canada Saskatchewan Council Annual Meeting Saturday, April 26, 2014 Shekinah Retreat Centre Waldheim, SK The Annual Meeting will begin at noon followed by a luncheon and awards ceremony. For those wanting to attend the Annual Meeting and luncheon, please contact the provincial office. Tickets are $20 each. Contact information Provincial Office: 306-757-4102 Toll-free: 1-877-694-0383 Gayle Hurd – email@example.com Margot Mack – firstname.lastname@example.org Kirsten MacDonald – email@example.com 200-1530 Broadway Ave. Regina S4P 1E2 Bridging Rivers Area Office: 306-652-3275 Toll-free: 1-877-652-0644 Cathie Drinkwater & Yvonne Turnbull firstname.lastname@example.org 801 Preston Ave. Saskatoon S7H 2V1 Southern Horizons Area Office: 306-352-8057 or Toll-free: 1-888-881-3665 Brenda Gartner & Carol Schimnosky email@example.com 1530 Broadway Ave. Regina S4P 1E2 Provincial Office Hours September - June: Monday to Friday 8:30 a.m. - 5:00 p.m. The Provincial Office will be closed April 18 – 21 for Easter break. Help wanted! The following provincial positions need filling: • Two Provincial Council Elected Members (Can be rural or urban – from anywhere in the province; looking for one from each Area) • Provincial Cookie Adviser • Provincial Link Adviser • Provincial Safe Guide Adviser • More Safe Guide Assessors Greetings, Olympic competition is on as I write. I am not a ‘sports’ person and know very little about the sports reflected in the games. But I do find myself inspired by the pageantry and the individual stories of challenge and passion as the athletes represent themselves and their country. I actually wonder how many of the athletes have been Girl Guides or Girl Scouts. An interesting twist to Thinking Day! I smile as I imagine that some of our 10 million sisters around the world may be there. Then I imagine that the girls in the Units around Saskatchewan could one day be Olympians, or end up standing on a podium in some other venue being recognized for their accomplishment and contribution. You are part of THEIR support teams! We had a GREAT time with the Dr. Seuss theme of “The Places We’ll Go” at the January conference. Were you there? Save the date now for next January in Saskatoon so you can be part of this fun event. For those who attended, have you had the opportunity to share the great ideas and resources with others in your District? The weekend delivered so many learning options. Trainers and Resource Guiders shared their program experience, their ideas and resources to enhance our roles in Guiding. The January Conference really does provide practical ideas and tools to ensure we are delivering a ‘Program of Excellence’. I hope your experience at the conference inspires you to have fun with your girls as you begin to realize the places and things you and your girls can now go to or do! Our National Count happened at the end of January. I am delighted to announce that we increased our membership just over 7%. As of the count, we had 2,491 girl and youth members and 730 adult members for a grand total of 3,221! 😊 Girl Guides in Saskatchewan is growing thanks to you! As a grass-roots organization you are the best PR we have. As the excitement about Girl Guides grows in our communities so will our numbers. The Girl Guides vision is that we are the organization of choice for girls. Across Saskatchewan more girls and women are choosing to belong to Girl Guides. A number of new communities around Saskatchewan joined in our jolly game. Your leadership, creativity, passion and sense of fun and adventure keeps Guiding strong in Saskatchewan. Keep up the great work! What you do as a Guider really does make a difference. You are vital to our organization. You provide the opportunities for our girls to build skills, to create memories, but perhaps even greater are the lifelong friendships! You are the face of Girl Guides in your communities around the province. It is your heart and hands that make the Girl Guide program come to life. Your touch leaves a lasting mark on each member with whom you work. I hope our girl and youth members continue to inspire you to try new things as you deliver amazing opportunities. You all inspire me in my role. I am so proud to be part of Guiding in Saskatchewan! Charlene Charlene McLean Provincial Commissioner firstname.lastname@example.org IT’S OFFICIAL! The Count is done – 2013-14 numbers are in and we are happy! The January 31 National Count has BRAGG with: - 1270 girls which is a 13.1% increase - 363 adults which is a 5.5% increase, for an overall 11.3% increase - Online registrations up from 70% to 72.5%. - Three new towns, expansion in some Units to include additional branches and few closures Thank you for your diligence in ensuring that girls and adults were registered and counted. 3rd Rangers Special Event Unit The 3rd Rangers are again presenting a fun-filled year of activities for Guiding branches. This fall saw a very successful “Holiday at Hogwarts” event for Guides, and “Sparks Enchanted” is coming soon. “Brownie Magic Academy” follows, with the grand finale later – “Hogwarts Express” – for all branches. For information, check out their website at www.3drangers.weebly.com From a recent email sent to BRAGG Guiders: If you have even the tiniest inkling of magic in your bones and are ready to immerse yourself in the magical world of professors and potions, owls and oddities then we want to hear from you! Any contribution of your time is most appreciated whether it be in the planning stages or during the event itself. Contact the Rangers by email at email@example.com if you want to get in on the fun! Cookie seller wins prize! Raj Kavia, owner of Kavia Autobody in Saskatoon, provided an iPad Mini as a prize for a draw among girls who sold 2013 Chocolatey Mint cookies. The lucky winner was Cammy Moulder-Finlayson, of Saskatoon, pictured here with Raj. Since last spring he has supported our Area by purchasing cookies from us to give as thank you gifts to his customers – thank you, Raj! SPOTLIGHT ON GUIDERS – District members! Jennifer Lefebvre is a member of the Prairie to Pine District. She has been a member of Girl Guides of Canada for 15 years, with five as an adult. Here are her answers/comments on some questions we posed: **How did you get involved?** I am originally from Quebec, where my mom was a leader and my sister and I were both members from Sparks to Pathfinders. When I moved to Saskatchewan, the only people I knew were Kristin Shantz and her husband. She invited me to one of her Ranger meetings and then I was hooked. I had wanted to do something in my spare time and I had found it. I was an active leader in Maidstone up until this year. This past fall, I moved to Pierceland, SK where there is no active Guiding. I have had to let my weekly Guiding habit go, but I have tried to stay as active as I possibly can at the district and provincial levels. **What opportunities have you had in Guiding?** As a girl member, I was not aware of all the opportunities that were available through Girl Guides. Since joining as an adult member, I have tried to let the girls know about everything that is available to them and have encouraged all my girls to join in. I was privileged enough to accompany a group of girls to GM2010 and another group of young ladies on a trip to Our Cabana this past August. Both of these trips were amazing opportunities and I have made great friends and everlasting memories. **Why have you stayed in Guiding?** It is the opportunities that are available, the foundation that Guiding was built on, the knowledge that can be passed on, the look on the girls’ faces when they learn something new and all the long lasting friendships that I have built. **Two Stars and A Wish for GGC?** To all the leaders and helpers who spend countless hours planning, organizing and doing activities with the girls every week just to see the smiles on their faces, you are what keeps Guiding going; to the girls who make it worth every minute that we spend getting everything organized, you are the reasons we keep coming back every year. My wish for GGC is to always have fun! That has always been my number one rule. **Words from her Fellow Guiders:** Jennifer is an active Prairie to Pine Guider. She has led Units of Guides, Pathfinders and Rangers, planned district and provincial camps and conferences and, just last summer, took a small group of girls on an exciting adventure to Our Cabana. A few years ago, she took on the huge task of being our District Treasurer. Jenn is always up for a challenge…and some fun and friendship…and we are blessed to count her as one of our sisters in Guiding! If you have something you’d like to see included in our Bridging Rivers Area Girl Guides section of the next Prairie Lily, please send to the Area office no later than March 31, 2014. Notices of condolence, postings of achievements or other news of wide interest are welcomed. Southern Horizons Happenings Area Fund Raising Steak Night Saturday, April 5, 2014 Barley Mill Brew Pub - 6155 Rochdale Blvd., Regina - $22 Per person - 8 oz. steak/mushrooms/Greek potatoes/veggie etc. - Limited space - Deadline, Wednesday, April 2 - 50/50 draw - raffles, etc. - Call Area to reserve your tickets Service: an act of helpful endeavour; help; support: to do someone a service. Ideas from the various districts include: - Baked items for local soup kitchens - Craft kits for kids in hospitals - Walked dogs at the SPCA - Served refreshments at local music festival - Collected/donated birthday party supplies to a women’s shelter - TD Plant a Tree project - Collected for Terracycle - Made quilts for the homeless - Made pillow case dresses - Sent cards to overseas military - Hosted a seasonal party at a women’s shelter Has your Unit done something different/unique in the way of service? Let the office know. AREA CAMP July 1 – 5, 2014 Glen Harbour Kids Camp - Please share this date with your girls and their families. - Tell them to watch their emails for information/registration form in April (you watch, too!). Regina Trefoil Guild Book Sale May 1, 2, 3, 2014 Victoria Square Mall, Regina During mall hours Donations of appropriate books such as cookbooks, children's books and novels may be dropped off at the Southern Horizons Area Girl Guide Centre. (No encyclopaedias, textbooks or Reader's Digest condensed can be accepted.) Fortitude Award Heartland District in Regina presented Peggy Roettger with the Fortitude Award as a commendable example of "A Guide smiles and sings even under difficulty". Peggy has carried on her Guiding commitments while receiving cancer treatment. Congratulations, Peggy! Weyburn District Olympic sleepover Brownies, Guides, Pathfinders and Rangers gathered for an Olympic sleepover January 31 – February 1. They were joined on Saturday by 15 Sparks. The group was divided into five regions and competed in several challenges. Past Ranger, Ashley Koszman, who just returned from a one year Rotary Exchange in Russia answered lots of questions about her time in Russia. The cold weather on Saturday shortened the time spent outside, but most girls were able to try snowshoeing and “smooshing”. Taking a break from smoosh skiing! The group before going in to warm up & hot chocolate Balancing item on tongue depressor – part of the Minute to Win it challenges Awards Submitted by Megan Clake Provincial Awards Adviser, firstname.lastname@example.org Hello from your Provincial Awards adviser! I think that this cold weather provides a perfect opportunity to think about awards – after all, appreciation certainly warms the heart! In this edition of the Prairie Lily, I would like to focus on the Unit Guider Award. The Unit Guider Award is presented to Unit Guiders who: - Provide girls with diverse and exciting programs and opportunities that will help them achieve greatness. - Ensure there are regular bridging opportunities. - Always welcome new Members. - Attend trainings. - Participate in district or community of Guiding meetings. - Uphold the values of GGC. This award has three levels, with the Bronze being available at the end of a Guider’s first year: 1. Bronze (1-3 years experience) 2. Silver (4-10 years experience) 3. Gold (11+ years experience) Guiders can receive one or all of the awards, and it is not necessary to have been given a lower level award to qualify for a higher level. The application for this award is fairly straightforward. It requires filling out an R.3 form and obtaining two letters of support. These would be forwarded to your District, who would forward to Area. For more information on this or any other awards, feel free to contact me at email@example.com. --- Girl Greatness Awards Nominations are now open for the national Girl Greatness Awards Encourage the girls in your Unit to nominate either themselves or another girl in one of the following Girl Greatness Awards categories inspired by our Mission: Confidence, Resourcefulness, Courage and Making a Difference. You can use the new “Girl Greatness Meeting Guide” for ideas on how to inspire your girls to participate and to introduce the GGC’s Mission to girls of all branches and to encourage girls to consider what the GGC’s Mission means to them. It’s a great way to introduce the Girl Greatness Awards and kick-start the nomination process! Please remember that this is an awards program for girls; parents and Guiders cannot submit nominations. Nomination deadline: March 14, 2014 Saskatchewan Membership Statistics This chart reflects the seven percent increase in Membership in Saskatchewan over last year. Congratulations! Keep up the good work and hopefully we can continue to Grow Guiding in Saskatchewan! | Members | 2012 - 2013 | 2013 - 2014 | |--------------------------|-------------|-------------| | Girls Aged 5-15 | 2,226 | 2,417 | | Rangers/Transitioning Members | 64 | 74 | | Total Girls | 2,290 | 2,491 | | Adults | 715 | 730 | | Total | 3,005 | 3,221 | Attention all District Commissioners! Mark your calendars and plan to attend! 2014 DC Forum Building Strong Districts – Tools of the Trade April 25 – 27, 2014 Shekinah Retreat Centre at Waldheim Youth Recognition Opportunity to recognize the successful completion of the Canada Cord Chief Commissioner’s award Duke of Edinburgh award and to recognize the Scholarship winners. October 26 at 2:00 p.m. Holy Family Cathedral in Saskatoon Nominations for Saskatchewan Council Saskatchewan Council is seeking nominations for two elected members with no designation, one from each Area. ("No designation" means they can be urban or rural) Term of office is three years. Please feel free to nominate yourself as well. Join our Provincial Council Leadership Team! Job description is available on request. Nominations may be: - Emailed to firstname.lastname@example.org - Faxed to 306-347-0995 - Or placed in an envelope marked "Confidential" and mailed to: Saskatchewan Council #200 – 1530 Broadway Ave, Regina, SK S4P 1E2 Please have your nominations in by March 30, 2014. Nominations are also open for the position of Provincial Treasurer which is a one year renewable term. Nominations can be made in the same way as above. Please have nominations in by March 30. The following provincial positions need filling: - Provincial Cookie Adviser - Provincial Link Adviser - Provincial Safe Guide Adviser - More Safe Guide Assessors Can you help by volunteering or nominating someone who could fill a position? Job descriptions are available from the provincial office or more information is available from the current advisers. Please send nominations to the provincial office by March 30, 2014. A BIG THANK YOU is extended to our Provincial Commissioner, Charlene McLean, for accepting an extension of her term as PC. Your dedication is greatly appreciated! Registration 2014 - 2015 Registration fee remains the same as last year – no change! $10 discount available when you register early! Don’t miss out on the savings! Early bird registration rate is available April 1 – June 27! Save $10 if you register prior to June 27. Early bird details: Registration fee = $115 After June 27: Registration fee = $125 For additional savings we provide a family plan. Early Registration Family Plan Details: (April 1 – June 27) $115 for first family member registration $105 for second family member $95 for each additional family member After June 27 Family Plan Details: (June 28 – March, 2015) $125 for the first family member registration $115 for second family member $105 for each additional family member Online Registration The online registration site will be closed from March 3 – March 31. If you have a Member wanting to register during this time refer them to the area office. Again this year, online registration has a process that will ensure girls wanting to return to their same Unit will get first priority. Units across the country have historically filled and girls were disappointed when they could not return to their same Units. In Saskatchewan we have less risk of the Unit being full but to be safe, register early. For your information the national site https://register.girlguides.ca will accept registrations as the following: April 1 - April 30 – Open for registration of girls returning to their same Unit only May 1 - June 1 – Open for registration for any girls returning to Guiding again next year June 2 onward – Open registration for any girl – brand new to Guiding or returning. Note if you are registering your girls in different categories, there is a separate handling fee. We recommend that you register all members of your family at the same time to avoid any duplicate charges. If you have any questions, contact your area office. Saskatchewan online registration statistics are not strong. We have one of the lowest online registration numbers in the country. We had only 62% of members register online. What can we do to help parents access the convenience of online registration? We will all have to work creatively to resolve all the barriers that seem to exist. Please commit to working towards a ‘paperless’ registration next year. Help promote and assist parents to use online registration successfully next year. Let’s increase our online registration statistics and save yourself the stress of being involved with this process! Safe Guide Submitted by Linda Mushanski, Provincial Safe Guide Adviser Spring is in the air – yep, I can taste it. Who believes a rodent anyway? And with the coming of spring means the coming of the busy time for the Safe Guide team of Assessors. To ensure that things go smoothly for your submission, please remember the following easy steps: - Yellow level activity forms are due at least 14 days prior to the start of the activity. - Red level activity forms are due 21 days prior to the activity. - International travel under 72 hours now requires 30 days notification. - Red level Travel in Canada of 72 hours or more requires 30 days notification prior to the activity. - Submit all of your forms to the provincial office. The minimum required is your SG.1, SG.2, SG.3 and SG.4. The office staff will log in your submission, assign it a tracking number and then send it to one of the Assessors for review. You will receive an email informing you of who will do the assessment and the tracking number. - When you correspond with your Assessor, please ensure to “reply all”. This ensures that a record of correspondence on your activity is present at the provincial office for future reference. - Once your assessment is done and you have the go ahead, it is important to let your Assessor know if there are any changes to your activity. Life happens and things change; we all know that. However, constant communication will ensure that your activity remains compliant with Safe Guide guidelines. Please download your forms each time from the national website to ensure that you have the most current versions. Failure to meet deadlines will result in your activity not being assessed and therefore not able to take place. Let’s not disappoint our Units; send the forms in on time! Assessors are flexible but remember we are all volunteers. I want to take this time to say a big “THANK YOU” to my team of Assessors and to the provincial office staff for all they do. Without this great team, the work would not get done. Volunteer Safe Guide Assessors are needed! Can you assist with this very important role in Guiding? Qualifications: - Have taken the Safe Guide Training - Have regular access to a computer - Have experience completing the Safe Guide paperwork Mentorship will provide you with the additional training required. The hours are flexible and you can work out of the comfort of your own home, even in your p.j.’s. Contact the provincial office and provide a recommendation from your commissioner if you are interested. Operation Earth Action – National Service Project Have you checked out the National Service Project website lately? The numbers of girls, Guiders, and Units who have already participated in this challenge are proving that individual choices can make a big difference. - Over half a million kilometres of unnecessary transportation (and subsequent greenhouse gases) have been saved using the "Map Your Meals" challenge. - Almost three thousand batches of green cleaning products have been made! This is good for the environment and for our health. - Over twenty thousand trees have been planted! Trees already absorb about one fifth of the greenhouse gas emissions produced by humans. The more trees, the better! - Almost one thousand pledges to use reusable shopping bags and reusable water bottles have been made. Waste reduction is very important! Check out the Operation Earth Action website to learn more about the National Service Project, and how you can participate. As an added benefit to feeling good about making positive environmental choices for yourself, for future generations, and for natural ecosystems, there's even a crest you can earn by completing the challenge! Don't forget to track your success online. [http://nsp.girlguides.ca/](http://nsp.girlguides.ca/) We can change the world. And it starts with a girl! Your Provincial Green Agents are: - Ashley Geddes ([email@example.com](mailto:firstname.lastname@example.org)) - Megan Van Buskirk ([email@example.com](mailto:firstname.lastname@example.org)) --- **Arts** Submitted by Ali Peters Provincial Arts Adviser, [email@example.com](mailto:firstname.lastname@example.org) With the Olympics finishing up, it's a great time to incorporate music and dance from different countries! Did you know there is always an official Olympic CD released for every Olympics? This Sochi Olympic CD has various national anthems as WELL as folk dances from Russia. What a great tie-in to Guiding! Dance is all about expression – do not feel like you have to find a perfect dance to learn about another country! Google, youtube, and other Guiding sites are great places to watch and learn about different dances. The Olympic Channel on youtube has dances from opening and closing ceremonies since Vancouver... they are not all traditional, but represent the culture. As you learn about Guiding in other countries, see if you can create a dance as a group that shows what you learned! Don't forget dances from North America as well! Square dancing, line dancing, and First Nations dancing are all great ways to learn about the arts that are from "home." In the end, dancing with girls is about a non-verbal way to communicate through music. Let the girls move as much or as little as they feel comfortable, and they will find a new way to de-stress and appreciate the arts. If anyone wants a complete list of tips and tricks from the Arts display at January conference, please email Ali at [email@example.com](mailto:firstname.lastname@example.org) and she will email you back the tips! World Thinking Day 2014 – Education opens doors for all boys and girls. Are you wondering what to do for this year’s theme for World Thinking Day (WTD)? Visit www.worldthinkingday.org to download your copy of the 2014 Activity Pack to get started on learning about this year’s theme: Education opens doors for all boys and girls. There are some great activities for all branches of Guiding. And don’t worry, just because February 22 has passed, it doesn’t mean you can’t participate! The Activity pack can be used at any time during the year! Ten Ideas for including World Thinking Day (WTD) into your meetings: 1. Fundraise for the World Thinking Day Fund – get the girls involved in fundraising ideas. 2. Learn about the Focus Countries – information for these can be found on the WTD website. 3. Shop the WTD merchandise – crests and pins are available at the online WAGGGS shop. 4. Learn about this year’s theme, MDG 2: achieve universal primary education. 5. Earn a World Thinking Day 2014 badge – select the activities you want to work on with your Unit. Have fun! 6. Upload your uniform and see other uniforms around the world. 7. Visit the online activity log and read about what other Girl Guides and Scouts have been up to on WTD all over the world. 8. Create a WTD greeting card and upload it to the WAGGGS Flickr group. 9. Learn about the history of World Thinking Day. 10. Follow WAGGGS, share your WTD activities and spread the message on Facebook and Twitter using #WTD2014. Canadian World Friendship Fund (CWFF) Through the Canadian World Friendship Fund (CWFF), Girl Guides of Canada is able to support projects in developing countries designed to improve the lives of girls and young women and their communities. Contributions to the CWFF also support Canadian girls and women attending international events. Do you want your Unit to help contribute to the CWFF? Try out some of these ideas! - Hold a Talent Show with admission being a donation to CWFF. - Patrol Challenge – Give each patrol a container. Each week the girls can bring coins to put in the container. Set a time frame and at the deadline, tally up each patrol’s container to see who has raised the most! - Carnival Games at a WTD Tea – the money from the tickets can go to CWFF. - Hold a silent auction at an event in your area. - Hold a skip-a-thon – Have the girls collect pledges. - Donate a nickel (or more) for every year you have lived. - Hold a dessert and entertainment night with admission being a donation to CWFF. Do you have any ideas of your own you would like to share? Send them to email@example.com The Girl Guides of Canada slogan a “Fiver for Friendship” encourages each member of Guiding to donate $5 to the CWFF. It is important that we share our resources with others. Has your Unit met this goal? A challenge: Should Saskatchewan consider having the goal of approximately 3,000 members x $5 = $15,000? Can we do it? Your collected CWFF money should be sent to your area office indicating it is for the CWFF. Saskatchewan Applicants Did you know that Saskatchewan had applications for two girl members and three Guiders sent to national for consideration for the 2014 Nationally Sponsored trips? You go girls! Selections have been made... Congratulations to the following successful applicants who will be travelling this summer! Guiders: Heather Neufeld: WINGS 2014 International Camp in Berkshire, England Tammy Sutherland: Journey Through London 2014 Girls: (both from Saskatoon) Kylen Rioux for WINGS 2014 International Camp in Berkshire, England Bailey Mundell for Journey Through London 2014 Notice News from National – re international travel Please be aware if you are planning to travel with Girl Guides that: All Members, adults and girls, are expected to contribute a minimum of 10% of the trip cost themselves. This includes nationally sponsored trips. Our fundraising forms highlight this requirement but there was some misunderstanding that the expectation did not apply to adults who were also attending the event as ratio. So whether you are selected for a trip or organizing an independent trip at any level (with fundraising or no fundraising), all participants of the trip are required to personally pay 10%. Budgets attached to SG.8's submitted to your International and Red level Safe Guide Assessors or FR.1's submitted for fundraising approval for trips must reflect this minimum 10% personal contribution by all participants, including the Guiders. GGC – National Board of Directors – Announcement Saskatchewan Member, Vicki McDougall, was elected to the Girl Guides of Canada-Guides du Canada (GGC) National Board of Directors in December, 2013. Vicki has been a Guiding Member since 1987 and currently resides in Saskatoon. Congratulations Vicki! French Program books available The provincial office now has Program books for sale in French for you to purchase at the same price as English books: - Sparks Program books are $5.20 (Includes GST). - Brownie Program books are $7.65 (includes GST). - Guide Program books are $11.05 (includes GST). “Train” the Trainer for “NEW” trainers and “GUIDERS” who train other adults April 5 – 6, 2014 What: Understanding the Adult Learner (UTAL) Module and all five Trainer Stream Modules will be included in this training – Needs Assessment, Facilitation Skills, Training Design, Training Delivery, and Training the Streams. When: Saturday, April 5 at 9:00 a.m. to Sunday, April 6 at 2:00 p.m. Where: Saskatoon Guide House, 801 Preston Ave., Saskatoon (306-652-3275) Fee: ($50.00+GST) = $52.50 per person Accommodations: Sleep at the Saskatoon Guide House or take responsibility for your own lodging. Bring: Sleeping bag, foamy and pillow and overnight gear, casual Guiding gear, water bottle and enthusiasm to learn. Deadline to register: March 20 Please contact provincial office to register! If you are interested in becoming a Trainer, this is your opportunity! Any questions, please contact Brenda Wilson, Provincial Training Adviser, firstname.lastname@example.org Trainer’s Training Saskatoon April 5 – 6, 2014 Name: ___________________________ iMIS Number: ________________ Unit: _______________________ Phone: (home) _____________________ (work) ______________________ (cell) _______________________ Email: ____________________________________________________________ Mailing address: __________________________ City / Town: ______________ Postal Code: __________ Food/Allergies/Diet and/or physical restrictions: _______________________________________________ Cost: $52.50 (includes GST) Amount enclosed: _______ (Cheque payable to: Girl Guides of Canada, Sask. Council) Please return Registration Form to the provincial office. If registering by email, please indicate all particulars indicated on the Registration Form. Girl Guides of Canada, Saskatchewan Council 200-1530 Broadway Ave, Regina, SK S4P 1E2 OR email email@example.com OR Credit Card # ____________________________ OR register by phone 306-757-4102 or 1-877-694-0383 (Visa, MC) Expiry: _______/ _______ OR fax 306-347-0995 Refunds: The fee is refunded less $25 up to two weeks prior to the event. Within those two weeks a written request must be sent to the provincial office for consideration of any refund. The “Bear” Necessities OAL Adventure Camp Training May 2 – 4, 2014 Are you an experienced camper that wants to gain the skills and knowledge to take your girls backpacking, canoeing, cycle camping, or more? Come to this weekend training to learn the “bear” necessities, the simple “bear” necessities! When: Friday, 7:30 p.m. – Sunday, 2:00 p.m. Where: Trefoil Trails, Pike Lake Cost: ($60 + $GST) = $63 per person Deadline to register: April 15 Content will be from the OAL (Outdoor Activities Leadership) Adventure Camping program. You will complete a large portion of the knowledge modules and plan for a backpacking trip which will occur this summer (date to be chosen by the group at this training). Do you want more details on this OAL Adventure program? Follow this…. go to the GGC Member Zone, Program Resources, Camping and Outdoors, Adventure Camping. If you have any questions, please contact Carla Punshon by email: firstname.lastname@example.org OAL Adventure Camp Training Trefoil Trails, Pike Lake, near Saskatoon May 2 – 4, 2014 Name: ___________________________ iMIS Number: _______________ Unit: _______________ Phone: (home) ____________________ (work) ____________________ (cell) _______________ Email: ____________________________ Mailing address: __________________ City / Town: _______________ Postal Code: _________ Food/Allergies/Diet and/or physical restrictions: _______________________________________ Cost: $63 (includes GST) Amount enclosed: _______ (Cheque payable to: Girl Guides of Canada, Sask. Council) Please return Registration Form to the provincial office. If registering by email, please indicate all particulars indicated on the Registration Form. Girl Guides of Canada, Saskatchewan Council 200-1530 Broadway Ave, Regina, SK S4P 1E2 OR email email@example.com OR Credit Card # __________________________ OR register by phone 306-757-4102 or 1-877-694-0383 (Visa, MC) Expiry: ________/_______ OR fax 306-347-0995 Refunds: The fee is refunded less $25 up to two weeks prior to the event. Within those two weeks a written request must be sent to the provincial office for consideration of any refund. Camping Submitted by Heather Neufeld Provincial Camping Adviser, firstname.lastname@example.org S’more Ontario 2014 Tour Are you looking for an Adult only event to connect in the Sisterhood of Guiding? If so, this is for you! What: S’more Ontario 2014 Tour Who: Guiders from Canada, USA and WAGGGS Where: South Western Ontario. The itinerary includes stops at three different Girl Guide camps, Shaw and Stratford Festivals, Niagara Falls, a winery, St Jacobs Mennonite Village, African Lion Safari and so much more. When: September 15-27, 2014 Why: Make new friends and rekindle old ones, while touring parts of Ontario. All accommodation and entry fees are included in the price, as are most meals. The price is $3,200. Registration deposits are due by March 31, 2014. More information and complete itinerary can be found on the Event Calendar, under Adult Sisterhood category https://www.guidesontario.org/index.php/quick-links/event-calendar-registration Currently there are participants registered from Canada, U.K. and Australia. Mark your calendars! Guiding Mosaic 2016 (GM 2016) is a national camp that will be held from Saturday, July 9 to Sunday, July 17, 2016 at Camp Woods on the shores of Sylvan Lake, Alberta. This is the 13th Girl Guides of Canada national camp to be held since 1927 and it will celebrate Guiding and the tradition of camping within our organization. A national camp is a unique and exciting opportunity, and all members of Girl Guides of Canada and all members of the 145 member countries of the World Association of Girl Guides and Girl Scouts (WAGGGS) are invited to attend. Planning is underway to make this the best camp yet. Start your planning to attend! Go to the website www.guidingmosaic.com/ to see pictures of Camp Woods. GM 2016 camp credit information The GM 2016 Camp Credit will be offered for the 2013 - 2014 and the 2014 - 2015 Cookie All Stars campaigns. In the end, if a girl does not attend this camp, an exchange will be offered in the form of a $250 Future Shop Gift Card for every $300 camp credit earned or $125 Future Shop gift card for every $150 camp credit. If the girl has registered for GM 2016, camp refund rules will then apply. Can-ta-ka-ye ~ The Happy Meeting Ground Submitted by Barb Atkinson Can-ta-ka-ye Spring Clean-up May 3 – 4, 2014 The main Camp Can-ta-ka-ye (on the shores of Lake Diefenbaker) clean-up will take place on Saturday starting at 10:00 a.m. and we would love to have you there! Bring your tents, campers or sleep in the lodge if you would like to join us for the entire weekend. Everyone is asked to be self-sufficient and no fees will be charged. We will provide a hot dog lunch on Saturday so that everyone can take some time from their chores to join together! Spring Camps 2014 – Mad about Science May 23, 24 & 25 and June 6, 7 & 8 These camps are designed for camping with your Unit. Units provide ratio and a first aider. Sparks and Brownies are housed in the lodge, girls of older branches camp on site. Girls participate in a variety of activities geared to build their confidence and skill in camping. All meals, snacks and mug-ups are provided. Guiders help supervise girls during quiet time and at night, assist with camp activities including crafts, games, hikes, etc. and also assist in the kitchen with meal preparation, clean up and any other duties required. Cost: $65 + GST = $68.25 per girl Summer Camp 2014 Program Sparks & Brownies with adult companion July 24-27 This camp offers the perfect opportunity for a great girls’ weekend with the girls in your life. Bring your daughter, granddaughter, niece or neighbour and spend some quality time together under the prairie sky. You will participate in group activities and leave the cooking to someone else. Choose the lodge or camp on site, whichever suits you best. Accommodation in lodge is limited and will be on a first registered basis. Cost: $175 + GST = $183.75 per pairing *additional girl $50 + GST= $52.50 Guides & Pathfinders August 7-10 This camp will introduce girls to archery and canoeing. Dry land and water activities will develop skills under fully trained instructors. Girls will camp on site and learn how to maintain their camp. Note: inclement weather may affect the use of canoes on the lake. Cost: $140 + GST = $147 per girl All Branches August 21-24 This camp brings everyone together. Make new friends, learn new activities and bridge the barrier to camping. Cost: $140 + GST = $147 per girl Volunteer Opportunities at Can-ta-ka-ye! Adults – Join us by volunteering at camp this summer and help create a memory to last a lifetime for today’s girl. Pick a day, weekend or week and help ensure that we can meet the needs of all our campers. Come alone or get a group together to operate a summer camp. We have the plan, we have the place, and all we need is you to ensure that a great camping season is had by all. Contact the Can-ta-ka-ye Operating Committee: - Barb Atkinson email@example.com - Sue Christiansen firstname.lastname@example.org - Cathy Newby email@example.com - Lori Court firstname.lastname@example.org Camp volunteer application forms are available through the provincial office. Quest! October 3 – 5, 2014 Camp Can-ta-ka-ye Tri-Wizard Tournament Q - Question your knowledge on outdoor skills & leadership U - Use that knowledge positively, to create & have fun E - Enhance skills learned through Guiding S - Socialize to meet other Guiding members T - Team work Girls in groups of four will complete tasks for a 12 hour period to challenge the skills they have gained in Guiding and life. Come as a Unit or sign up independently and meet some new friends. Units must provide their own first aider and ratio. Adults attending will assist with station supervision while girls complete the challenge course. Registration deadline is September 22, 2014. You can register prior to year end (this spring) and if you need to change team members in the fall, notify the provincial office. It is better to register early than late as you will need to receive further information after registration! Be ready in the fall by registering in the spring! Quest is open to 3rd year Guides, Pathfinders and Extra Ops Cost for this event is ($32.00 + GST $1.60) = $33.60 per girl If you would rather put together a project for the teams to challenge, contact the provincial office for a “Project Registration Form”. Our goal is to have a minimum of 24 projects continually running for 12 hours. Projects start on Saturday at 10 a.m. and go until Saturday at 10 p.m. Contact Heather if you would like some ideas for projects. The Project Coordinator needs to know your project details in order to assign an appropriate project site. You will be contacted once your form has been received. The Quest planning team recommends you have a minimum of three people working your project to allow for breaks. Register early (May or June) to eliminate the early fall chaos! To register or for more information contact: Heather Neufeld email@example.com Heritage Lake Serenity Camp, Ladies Retreat August 8 – 11, 2014 Free Sessions: - Yoga classes on the beach - Canoeing & swimming - Forest discovery hikes/ bird watching - “Ole tyme campfires” - Crafts and more - Saturday Night Party theme: “Caribbean Castaways” (costumes if desired) - Hashing course “treasure hunt” - Salsa dancing lessons Paid Sessions: - Lessons in Watercolour Painting: beginner & intermediate classes, $15 (includes materials) - Stepping Stones with inlaid stained glass $10 for 3 hour session - Essential Oil Creations $15 - $20 for 2 hour session - Reflexology: $35 for 50 minutes - Mini Massages: scalp/shoulders $25 for 30 minutes - Colour Energy Accessories; healing stones & jewelry $10-$25 Please bring cash (no personal cheques) to cover the cost of the “paid” sessions, as banking facilities are not available. Individual session fees will be charged on a cost-recovery basis. For more information, phone Serenity Camp Director, Susan Prakash at 306-764-7021. Cost: Guiding Member $125 includes GST Non-Guiding member $195 includes GST One Day Fee $ 90 includes GST (includes 3 meals and all free sessions – no overnight) Please note that this is an adult camp focused on rejuvenation, well being and vitality. Registration Deadline: Friday, July 25, 2014 Registrations are processed on a "first come, first serve basis". The registration fee includes all food, accommodations and free sessions. Indoor accommodation in the sleeping lodge is limited, so register early! Outdoor tenting is available. Serenity 2014 Heritage Lake August 8 – 11, 2014 Name: _________________________________________________________ iMIS #: ____________________________ Address: ________________________________________________________ City/Town: ___________________________ PC: _______________ Phone: ______________________ (h) ______________________ (w) Email: ______________________________________ Food allergies and physical restrictions: ________________________________________________________________ I prefer to sleep in: ______Bunk (____ top or _____ bottom) ______ Tent ______ Own Tent My level in swimming is: ____________________________________________________________________________ My level in canoeing is: ____________________________________________________________________________ Fee: ____$125 ____$195 ____$90 Amt. enclosed: _______ (Cheques payable to Girl Guides of Canada, SK Council) Or ____Visa ____ Mastercard Credit card # ______________________________________________________ Expiry Date: ___________ Return to: Girl Guides of Canada, Saskatchewan Council 200-1530 Broadway Ave., Regina, SK S4P 1E2 OR Email: firstname.lastname@example.org (Include all registration information.) OR Phone 306-757-4102 Toll-free 1-877-694-0383 OR Fax: 306-347-0995 Refunds: The fee is refunded less $25 administration fee until two weeks prior to the event. Within those two weeks, a written request must be sent to the provincial office for consideration of any refund. Hand and Whistle Signals Submitted by Marg Stewart Hand and whistle signals are two basic kinds of signals used by Scouting and Guiding Members around the world. As a Guider you may find yourself faced with a large group of girls and/or adults in a room, or at camp where there is a very large space over which you may want to be able to communicate. Hand and whistle signals are very effective ways to do this. For whistle signals, blow sharply to make sure there is a clear difference between long and short blasts. Practice the signals by playing them in the form of a wide game. The girls will have a lot of fun, and the Guiders will have a valuable tool. Practice signals before you go to camp so that girls are familiar with them. **Whistle Signals:** One long blast: ____________________ Freeze, stop, silence, attention Everyone should raise their hand to indicate they understand, and wait for the next signal or instructions. Succession of short, sharp blasts: ____________________ Rally, fall in, come here. Everyone come quickly. Use to gather the girls. A succession of long, slow blasts: ____________________ Scatter, go out, go further away. This could be used when playing a wide game. Three short blasts followed by one long one: ____________________ Patrol Leaders come here. Valuable at camp when you want the patrol leaders to come and either get or give you information. Teach the girls by pronouncing the words “lea-ders come Heeeeeeeeeeeere, to match the length of the blasts. A succession of alternating short and long blasts: ____________________ Alarm! Look out, be ready. To be used as a fire or emergency signal. You should have a gathering place and have your girls go there at this signal. **Hand signals: (Use when you can be seen.)** Hand straight overhead: Do not make the Guide or Brownie Sign as a signal!** ____________________ Freeze, stop, silence. Everyone should raise their hand also to indicate they understand, and wait for the next signal or instructions. Hand moved quickly up and down several times: ____________________ Rally, fall in, come here. Everyone come quickly. Use to gather the girls. Hand held high, waved slowly from side to side: ____________________ Scatter, go out, go further away. This could be used when playing a wide game. Hand waved horizontally from side to side several times across face: ____________________ No, never mind, as you were. Move both hands to describe a large circle: ____________________ Form into a circle. Hands stretched out in front of you: ____________________ Form two lines. Hands held up in a U-shape: ____________________ Form a semi-circle. One hand pointing in any direction: ____________________ Go that way. **The Brownie or Guide Sign is used when a member of Guiding says her Promise; the Brownie or Guide Sign is not used for a Hand Signal such as for silence.** 7th Annual Girl Guides & Tim Hortons Clean-Up Saskatchewan Saturday, May 3, 2014 - Hope you have registered & ordered your T-Shirts. - Have you decided on your location for your Community Clean-Up? - Your District Reps will receive information on arrival date of T-Shirts & supplies around the middle of April by email. - Please review the 2014 Clean-Up Guidelines which are printed in this issue of the Prairie Lily. - Thanks for Participating – Have a Great Day! HIKE around SASKATCHEWAN Crest Request Form Unit Participating: ____________________ Number of Participants: _______________ District _____________________________ Area______________________________ Date of Hike: ______________________ Location of Hike: ______________________ Complete mailing address for crests: _______________________________________ _______________________________________________________________ ______ Crests @ $2 each = $ _______ Amount Enclosed: ___________ Girl Guides of Canada-Guides du Canada, Saskatchewan Council 200-1530 Broadway Avenue, Regina, SK S4P 1E2 The NEW 2014 Crests have arrived! If you hiked in 2013, there are still a number of “2013 Hike around Saskatchewan” Crests available to purchase. Place your order now & please indicate that you want the 2013 Crests! Need a NEW location for your HIKE around SASKATCHEWAN? Check out the Saskatchewan Trail Association website under “Maps” and you will find about 36 maps of different Saskatchewan trails to hike. Why not end your Guiding year by planning a hike on Saskatchewan Trails Day which always falls on the first Saturday in June. 2014 Saskatchewan Trails Day is Saturday, June 7! “Trails offer affordable recreation opportunities for individuals and families of all ages and abilities,” says Saskatchewan Trails Association President Cathy Watts. Before the Clean-Up: - Please refer to the Safe Guide Activity Planning Chart, page 11, and plan accordingly. - Fill out the Emergency Response Form (SG.4) for each separate location being cleaned. - Have a plan in place to dispose of the garbage you collect as soon as possible. - Contact the town, city and/or school to let them know your plan (where you are going to clean and when). - If you are cleaning a highway, contact Highways & Transportation to let them know your plan. Things you need: - First Aiders & First Aid Kit(s) - Hand Sanitizer (or hand wash jugs & towels) - Whistle(s) - Disposable gloves (Tim Hortons will be supplying gloves.) - Extra work gloves (Suggestion: Younger girls could wear mini-gloves under the disposable gloves.) - Industrial strength garbage bags (Tim Hortons will be supplying one garbage bag per participant.) - Coffee cans, plastic jars or milk jugs *WITH LIDS* for sharps and/or pieces of glass. - Safety Vests, especially if cleaning highways - Permission Slips for each participant under 18 (SG.1 and SG.2) - Emergency contact & medical information for each participant (members & non-members) - Emergency numbers if applicable and at least one cell phone unless a landline is available nearby - Emergency Response Plan form (SG.4) During the Clean-Up: General: - Maintain required ratios at all times. (Girls should be in pairs, at least, and should have an adult in sight and within talking distance at all times.) - Wear gloves at all times. - Wear sturdy shoes or boots. (Rubber boots would work.) No flip flops or sandals. - Do NOT wear MP3 players, walkmans, etc… that could distract from danger signs & sounds. - Clean only during daylight hours. - Do not clean in severe weather (lightning, heavy rains etc…). In cases of severe weather, please let email@example.com know, with your plans to reschedule your event, if possible. - Do not pick up hazardous materials such as chemical/herbicide containers or animal/birds carcasses. On the highway, contact Highways and let them know what and where the item is to be picked up. In your town/city, find out who to contact to remove these items. Condoms may also be an issue. One suggestion to deal with this issue was to tell younger girls not to pick up any balloons. - If you find needles, syringes or other sharps, you can use a puncture proof container (coffee can) to collect these. Only ADULTS should ever touch these items. Place the container on a flat level surface, and while wearing gloves, pick up the item by the non-sharp end (i.e., needles by hub, syringes by plunger) and place them in the container. Do not try to put the lid back on the needles. Put the lids in the containers as well. Containers should be taped shut and placed in the garbage for disposal. ***Check with your community in regards to this practice – some communities may prefer that needles & syringes are NOT picked up by the general public, and there may be a number to call in this situation.*** - Never squeeze or push down garbage in the bags – this could result in injury. - No pets allowed. - Have whistle(s) in case of emergency – make sure everyone knows what the signals mean and what to do if they hear the whistle. - Assign clear boundaries and make sure everyone stays within them. - Every registered participant should get a Tim Hortons Clean-Up T-shirt in a bright colour for good visibility. Highways & Major Roads (guidelines from Highways & Transportation): - Cleaners should be over 12. - Anyone between 8 and 12 can clean highways with low traffic (1500 vehicles/day). - Wear safety vests. - Do not pick up tires or tire remnants – let Highways know and they will have them disposed of properly. - Wear lighter coloured clothes that cover arms and legs (old clothes that can get dirty). - Clean one side of the highway at a time, facing oncoming traffic – no zigzagging across the road. - Do not clean underpasses, bridges or overpasses. - Stay off the highway. - Do not direct, stop or interfere with traffic. - Post signs, if possible, to make the public aware of the fact that you will be cleaning in the ditches. - See Highways Website for more information: http://www.highways.gov.sk.ca/docs/programs_services/Adopt-A-Highways/safetyrules.asp After the Clean-Up: - Ensure that all garbage is picked up and delivered to the landfill as soon as possible (ASAP) or designated containers. - Make sure that someone has contacted any groups like Highways & Transportation to let them know of hazardous materials that needed to be picked up. PLEASE, before the Clean-Up begins, TALK with all of the participants about the safety guidelines set out above. Discuss emergency plans, point out the first aiders and make sure everyone knows the boundaries. Thank you for participating! Have a great day! PR Photos Photos are needed for the Annual Report or other PR opportunities. If you have any photos of Guiding activities you would like to submit, please send them via email to the provincial office. Remember to check that the Image Release has been signed for any photos you send. Also, a brief phrase about “who, where and when” the photos was taken would be helpful. Guiding crests are a “hot commodity” Whether they represent your Area, District, Saskatchewan or they are produced for a special Guiding event, Guiding crests become wonderful souvenirs, sought-after traders, not to mention they make great PR conversation. Sew them onto a hoodie, sweatshirt – something you can wear in public. Try it! Wear your sweatshirt full of crests to a mall one afternoon. Be prepared to be stopped so that the public can chat about Guiding & to be asked a number of questions about your wonderful crests. Take along some Guiding PR material to give them, a Guiding business card, or ask the question, “Are you interested in having fun with us by volunteering?” Don’t forget to submit a couple of your Saskatchewan Guiding crests that you have produced to the provincial office c/o Archives with some written information about the crest. These crests are part of our Saskatchewan Guiding history. Happy New Year, Links, and a special hello to those just joining us – whether you’ve been involved with Girl Guides before, have just completed your girl program or are completely new to Guiding, we welcome you! As your Provincial Link Adviser I am here to help and support you. It is my goal to ensure that Link members are connected in Saskatchewan. Please contact me if you have any questions, need support or just want to chat! I look forward to hearing from you. My term as Provincial Link Adviser is coming to a close in April, so if you or someone you know is interested in taking on the position please contact me or the provincial office. The National Scholarship Application time is in full-swing. There are 35 scholarships to apply for by April 1, 2014. Whether you are going to school full-time or part-time, or your field of interest is Education or Engineering or any other field, there is a scholarship for you! Be sure to check the full listing. http://www.girlguides.ca/GGC/Programs/Scholarships/GGC/Programs/Opportunities/Scholarships.aspx?hkey=2006ffd-4b2e-46dc-ab71-8105a6d17cef --- **GGC – National Scholarship Program** Attention Members of Girl Guides – girls or adults: New this year! National has an online scholarship application system and scholarship applications can only be submitted online, no longer by mail. Scholarships are open to both girl and adult members, and for full or part-time students. Guiders are asked to encourage their girls to apply. Scholarships are awarded to Members who are active in their communities and not necessarily those with the highest marks. For more information, or how to apply, refer to: www.girlguides.ca/scholarships and view the “FAQ – Submitting a National Scholarship” for instructions of how to do the online submissions. *The application deadline is April 1, 2014 at 11:59 p.m. EST.* We do not want this great membership opportunity to be a secret – Share with anyone you know who would be eligible. Good Luck! --- **Sisters to Sisters Fund** A little reminder: Donations to the Sisters to Sisters Fund are always greatly appreciated. You can donate any amount, anytime. Just forward your donation to the provincial office. For all personal donations, an income tax charitable donation receipt will be issued. --- **Training** Does your District need some training? We could provide a training team that would come to you! Contact the Provincial Training Adviser, Brenda Wilson at firstname.lastname@example.org for help. Moose Jaw Pathfinders and Rangers host 99th Birthday Party for Trefoil member Mona Jones Mona Jones, a member of the Moose Jaw Trefoil Guild, celebrated her 99th birthday on Friday, January 31. She had a busy day with radio and newspaper interviews and then was treated to a pasta supper along with all Moose Jaw Trefoil Guild members hosted by the Moose Jaw Pathfinders and Rangers. Note the flower arrangement that looks like a cake, as well as the real cake. Guiders from Salton District joined them for cake and ice cream that evening. Mona was a girl member in Moose Jaw and shared with the Pathfinders and Rangers memories and pictures of her time as a Guide. She renewed her promise in 2011 and became an active member of the Moose Jaw Trefoil Guild. January Conference registration workers Many thanks to members of Regina’s Trefoil Guild for working at the Registration table at the January Conference! 1. Saskatchewan sold 9,520 cases of cookies in 2013. Congratulations! 2. Although April 12 is Cookie Day in Canada, Saskatchewan Council has approved April as our cookie selling month! There is no longer the need for everyone to sell on the same day or in the same week. Be sure to register your Unit if you are participating. 3. Sell cookies door to door in your community or to those around you. Contact local Co-op locations who have been great partners in the past for selling cookies. 4. Classic Girl Guide cookies are now certified as Kosher. * This certification was achieved without altering the formulae of the cookies. All of the ingredients in our chocolate and vanilla cookies were already either Kosher certified or deemed Kosher by their nature. At Dare’s manufacturing facility for our spring cookies, they had removed all non-Kosher ingredients, which paved the way for us to have the classic cookies certified. * Beginning this spring, boxes of our classic chocolate and vanilla cookies will have a Kosher certification symbol, similar to the nut-free symbol already on the boxes. * At this time, it is not possible to have our chocolatey mint cookies certified as Kosher as the facility that adds the chocolatey coating uses non-Kosher ingredients in its other production lines. 5. The Cookie All Stars Rewards and Recognition website is now open and closes May 1. Don’t miss out. 6. **Camp credit**: There is a new camp credit option available to girls who reach the top two reward levels of Cookie All Stars. Any girl who sells between 40 and 79 cases of cookies over two campaigns can choose a $125 Future Shop gift card or a $150 camp credit towards GM 2016 registration. For girls selling more than 80 cases, the options will be a $300 camp credit or a $250 Future Shop gift card. 7. **Provincial Cookie Fundraising Incentive** is for girl members selected for a provincial, interprovincial or international event; or participating in an independently organized trip; or girl(s) wanting to attend a Guiding planned event that requires a significant cost. Please check the provincial website for details. 8. If you are having a special cookie sales event, don’t forget to add it to the Cookie Finder Map. 9. Check the Winter, 2014 issue of the Canadian Guider. Our own Alice Gaveronski has written about “Cookie Selling Skills for Sparks”. 10. **Reminder**: Cookie Sales benefit all levels of Guiding. It is our only national fundraiser and it should be our only local fundraiser! All other Unit fundraising activity must be discussed with your DC and forms completed for approval. This is my last year as Provincial Cookie Adviser. I want to thank everyone for the great job you do in selling Girl Guide Cookies. I have enjoyed the last five years especially meeting so many great people either in person, over the phone or by e-mail. “Cookies are the fuel that makes Guiding go!” Communications Submitted by Jenna Hehn Provincial Communications Adviser, email@example.com January Conference was a great success! We were able to answer many members’ questions regarding social media, ease some minds, and even get some members set up on Facebook, twitter and Pinterest. Thanks to everyone who attended one of the social media and Member Zone sessions! In an increasingly digital world, it’s important that Saskatchewan Girl Guides keep up with online communication methods. We want to stay relevant to our girls, their families, and the public. One of the easiest ways to do that is to have a presence on Facebook. Did you know that Saskatchewan Girl Guides has a group on Facebook where Guiders from all corners of the province can promote their events, share news, and get support? There are currently 218 members in our group, and it’s growing more and more every day! We love to see it expand, so, if you’re on Facebook and looking for another way to connect with Guiders, join us and make that number explode! There are many incredible resources that can be found in the Facebook universe for Guiders! One of our favourites is the “Guiding Camp Themes”. In this group, Guiders from across the country share the camp themes that they have used. In many cases, one can find complete planned camps that Guiders have tried and shared with the group. What an excellent way to share our knowledge and expertise while delivering dynamic programming to the girls! Facebook can be an excellent communication tool for Guiding. If you’re wondering how you can use it in your Guiding life, think about creating a private group to communicate with the other Guiders in your Unit, your district, or perhaps the parents in your Unit. It’s a great way to keep everyone informed and complete planning. This way, everyone can contribute on their own time, conversations are easier to read than in an email, and it’s just as easy to share documents or photos within a group Facebook as it is to send an email. Where to find Saskatchewan Girl Guides on social media: - Follow us on Twitter at saskgirlguides - Add us as a friend on Facebook: Saskatchewan Girl Guides - Like our new page on Facebook: Saskatchewan Girl Guides of Canada - Join our Facebook group: Saskatchewan Girl Guides - Follow us on Pinterest: Saskatchewan GirlGuides Stay tuned for our exciting new website launch, a presence on YouTube and a blog! Any questions or concerns regarding social media, please email firstname.lastname@example.org Prairie Lily From the Editor, Marg Stewart The provincial newsletter, the Prairie Lily, is published four times a year. Deadlines for submissions of articles are: September 10, November 10, February 10 and April 10. - Many thanks to all those who have sent in submissions! Future submissions of articles and/or photos may be sent to the provincial office at email@example.com - A colour version of the Prairie Lily is on the provincial website at www.girlguides.sk.ca Note: the password uses a small “a” for Robert Baden-Powell’s sister’s name (agnes). - If you prefer to read the Prairie Lily online and would like to discontinue receiving the paper copy, please inform the provincial office. The office will contact you and let you know when the current Prairie Lily is posted online. - If you have any requests or suggestions for articles, please contact Marg via the provincial office. Fun with Science! Ideas taken from Kristin Shantz’s session at the January Conference Snow Volcano Supplies needed: 2 spoonfuls of baking soda 1 (or 2) tablespoons of liquid dishwashing soap Several drops of red food colouring 30 ml vinegar (or a bit more) Empty small water bottle Method: Add baking soda, liquid soap and food colouring to the water bottle. (If doing this inside, place water bottle in a pan.) Pack snow around the water bottle, level with the top. Add the vinegar and watch the eruption! If it doesn’t work well, add a bit more liquid detergent and vinegar. The Science explanation: Vinegar (an acid) and baking soda (an alkali) react together to neutralise each other. This reaction releases carbon dioxide, a gas which is the bubbles you see. The bubbles make the liquid detergent bubble up to give the reaction as shown. Density Density is a tough concept to grasp. We confuse ourselves by referring to our weight, when we really mean our mass. Mass is really “how much stuff” is there! Density is how much mass is in a volume (or space). One way to illustrate density is to pour different liquids (which have different densities) on top of each other. The liquids with the greatest density sink to the bottom. Try putting the following in a clear glass (using the coloured liquids makes it easier to see the layers): - Honey - Corn syrup - Dishwasher liquid (green) - Milk - Water with red food colouring - Vegetable oil (canola which is yellow) (See page 32 of this issue for a photo. It was also fun putting red food colouring in a glass of ice water to see what happens.) The Science explanation: Each of the liquids has a different mass of molecules or different numbers of parts squashed into the same volume of liquid, which makes different densities and therefore each one can sit on top of the other. The denser a liquid – the heavier it is. Archimedes and “Eureka!” Story Once there lived a scientist called Archimedes who worked for the King. The King summoned him to his chamber one day with a problem. “I have had this beautiful crown made out of pure gold,” the King said, “but it does not look pure to me… look at the colour! The problem is the crown has the same mass as the gold I gave to the craftsmen to make it. I know that they stole some but I cannot prove it. I want to chop off their heads!” “Oh, that is a problem,” replied Archimedes. “Well, now it is your problem,” said the King, “because if you don’t find out how they did it, I will chop off your head, too!” Poor Archimedes went away and could not stop thinking. Morning, noon and night he wracked his brain. He started to accept that his head would be chopped off and decided to have one last hot bath! As he stepped in, he realised that some of the water spilt over the edge! “Eureka!” he cried, “I’ve got it! I’m a genius, I’ve really got it!” He went back to explain to the King. “Metals of the same mass have different volumes which change their density, he said. “We can test this by the process of dispersion. If we place a metal of one mass into a full beaker of water, the amount that spills over the side (the dispersed water) is equal to the volume of the metal. If we put in a different metal of the same mass, the amount of water it will disperse will be different. We can now test the crown. We shall measure the amount of water dispersed by the mass of the pure gold you gave me and see if it is the same as the crown. If the volume is different, you can chop off their heads!” And that is how they discovered density! January Conference 2014 January Conference 2014, held in Regina January 24 - 26, was a success with 138 Guiders in attendance. There was a variety of sessions from Dehydration, to Social Media, to Self Defence, and everything in between. Guiders reported it was a well-rounded fun weekend with plenty of training opportunities. “The Places We’ll Go In Guiding” are many! Thanks to all the participants for attending and making the weekend so worthwhile. A huge thank you is extended to all the awesome Trainers and Facilitators for making this conference a great success! Ali Peters Desire White Jo Szostak Marian Clark Alice Gaveronski Ev Steciuk Judy Helfrick Melissa Gartner Annette Lang Glenda Eden Karen Litke Melody Fries Ashley Geddes Heather Levy Kay Peters Phyllis White Barb Atkinson Heather Neufeld Kristin Shantz Sara Horseman Carla Punshon Janice Graessli Laurie Lanovaz Sheila Wilson Carrie Morrison Jenna Hehn Lisa Wilde Shelley Matsalla Charlene McLean Jo Ann Scott-Hodgins Marg Stewart And a special thanks to the coordinator, Brenda Wilson, for all her planning and organizing; to the provincial office staff, Gayle Hurd and Margot Mack for their support; and to the Regina Trefoil Guild members for their help! Thanks to all the bidders and to all who donated items for the Silent Auction which along with other donations raised $1,194 for the Canadian World Friendship Fund. Thanks also to those who brought Guiding clothing to donate – This generated $155.50 for the Sisters to Sisters Fund. See you next year and bring a buddy! Thanks to Barb Boughner, Carla Punshon, Marg Stewart and Brenda Wilson for photos. Snow Volcano erupting January Conference 2014 Photos from a few of the wonderful sessions offered. Earning CPR and AED certification Scuba Diving fun with Carla Fun with Science session: Experimenting with density Creating a willow wreath Learning canoe skills in the pool Return undeliverable Canadian addresses to: Saskatchewan Council 200-1530 Broadway Avenue Regina, SK S4P 1E2 firstname.lastname@example.org www.girlguides.sk.ca Phone: 306-757-4102 Toll-free: 1-877-694-0383 Fax: 306-347-0995
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The Alki Suffrage Club got its start when Alki resident Katherine Smith went to lobby in Olympia in January 1909. She joined Emma Smith DeVoe and other suffragists to convince senators to place suffrage on the ballot. Katherine moved to Alki from Colorado where women had the right to vote since 1893. She saw the positive impact it had on her community and was eager to make the same thing happen in Washington. “Is it not rather an unfair advantage to take of defenseless legislators to keep sending fresh delegates of lobbyists to the capitol at intervals of a few days?” Mrs. Smith was asked. “Well,” she said, “it is a little like politics, isn’t it?” Their still-hunt lobbying efforts were a success. Suffragists had until November 1910 to convince the voting men of Washington to grant them voting rights. A few months later in June, the Alki Suffrage Club formed and placed Katherine in the President’s role. ALKI SUFFRAGE CLUB NAMES ITS DELEGATES Members Lay Plans for Entertainment of National Officers on June 30. The new Alki Suffrage Club developed great enthusiasm at the meeting yesterday when delegates were chosen to the coming national convention. This club was founded only two weeks ago with thirty members, and has grown to a membership of forty-six in that short time, and promises great things for the future, the intention being to organize the whole of Alki Point within the next six months. A donation was voted towards convention expenses, the club undertaking to furnish the refreshments for the reception which is to be given to the officers of the national association at the Lincoln Hotel June 30. Who was in the Alki Club? Demographics - White - Average Age: 46 - Few or no Children - Upper-Middle Class - Educated Artists, Business Owners, Wives, Divorcées, Society Women, Mothers, Teachers, Church-goers, Musicians, Mountain-Climbers Over 200 members, here are just a few! Lorena Hansen Smith First schoolteacher in Alpha Prairie, WA Survived a shipwreck off the coast of Alaska. No one knew how to operate the lifeboats so she organized the crew to row in unison Carrie Day Baker Graduate of the New England Conservatory of music Co-founder of the Alki Congregational Church Jessie Elliott Artist known in Seattle for her paintings Traveled the world on steamships and paid her way by painting for passengers Divorced twice, although she told people she was a widow The Alki Club was one of the largest and most active clubs in Washington. Members wrote and distributed a pamphlet across all of southwest Seattle, including Georgetown, Youngstown, and South Park. Katherine also bought ad space in all the Seattle Theater pamphlets leading up to the election. While recovering from an illness in Hawaii, Katherine even managed to convince the mayor of Honolulu to support suffrage. Katherine wasn’t afraid to take on suffrage opponents. She penned a response to the popular fire-and-brimstone preacher Rev. Matthews, who called suffragists “female freaks.” She criticized the Reverend and said his holier-than-thou attitude would be his undoing. Afterwards, the Seattle Star gave her a column in which she presented arguments for suffrage each week until the election. Election Victory: November 8th, 1910 A majority of Washington voters voted for suffrage. A higher percentage of voters on the Duwamish Peninsula voted to grant women the vote. Votes for Women magazine celebrated the victory with an illustration of Washington suffragist leaders on the cover. Front and center was Katherine, showing the pivotal role she played in the fight. Katherine was in the middle of the conflict between Emma Smith DeVoe and May Arkwright Hutton. While Katherine and Emma employed the Still-Hunt strategy to sway senators, May went another route. She was accused of bribing and using “vulgar language” with senators. Katherine wrote an irate letter to Emma stating that May had slandered her husband to a Senator. Katherine and May later became allies against Emma. Although Katherine was a ladylike society woman and May was a boisterous character, they both were wealthy and didn’t need to work. Emma was a paid political worker. Emma pressured suffrage clubs across the state to elect her as president of WESA. This secured her job and her power over the movement. Emma also started plagiarizing Votes for Women magazine, took out mentions of other suffrage clubs, and passed it off as a WESA publication. Katherine and May found this distasteful. They and 20 other clubs refused to support Emma. They were labeled as insurgents and kicked out of WESA. The conflict was set aside during the election, but in January 1911 it came to a head. WESA gathered for the last time to dissolve and rebrand as the National Council of Women Voters (NCWV) when, unexpectedly, Katherine showed up to the meeting. She asked to read a letter of grievances against Emma but was forbidden to speak and kicked out of the room. In response, Katherine and other leaders of the Washington suffrage movement wrote letters to political leaders across the county denouncing Emma’s tactics. The Alki Suffrage Club transformed into the Washington Suffrage League in 1911 to promote suffrage in other states. Katherine served as president. The suffrage movement seems to have been an influential experience for members of the Alki Suffrage Club. Many members went on to become leaders in political causes, clubs, and in the workplace. Katherine remained active in politics for the rest of her life. She campaigned for suffrage in California, worked to register female voters, supported female political candidates, and founded philanthropic clubs. She continued to speak her mind about politics in Seattle newspapers. Mary Howe campaigned in New York for suffrage in 1915. Emma Morganroth became one of the country's first female executives at a shipping company during World War I. Honored Women This exhibit was generously funded by contributions made in honor of the following women: Erma M. Couden Beverly Lansing Edna Bergan Maureen Paris Alma Rasmussen Jones Adah Cruzen Jean Siers Joan Stover Amanda Gilbert Cecile Hansen Margaret Way Geraldine Sorensen Mary Kay Henry Ruby Josephine Carr Nancy Sibley McPhee Doris Carnevali
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Regular Board of Education Meeting May 3, 2023 Board Present: Steven Wilson, Chair; Mary Powell St. Louis, Vice Chair; Christopher Staab, Treasurer; Suzanne Thompson, Secretary; Laura Dean-Frazier; Anna James; Jason Kemp; Jennifer Miller; Martha Shoemaker Administration Present: Ian Neviaser, Superintendent of Schools; Michelle Dean, Director of Curriculum; Melissa Dougherty, Director of Special Services; Kelly Enoch, Principal of Mile Creek School; Allison Hine, Principal of Lyme Consolidated School; Holly McCalla, Business Manager; Jeanne Manfredi, Assistant Principal of Lyme-Old Lyme High School; Ron Turner, Director of Facilities & Technology; Noah Ventola, Assistant Principal of Lyme-Old Lyme Middle School; James Wygonik, Principal of Lyme-Old Lyme High School Others Present: Mercedes Alger and Heather Fried, RETA Co-Presidents; Lucy Trost, Library Media Specialist at LOLHS; Bridget Compagno, Director of Communications and Marketing; Chloe Datum and William Barry, High School Student Representatives; 15 community members from LOL I. Call to Order The meeting was called to order at 6:30 p.m. by Chair Steven Wilson. The Pledge of Allegiance was recited. II. Approval of Minutes MOTION: Mr. Staab made a motion, which was seconded by Mr. Kemp, to approve the minutes of the District Budget Hearing of April 3, 2023 as presented. VOTE: the Board voted in favor of the motion; Mrs. Shoemaker abstained as she was not present at the hearing. MOTION: Mr. Staab made a motion, which was seconded by Mrs. James, to approve the minutes of the Regular Meeting of April 5, 2023 as presented. VOTE: the Board voted unanimously in favor of the motion. III. Visitors 1. Connecticut Association of Schools Distinguished Friend of Education Award Mike Rafferty, a representative from the Connecticut Association of Schools (CAS), presented the Distinguished Friend of Education award to the Lymes’ Youth Service Bureau and its staff: Mary Seidner, Director Missy Garvin, Youth Programs Coordinator Arleen Sharp, Parent Resource Manager (Early Childhood Programs Coordinator) Allison (Alli) Behnke, Prevention Coordinator Tracy McGlinchey, Administrative Assistant Noah Ventola, Assistant Principal of Lyme-Old Lyme Middle School, spoke to LYSB’s positive impact on the Lyme-Old Lyme students and community. 2. CABE Communications Awards Eileen Baker, on behalf of the Connecticut Association of Boards of Education, presented communication awards for the district’s social media platforms, the *Focus on Education* newsletter, the 2022-2023 Budget Book, and the 2022-2023 District Calendar. 3. Report from Student Representatives Chloe Datum and Billy Barry reported on the following activities taking place at the schools: *At LOLHS*: Spring sports began in April, and the boys and girls tennis teams each won the Shoreline Conference Championship going undefeated in their conquests. This week kicked off AP testing as well, which will be continued over the remainder of this week and next week. Additionally, the junior prom will be held on May 13 at St. Clements Castle. The mock trial team will be traveling to Arkansas on May 16 to compete for a national championship while representing the State of Connecticut. Many seniors are aware of their post graduation plans and are now enjoying their final full month of school before the June 8 graduation ceremony. *At LOLMS*: April began with LOLMS hosting a student leadership conference with a partner school from Norwich. Students developed leadership skills focusing on communication, collaboration, and teamwork. The 8th grade choral students went to the high school to show off both individual and combined talents in a concert. Following the spring break, teachers and students have been focused on SBAC and NGSS preparations as students will be taking these important assessments in mid-May. As we approach May, we are entering the season of end of year concerts, field trips and events, culminating with the 8th grade promotion which will be held on June 14. At Lyme Consolidated School and Mile Creek School: Both elementary schools started Smarter Balanced Assessments on May 2. During the year, students practice assessments on the testing platform and so, as they began testing yesterday, the goal was to ensure they felt comfortable and prepared. We partnered with LYSB to provide prevention programming in response to the most recent survey results and are offering family events in the coming week aimed at supporting families in discussing difficult topics like substance use with their children. Fifth grade students from both schools participated in the District Choral Festival, and many elementary students had their art displayed as part of LYSB’s annual art show. During April at Lyme School, the students enjoyed a visit from Dennison Pequotsepos Nature Center sponsored by the Lyme Land Trust. We also enjoyed a wonderful talent show highlighting students from all grades. The annual kids’ marathon has begun and each morning before school and during recess, kids are accruing miles toward their total. On June 1, students will run a final mile together on the high school track. During April at Mile Creek, second grade students visited Hammonasset Beach Park as part of their study of ecosystems. Last week we began the ACE (After School Enrichment) program. Over 160 students are participating in the classes being offered by the PTO. In the Preschool Program: April was an exciting month at Center School. To enrich the study of oviparous animals, one of our families brought in several baby chicks that they are raising. We took our monthly walking field trip to the Phoebe Griffin Noyes Library to check out books, and we had so much fun dressing up as pirates for Pirate Day. In May, we are looking forward to learning about dinosaurs and fossils. We will read *I am a Dinosaur*, *I am a T-Rex* and *I am a Triceratops* along with other books about dinosaurs, and we will learn about the difference between carnivores and herbivores. We will finish the alphabet by learning the letter Z and, during math instruction, we will learn about the ABC pattern and we will continue to learn about conservation of numbers. In STEM, we will explore and learn about fossils, and we will talk about why we celebrate Memorial Day during social studies instruction. We are looking forward to silly hat day and our teddy bear picnic. The color of the month is brown, the shape is a hexagon, and Georgia O’Keefe is the artist of the month. 4. Public Comment There was no public comment. IV. Correspondence There was no correspondence to report. V. Administrative Reports 1. Superintendent’s Report Mr. Neviaser reviewed the May personnel report which reflected vacancies for a technology facilitator and campus security for the 2023-2024 school year. Mr. Neviaser reviewed the hiring of two instructional assistants, a Spanish teacher (long-term sub), and a chemistry teacher for the following school year. Mr. Neviaser reviewed the May enrollment report which reflected a total of 1,300 students in-house, an increase of four students from last month this time. Mr. Neviaser reported on the approval of the district budget for the 2023-2024 school year. He reviewed the results of the referendum: | | Yes | No | |----------------|-----|----| | Old Lyme | 276 | 97 | | Lyme | 97 | 11 | | **Total** | **373** | **108** | Mr. Neviaser reported that Holly McCalla was chosen as CASBO’s 2023 Celebrated School Business Official. This award acknowledges the value and contributions of outstanding school business officials. Mr. Neviaser gave an update on the progress towards the district goals. **Curriculum.** By June of 2023, in collaboration with the Teaching and Learning Committee, departments, and/or grade levels, the five year curriculum review schedule and framework will be evaluated and updated to demonstrate what is currently being addressed and what will be completed in the future. *Curriculums are now on a formal cycle as a working draft. Department Leaders will meet to review and have an orientation to the process. May TLC meeting canceled as the work for this school year is complete.* **Human Resources.** Over the course of the 2022-2023 school year, ensure employees have the resources necessary to perform their jobs at the highest level possible by offering a minimum of five building level training meetings to introduce new certified staff to the Wildcat Way; and utilize CFG protocols, resulting in a minimum of 80% of all certified staff indicating that collaboration and efficiency increased as a result. *Lyme School staff were trained the Project Adam Team and enacted the first drill. This included local first responders in cooperation with Valley Shore. Additionally, many staff members were trained in CPR. They also held a meeting with instructional assistants that replicated training from the certified faculty meeting.* *Center School identified members of the Project Adam Team and held two drills. The second drill was held in cooperation with Valley Shore.* *LOLHS selected and trained their Project Adam Team. Staff has also been trained in new safety drill protocols.* *LOLMS held both a Project Adam Drill, a new scenario-based lockdown drill, as well as a full faculty stop the bleed training.* **Community.** By June of 2023, complete an inventory of community partnerships and service opportunities that promote student growth and development to ensure purposeful, diverse, and equitable experiences for each student over the course of their PK-12 experience. *Lyme and Mile Creek School worked with LYSB to bring a lesson about prevention to all 5th grade students. They additionally collaborated with LYSB to present an evening event called “Gearing up for* Middle School” designed to help families develop the skills of having conversations around a wide variety of topics including social media, screen time, academic demands, and substance use. Grades 1-3 enjoyed a presentation by the Audubon Society organized by the PTO. In collaboration with the Lyme Land Trust, all grades participated in lessons by the Dennison Pequotsepos Nature Center in celebration of Earth Day. Mile Creek: In April, grade 2 students visited Hammonasset State Park as part of their study of ecosystems. In May, kindergarten students will visit the Mystic Aquarium and the Roger Williams Zoo, grade 2 students will have a visit from the Connecticut River Museum staff, and grade 3 students will visit Mystic Seaport. Center School took a monthly trip to the Phoebe Griffin Noyes Library to check out books, and they are hosting their third and final visit from the Connecticut Audubon Society on May 10. LOLHS: Community Service and Environmental Club members were honored for their volunteer work for Open Space in Old Lyme. Rotary Club of Old Saybrook continues to support our students by recognizing students of the month for all disciplines - this month was world language and art. LYSB continues to collaborate with our schools to provide a districtwide youth art show at the Lyme Academy. LOLMS: The middle school met with members of the Lyme-Old Lyme Food Share Garden Club. They are planning to utilize the greenhouse next winter and spring to start seedlings which will be used in the community garden. This will involve training and collaboration with our unique learners and select members of our school community. Facilities. Over the course of the 2022-2023 school year, audit, update, and further develop the My-EOP platform to streamline the dissemination and training of building-specific and district-wide security procedures and practices for all staff and substitutes. All schools worked with the Safety Committee to address concerns over unannounced safety drills. As new information is requested from the practice of these drills, it will be added to the MyEOP app. Sustainability. Throughout the 2022-2023 school year, support and promote the TREX challenge to increase the amount of plastic waste collected by 10%. Comparative data from previous years | | September* | October | November | December | January | February | March | April ** | |----------------|------------|---------|----------|----------|---------|----------|-------|----------| | Center | 113 | 23 | 47 | 18 | 42 | 35 | 44 | 27 | | Mile Creek | 117 | 84 | 154 | 78 | 130 | 134 | 224 | | | Lyme | 550 | 138 | 114 | 109 | 131 | 61 | 99 | 33 | | LOLMS | 342 | 98 | 101 | 89 | 114 | 61 | 56 | 46 | | LOLHS | 195 | 56 | 125 | 98 | 144 | 194 | | | | Total by Month | 1317 | 399 | 541 | 392 | 561 | 485 | 423 | 106 | *September weights include any plastic collected between the end of the contest on April 22, 2022 through the last day of September 2022. **April is a partial month because the official end date of the Trex Challenge is April 14. | School Year | CS | LC | MC | LOLMS | LOLHS | Total | |-----------------|-----|-----|-----|-------|-------|-------| | 2020-21 (Nov-Apr) | 206 | 827 | 735 | 252 | 2230 | 4250 | | 2021-22 (Apr-Apr) | 367 | 800 | 718 | 314 | 2336 | 4535 | | 2022-23 (Apr-Apr) | 349 | 1235| 921 | 907 | 949 | 4361 | | % change 22-23 | -5% | 35% | 22% | 65% | -146% | -4% | Board of Education. During the 2022-2023 school year, at least six of the nine BOE members shall participate in eight hours of professional development offered through CABE. Suzanne Thompson, Anna James, Steve Wilson and Mary Powell St. Louis attended the CABE Webinar: As Book Bans Escalate, Here’s What You Need to Know. 2. Business Manager’s Report Mrs. McCalla reviewed the Executive Budget Summary as of April 30, 2023. Spending is on track year over year with nothing substantial to report. Mrs. McCalla reviewed the Contingency Maintenance Report. There was an increase of $30,734 in spending attributed to an invoice for excavation and backfill related to the oil leak. Balance stands at $41,544. VI. Educational Presentation 1. Artificial Intelligence Presentation Lucy Trost, Library Media Specialist at LOLHS, gave a presentation entitled *Artificial Intelligence and Education, Understanding and Integrating the Power of ChatGPT within Lyme-Old Lyme Public Schools*. A copy of her presentation is attached to these minutes for informational purposes. Highlights included an explanation of what ChatGPT is, benefits to instruction, lesson planning, student engagement, feedback, imperfections, mitigating issues, and next steps. Follow-up discussion centered on open AI sources; the benefit of increased interaction between students and teachers; ways that ChatGPT broadens intelligence and encourages research; privacy concerns; educating students and parents on how to effectively use this tool; and benefit and empowerment to new and seasoned teachers, especially with lesson planning. VII. Chairman & Committee Reports: a. Facilities. No report. b. Finance. No report. c. Communications. Mrs. Thompson reported that the spring edition (budget focused) of the *Focus on Education* newsletter was recently published. d. Policy. Mr. Kemp reported that the committee is recommending revisions to Policy 5125 *Student Records and Confidentiality* and Policy 6162.51 *Student Surveys* which will be reviewed under New Business. e. LEARN. No report. f. LOL Prevention Coalition. Mr. Kemp reported on a LYSB workshop for Mile Creek and Lyme School 5th graders “Gearing up for the Middle School.” g. PreK-8 Building Committee. The group will meet again on May 15 when they will interview candidates for a construction manager. Mr. Wilson reported on a *Freedom to Read Rally* that recently took place in Old Lyme and sponsored by the local libraries. There was Board discussion on whether there would be the need for an additional meeting in June since the June agenda is normally very full. There was Board consensus that they should hold the date of June 14 open in the event they need a second monthly meeting in June. MOTION: Mrs. Shoemaker made a motion, which was seconded by Mrs. James, to schedule a Special Board Meeting on June 14 at 6:30 p.m. and cancel it if not needed. VOTE: the Board voted unanimously in favor of the motion. Mr. Neviaser reported on the need for a meeting of the Human Resources Committee to review the Central Office contracts that do not fall under the administrators’ (LOLA) contract. This meeting will take place on May 17 at 6:00 p.m. The following Board members will comprise the Human Resources Committee: Chris Staab, Martha Shoemaker, Jennifer Miller, Laura Dean-Frazier and Steve Wilson. VIII. New Business 1. Textbook Proposals for AP Chemistry, Anatomy and Physiology, and AP American History Michelle Dean, Director of Curriculum, presented three textbook proposals for AP Chemistry, Anatomy and Physiology, and AP American History. This was the initial presentation of these textbooks; the administration will be looking for approval at the June Board meeting. The textbooks will be available for the Board members to review in the Central Office. 2. Field Trip Proposal to Quebec City Mr. Neviaser reviewed a field trip proposal to Quebec, Canada for 8th, 9th and 10th grade French students on April 5-9, 2024. The proposal contained information on group size, chaperones, tour company used, cost per student, itinerary, and academic connections. Mrs. Shoemaker voiced concern over the low number of chaperones going on this trip. Mr. Neviaser said they would take this under advisement and would increase the number of chaperones depending on the total number of students going on the trip. Ms. Miller voiced concern over those students who might not be able to afford these type of field trips and the increase in personal “Go Fund Me” initiatives. She suggested that fundraising efforts have more structure. Mr. Neviaser reported on school-sponsored fundraising efforts and other means of support for students in need. MOTION: Mr. Staab made a motion, which was seconded by Mrs. Shoemaker, to approve the field trip request to Quebec, Canada as presented. VOTE: the Board voted unanimously in favor of the motion. 3. Rescinding of Nonrenewals Based on the approval of the 2023-2024 budget by the community, Mr. Neviaser reported that the Board could rescind the non-renewal of specific staff members which will allow the administration to make appointments for next year and finalize scheduling and placements. MOTION: Mr. Staab made a motion, which was seconded by Mrs. Shoemaker, that pursuant to Connecticut General Statutes Section 10-151, the Region 18 Board of Education rescind the nonrenewal of the teacher contracts of the non-tenured teachers as noted on the document provided by the Superintendent and that the Superintendent of Schools is directed to advise such person(s) in writing of this action. VOTE: the Board voted unanimously in favor of the motion. 4. Tuition Student Requests for 2023-2024 Mr. Neviaser reviewed two tuition student requests (4th and 6th grade) for the 2023-2024 school year. Both students and parents visited the schools, and Mr. Neviaser recommended approval. It was noted that the 4th grade is nearing optimum of the class size guidelines. Mr. Neviaser reported that there is a clause in the tuition policy that the Board can revoke or rescind the enrollment of nonresident students at its discretion. MOTION: Mr. Staab made a motion, which was seconded by Mrs. Shoemaker, to approve the tuition student requests as presented. VOTE: the Board voted unanimously in favor of the motion. 5. Policy Review: Student Surveys and Student Records and Confidentiality Mr. Neviaser reviewed changes to Policy 6162.51 Student Surveys and Policy 5125 Student Records and Confidentiality based on recommendations by CABE and which were reviewed and approved by the Policy Committee. MOTION: Mr. Staab made a motion, which was seconded by Mrs. Dean-Frazier, to waive the first reading and approve Policy 6162.51 Student Surveys as revised and presented. VOTE: the Board voted unanimously in favor of the motion. MOTION: Mrs. Shoemaker made a motion, which was seconded by Dr. Powell St. Louis, to waive the first reading and approve Policy 5125 Student Records and Confidentiality as revised and presented. VOTE: the Board voted unanimously in favor of the motion. 6. **LOLMS Auditorium Sound Upgrade** Ron Turner, Director of Facilities and Technology, provided the following background information on this agenda item: the District solicited proposals from qualified firms utilizing an open public bidding process to address upgrading the outdated sound system at the Middle School. The existing hardware, speakers, and microphones will be replaced with new technology to provide the District the ability to create professional productions in the multi-use space. The District received only one bid which is as follows: **Sound Stage Productions, Inc. $150,000** The bid was evaluated and references were checked. Sound Stage has successfully completed several recent projects in the District including the stage lighting and sound system in the Mile Creek cafeteria, the sound system in the Mile Creek gym, and the company will begin renovating the stage lighting in the High School auditorium at the conclusion of this school year. This project is a part of the District’s five-year facilities plan, and the total project value is included in the 2023-2024 fiscal year budget. Final approval will be contingent upon the passage of the budget. **MOTION:** Mr. Staab made a motion, which was seconded by Ms. Miller, to award Sound Stage Productions Inc., the contract to upgrade the Lyme-Old Lyme Middle School auditorium sound system for $150,000. **VOTE:** the Board voted unanimously in favor of the motion. **IX. Old Business** There was no old business to report. **X. Executive Session** **MOTION:** Mr. Staab made a motion, which was seconded by Mrs. Dean Frazier, to move into executive session to discuss a student discipline matter, the superintendent’s year-end review, and pending litigation. Mr. Neviaser was invited to attend the executive session. **VOTE:** the Board voted unanimously in favor of the motion. **XI. Adjournment** The regular meeting adjourned at 8:19 p.m. upon a motion by Mr. Staab and a second by Mrs. Dean-Frazier. Respectfully submitted, Suzanne Thompson, Secretary Artificial Intelligence & Education Understanding and integrating the power of ChatGPT within Lyme-Old Lyme Public Schools PRESENTATION Visit My Webpage: AI Resources for Educators Chat Bots Past Inspired by the Alan Turing’s article, “Computing Machinery and Intelligence,” humans developed computer programs to impersonate a human in real time conversation. Present Ever heard of Siri, Alexa, Google Assistant? Or been taken to a chat pop-up to access customer service? These are chatbots. Companies are using chatbots to save time, money and to provide more tailored and personalized experience(s). Ex: Expedia Future Solaris? War Games? Terminator? Robo-Cop? 2001: A Space Odyssey? The Matrix? Minority Report? I-Robot? Wall-E? Resident Evil? Tron? Megan? ChatGPT is a computer program that uses artificial intelligence to understand and respond to human language. It's like a robot that can have a conversation with you! It has learned a lot of information by reading many books and articles, so it can answer questions and provide useful information. The program uses a process called natural language processing, which means it analyzes the words you type or say and tries to understand the meaning behind them. Then, it generates a response that is helpful or interesting based on what it has learned. ChatGPT is a great tool for people who want to ask questions, get help with a problem, or just have a conversation with a machine that can understand and respond to their input. It's like having a smart friend who knows a lot of things and is always ready to chat! Examples: - "Explain quantum computing in simple terms" - "Got any creative ideas for a 10 year old's birthday?" - "How do I make an HTTP request in Javascript?" Capabilities: - Remembers what user said earlier in the conversation - Allows user to provide follow-up corrections - Trained to decline inappropriate requests Limitations: - May occasionally generate incorrect information - May occasionally produce harmful instructions or biased content - Limited knowledge of world events after 2021 Apps & Extensions ChatGPT for Chrome - search GPT Productivity 600,000+ users Related YouTube Videos Summary... 45 LinkedRadar - OpenAI C... 42 AIPRM for ChatGPT 1,175 Open AI ChatGPT for G... 59 ChatGenie for Chatgpt 99 YouTube Summary with ... 226 ChatGPTWriter - Write ... 433 ChatGPT for Google (No... 3 ChatGPT » summarize e... 341 ChatOnAi - Unlock the p... 337 Benefits to Instruction Lesson Planning Ask ChatGPT for lesson ideas about a topic or concept. Ask it to create a rubric or to change the level of a pre-existing lesson. Student Engagement Create Concept Maps. Gamify lessons. Adjust lessons to re-teach concepts. Create virtual lessons/labs esp. to assist with homebound or absent students. Differentiate and Translate Text Have ChatGPT differentiate, translate or modify readings. Provide Feedback to Students Provide students with detailed feedback using the criteria or rubric you already have in place. Lesson Planning ChatGPT is not intended to replace teachers or the traditional in-person classroom experience. Instead, it can enhance the classroom experience by providing teachers with additional resources to create engaging lessons for their students. The students in this class are struggling with the concepts of ratios. What is another way (with visuals) to re-teach the concept of ratios? One way to re-teach the concept of ratios to struggling students is through the use of visual aids. Here is a simple activity that can help students understand ratios using colored beads: 1. Provide each student with a bag of colored beads. The beads should be of different colors but the same size and shape. 2. Ask the students to sort the beads by color and count the number of beads in each color group. 3. Have the students create a ratio using the two largest color groups. For example, if the student has 20 red beads and 30 blue beads, the ratio could be written as 20:30 or simplified to 2:3. 4. Ask the students to represent the ratio visually using the beads. For example, the student could use 2 red beads and 3 blue beads to represent the ratio 2:3. 5. Have the students create different ratios using the other color groups and represent them visually with the beads. Another way to use visuals is through the use of diagrams or pictures. For example, you can draw a picture of a pizza and ask the students to determine the ratio of the number of slices with pepperoni to the total number of slices. This can help students visualize the concept of ratios and see how they are used in everyday situations. Lesson Planning Rubric for Real-World Ratios Assignment: | Criteria | 1 | 2 | 3 | 4 | 5 | |-----------------------------------------------|------------------|------------------|------------------|------------------|------------------| | Inaccurate and unclear ratio calculations | Somewhat inaccurate and unclear ratio calculations | Mostly accurate and clear ratio calculations | Accurate and clear ratio calculations | Highly accurate and clear ratio calculations | | Accuracy and explanations | and explanations | and explanations | and explanations | and explanations | | Relevance and unrealistic scenarios | Irrelevant and unrealistic scenarios | Somewhat relevant and realistic scenarios | Mostly relevant and realistic scenarios | Highly relevant and realistic scenarios | Extremely relevant and realistic scenarios | | Creativity and ineffective visual aids | somewhat effective visual aids | creative and effective visual aids | creative and effective visual aids | creative and effective visual aids | | Presentation Skills | Incoherent and poorly organized presentation | Somewhat coherent and organized presentation | Mostly coherent and organized presentation | Highly coherent and organized presentation | Extremely coherent and organized presentation | Create a rubric on a likert scale to evaluate the students mastery of the criteria given within this activity. I do (25 minutes): 1. **Bell Ringer:** Write the following prompt on the board: “What is a ratio? Provide an example.” Have students write their response on a piece of paper or in their math notebook for 2-3 minutes. Then, have a few students share their responses with the class. 2. **Introduction:** Introduce the concept of ratios by defining what a ratio is and providing an example. Write the definition on the board, “A ratio is a comparison of two or more quantities that have the same units.” Then, write an example ratio, “2:3” and ask the class to identify what the ratio is comparing. 3. **Simplifying Ratios:** Explain to students that ratios can be simplified by dividing both numbers by their greatest common factor (GCF). Demonstrate how to simplify a ratio by using the example “12:16”. 4. **Solving Ratio Problems:** Explain to students that ratios can be used to solve problems. Demonstrate how to solve a ratio problem using the example “If there are 10 boys and 15 girls in a classroom, what is the ratio of boys to girls?” You do (25 minutes): 1. **Simplifying Ratios:** Distribute ratio worksheets and have students work on simplifying ratios independently or with a partner. 2. **Solving Ratio Problems:** Distribute ratio worksheets and have students work on solving ratio problems independently or with a partner. We do (25 minutes): 1. **Guided Practice:** Divide students into pairs or small groups. Distribute ratio worksheets and have students work on the guided practice section together. As they work, circulate the room and provide assistance and feedback as needed. 2. **Review and Exit Ticket:** Review key concepts and take time to answer any questions. On a slip of paper, have students write the following question: “What is one...” Write a lesson for an 85 minute AP Psychology Course about the importance of both empiricism and intuition within the study of human behavior. Provide a hook that the teacher can execute to get the students thinking about this concept and provide a partnered activity that exemplifies the concepts taught. What is another way I could make this lesson engaging? One way to make this lesson more engaging is to incorporate some interactive activities that allow students to apply the concepts they are learning. Here are a few ideas: 1. **Case Studies:** Provide students with case studies that highlight the importance of both empiricism and intuition in the study of human behavior. Divide the class into small groups and have each group analyze a case study, discussing which research methods might be most appropriate for studying the behavior in question, as well as what role intuition might play in generating hypotheses or interpreting results. After a set amount of time, have each group present their findings to the class. 2. **Role-playing:** Divide the class into small groups and assign each group a different scenario that involves making decisions based on a combination of empirical data and intuition. For example, one group might be asked to role-play as a psychologist who needs to make a diagnosis based on clinical observations and test results, while another group might be asked to role-play as a journalist who needs to report on a scientific study in a way that accurately conveys the results without oversimplifying or sensationalizing them. Have them present their scenario to the class. 3. **Debates:** Divide the class into two teams and assign each team a position to argue in a debate about the relative importance of empiricism and intuition in the study of human behavior. For example, one team might argue that empirical research methods are the most important, while the other team might argue that intuition is equally important. Allow each team time to prepare their arguments and then have them present their case to the class. Translate this assignment for a student with a 3rd grade reading level: Act 1, Scene 1 Summary: Theseus and Hippolyta discuss their wedding which is to take place in four days. Theseus sends Philostrate to round up entertainers to while away the time. Egeus brings his daughter Hermia and her two suitors, Lysander and Demetrius, to Theseus to settle an argument. ChatGPT is not intended to replace teachers or the traditional in-person classroom experience. Instead it can enhance the classroom experience by providing teachers with additional resources. - Differentiated Readings - Differentiated Assignments - Translate for our ESL/ELL - Personalized Instruction What actionable feedback should this student be given in order to improve their response? Here are some actionable feedback that could be given to the student to improve their response: 1. Provide more specific examples: The student’s arguments could be strengthened by providing more specific examples to support their claims. For example, they could provide specific instances where using the internet was more reliable than using a book for research. 2. Use more advanced vocabulary: While the language used by the student is appropriate for their age, they could be encouraged to expand their vocabulary to include more advanced words and phrases. This would help them to express their ideas more effectively and to sound more mature in their writing. 3. Work on sentence structure: The student could work on varying their sentence structure to make their writing more interesting and engaging. For example, they could use complex sentences and compound sentences to convey more complex ideas. 4. Consider counterarguments: Encourage the student to consider opposing viewpoints and address them in their response. This would demonstrate critical thinking skills and make their arguments more convincing. 5. Edit for grammar and punctuation: The student could be encouraged to carefully review their writing for grammar and punctuation errors before submitting it. This would help them to communicate their ideas more clearly and effectively. This is another resource that teachers can access to provide actionable and personalized feedback. This is not the first tool to assist with this. - Specific and Targeted Feedback - Personalized and Actionable Recommendations - Foster Student Reflection - Encourage Student Creativity Evaluate this text in terms of complexity, quality of argument, and quality of writing. The children in my class have been talking about the proposal that some of you have made which is whether or not our school should participate in the national “Shut Down Your Screen” week. I don’t think that if we did that, it would have a positive effect on the children in our school. There are a few reasons that we might want to participate but I weighed it out and I don’t think that we should. One reason that I don’t think that our school should participate in the national “Shut Down Your Screen” week is because with computers, we can get assignments done much faster than without them so that we can move on to other things. For example, if you have a task to type, if you write it by hand, it will take longer than if we just decided to type it. If we are given a research paper to do and we research on, we can usually get a lot more information from the internet then even from a book sometimes because we can move on to our next subject much faster because we have finished. Another reason that I don’t think we should participate for a week is because the Internet is the most reliable source of information. In the article “Is Google Making Us Stupid?” it says that the internet has the world’s best images, writing, and videos. The internet will have better, more honest and reliable information than books. The internet lets us expand our range of thinking in a different way from possibly someone else. The internet lets us think better and faster. The internet is not helping us learn and not making us learn. It is the case. I’m only eleven years old and I have learned about the internet like how solar power works and how the moon orbits so that is obviously a myth. Google and the internet give us access to information on just about anything. Benefits to Instruction Lesson Planning Ask ChatGPT for lesson ideas about a topic or concept. Ask it to create a rubric or to change the level of a pre-existing lesson. Student Engagement Create Concept Maps. Gamify lessons. Adjust lessons to re-teach concepts. Create virtual lessons/labs esp. to assist with homebound or absent students. Differentiate and Translate Text Have ChatGPT differentiate, translate or modify readings. Provide Feedback to Students Provide students with detailed feedback using the criteria or rubric you already have in place. Imperfections: • The bot “may make up facts” as it writes sentences. (Mira Murati, OpenAI Chief Technology Operator) • Draws on data set which closed in 2021 • It may use the same word or phrases repetitively • Room for mis-information & false information • Bias and discrimination • Security and privacy concerns • Can misunderstand nuances of conversation or “hallucinate” For example, ChatGPT might misunderstand a joke or a sarcastic comment because it doesn’t have the same sense of humor or context as a human would. It might also have trouble understanding the tone of a conversation, like when someone is angry or upset. Another way ChatGPT might misunderstand is by taking things too literally. It doesn’t always understand idioms or figures of speech, which can lead to confusion. For example, if someone says “it’s raining cats and dogs,” ChatGPT might think that there are actually cats and dogs falling from the sky. Finally, ChatGPT might also misunderstand because it doesn’t have emotions like humans do. It can’t pick up on subtle cues like body language or facial expressions, which can provide important context for a conversation. Will thinking cease? Monday, April 17, 2023 Check it out! I had a chatbot write my essay! This is actually really good... So you’ll never get away with it. Maybe if I told it to misspell a few words and lose the focus... Mitigating Issues Professional development to craft assignments and assessments that maintain academic integrity as well as updating our Academic Integrity policies will be needed. Use your intuition Does something seem awry? Is the same word repeated often? Is the students work different from other writing samples? Use your gut. Turnitin Turn on Turnitin when students are submitting assignments in Canvas. Students can use DraftCoach to check grammar and plagiarism. Ask ChatGPT Copy the text that you are concerned about. Access ChatGPT and type: Did you or ChatGPT generate this; and paste the content? Next Steps How can you, the Board of Education, support our administrators, teachers, IAs and our technology team to adapt to the advances of ChatGPT and AI? - Supportive Culture & Collaboration - Professional Development - Policies & Guidelines - Funding (training, technologies and maintenance) THANK YOU Visit My Webpage: AI Resources for Educators
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Instructional Guidelines and Resources For English Language Learners Based on Ohio’s New English Language Proficiency Standards Ohio Department of Education Center for Curriculum and Assessment Office of Curriculum and Assessment Lau Resource Center for English as a Second Language, Bilingual and Multicultural Education 25 S. Front Street Columbus, Ohio 43215 July 2015 Draft OHIO DEPARTMENT OF EDUCATION Richard A. Ross, Superintendent of Public Instruction CENTER FOR CURRICULUM AND ASSESSMENT Stephanie Siddens, Senior Executive Director OFFICE OF CURRICULUM AND ASSESSMENT Jim Wright, Director LAU RESOURCE CENTER FOR ENGLISH AS A SECOND LANGUAGE, BILINGUAL AND MULTICULTURAL EDUCATION Abdinur Mohamud, Education Consultant Donna Villareal, Education Consultant # Table of Contents | Section | Page | |------------------------------------------------------------------------|------| | Acknowledgements | 3 | | Introduction | 4 | | Purpose of Instructional Guide | 5 | | Intended Audience | 5 | | Profile of Ohio’s English Language Learners | 6 | | Proficiency Level Descriptors | 8 | | Overview of the New ELP Standards | 12 | | Instructional Strategies and Supports for ELLS | 15 | | Content-Based Participation Goals and Instructional Strategies Based on the New ELP Standards | 17 | | Kindergarten | 18 | | Grade One | 28 | | Grade Two | 38 | | Grade Three | 48 | | Grade Four | 58 | | Grade Five | 68 | | Grade Six | 81 | | Grade Seven | 100 | | Grade Eight | 120 | | Grades Nine and Ten | 140 | | Grades Eleven and Twelve | 162 | | Guidelines for Assisting ELLs with Limited Formal Schooling | 183 | | Web-based Resources | 186 | | References | 188 | | Appendix A – Content-Based Participation Goals and Instructional Strategies Based on the New ELP Standards – Ordered by Content Area | 189 | | Language Arts | 190 | | Mathematics | 239 | | Science | 275 | | Social Studies | 312 | ACKNOWLEDGEMENTS The Ohio Department of Education wishes to thank the members of the writing team who assisted with the development of this document. WRITING TEAM Dan Fleck, ELL Consultant Shari Granados, Pickerington Local Schools Jill Kramer, Dublin City Schools Sheryl Menke, Hudson Local Schools Laura Mickelson, Licking Heights Local Schools Jennifer Petticord, Westlake City Schools Cori Stevens, Pickerington Local Schools Carol Striskovic, Mentor Public Schools Linda Wait, Reynoldsburg City Schools INTRODUCTION In Ohio, more than 44,000 English Language Learners (ELL) are enrolled in the state’s elementary and secondary public schools. The term English Language Learner refers to those students whose home or native language is other than English, and whose current limitation in the ability to understand, speak, read or write English impact their effective participation in a school’s education program. ELLs may be immigrants or refugees born in another country, or they may be born in the United States living in homes where another language besides (or in addition to) English is spoken. Like their native-English speaking peers, ELLs in Ohio are expected to achieve the state’s Learning Standards in the content areas of English language arts, mathematics, science, social studies and other subjects. However, in order to achieve high educational standards leading to college and career readiness, ELLs have the unique challenge of acquiring a new language and learning new cultural norms in addition to learning academic content and skills. What are the specific English communication skills ELLs need in order to access the state’s more rigorous academic content standards? To address this question, Ohio has adopted new *English Language Proficiency (ELP) Standards*. These standards, to be fully implemented in school year 2015-2016, were collaboratively developed by the Council of Chief State School Officers (CCSSO), West Ed, Stanford University Understanding Language Initiative, and the states (including Ohio) in the English Language Proficiency Assessment (ELPA) 21 Consortium (CCSSO, 2014). The ten ELP Standards, developed for kindergarten through grade twelve, focus on English language functions and forms that ELLs need to develop in order to access college and career-ready content standards and to be successful in school. The new ELP Standards are the following: 1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3. Speak and write about grade-appropriate complex literary and informational texts and topics 4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence 5. Conduct research and evaluate and communicate findings to answer questions or solve problems 6. Analyze and critique the arguments of others orally and in writing 7. Adapt language choices to purpose, task, and audience when speaking and writing 8. Determine the meaning of words and phrases in oral presentations and literary and informational text 9. Create clear and coherent grade-appropriate speech and text 10. Make accurate use of standard English to communicate in grade-appropriate speech and writing Purpose of the Instructional Guide The purpose of this instructional guide is to serve as a resource to school district personnel in the use of the new ELP Standards to inform instruction and to support ELLs in their development of English language communication skills needed for success in school. To achieve this purpose, the guide includes the following information: - A profile of ELLs in Ohio - Proficiency level descriptors - An overview of the new ELP Standards - A summary of instructional strategies and supports that teachers can use to assist ELLs in their development of the English language competencies needed for academic success - Examples of how ELLs at different English proficiency levels can participate in academic-related lessons and activities - Guidelines for assisting ELLs with limited formal schooling - Resources Intended audience This instructional guide was developed based on the assumption that all educational staff in a school has the responsibility to support the English Language development of their ELLs. Therefore, this document is meant to serve as a resource for the following people at the district or school level: - Superintendents - Principals - Program directors/coordinators - Curriculum directors/coordinators - English as a Second Language (ESL) program directors, teachers and tutors - Bilingual teachers and instructional assistants - Grade-level and content area teachers - Special education and gifted education teachers The information in this document is also intended to serve as a resource for other stakeholders who are interested in the education of ELLs. Stakeholders may include parents and other caregivers, staff of social service agencies serving immigrant and refugee families, college and university teaching personnel, and students receiving training in bilingual education and/or “Teaching English to Speakers of Other Languages” (TESOL). Ohio’s ELLs represent more than 110 different native or home languages. The top 10 language groups include Spanish, Somali, Arabic, Pennsylvania Dutch (a dialect of German used by the Amish), Chinese, Japanese, Vietnamese, French, Russian and Twi (a language spoken in West Africa). Many of Ohio’s ELLs are children of families who have recently immigrated to the United States from other countries. During school year 2013-2014, Ohio school districts reported serving 12,333 immigrant students who have been enrolled in U.S. schools less than three years. People immigrate to the United States for a variety of reasons. They may come to join other family members or to seek an improved economic opportunity. Others are seeking refuge from political repression or persecution in their home countries. According to the Ohio Department of Job and Family Services, Refugee Services Office, 27,131 new refugees arrived and resettled in Ohio in between 2004-2013. The refugees’ countries of origin included Somalia, Burma, Vietnam, Russia, Uzbekistan, Cuba, Burundi, Ethiopia, Ukraine, Eritrea, Liberia, Iran and Sudan. In addition to the primary resettlement of refugees in Ohio, there has been a large secondary migration to Ohio from other states. In the Columbus metropolitan area alone, it is estimated that there are between 25,000 and 40,000 recently arrived Somali refugees. Other groups of Ohio’s ELLs were born in the United States but speak languages other than English at home. For example, Ohio’s schools enroll students of Puerto Rican, Mexican-American and other Latino backgrounds for whom Spanish is the home language. A significant number of Spanish-speaking children are members of migrant agricultural working families. More than 500 migrant children were enrolled in Ohio’s elementary and secondary schools during the 2013-2014 school year. Also, many children from the Amish communities in northeastern Ohio learn German (Pennsylvania Dutch) as their first language. Approximately 1,000 Amish LEP students were enrolled in schools in Holmes and Wayne counties during 2013-2014. Ohio’s ELLs include students who have not had the benefit of prior educational experiences. Students with limited formal schooling (LFS) are generally recent arrivals to the United States whose backgrounds differ significantly from the school environment they are entering. This category includes students whose schooling was interrupted because of war, poverty, patterns of migration or other reasons, as well as students coming from remote, rural settings with little prior opportunity for sequential schooling. These students may exhibit some of the following characteristics: • Pre- or semi-literate in their native language • Minimal understanding of the function of literacy • Performance significantly below grade level • A lack of awareness of the organization and culture of school (Teachers of English to Speakers of Other Languages, Inc., 1997, p.21) A student's previous experiences with education significantly affect the ease and rapidity with which he or she learns English and other academic material. Collier (1989) found that English learners require at least five to seven years of instructional time to reach academic parity with native English speakers. But, for students with limited formal schooling, Collier and Thomas found that the achievement of academic parity can be delayed an additional one to five years (1989). The primary explanation for this is that students with limited or no experience in the classroom have acquired a different set of skills than those who have had more formal education experiences. Ohio’s goal for all ELLs is to attain English proficiency so that they can achieve the State’s learning standards and fully participate in U.S. society. The length of time required to attain English proficiency will vary according to a number of factors, including age, grade level, extent of prior formal schooling and current level of English proficiency. Introduction The Council of Chief State School Officers (CCSSO) utilized the services of WestEd and the Understanding Language Initiative at Stanford University to develop a new set of English Language Proficiency (ELP) Standards (CCSSO, 2014). The ELP Standards were developed for grades K, 1, 2–3, 4–5, 6–8, and 9–12, to highlight and elaborate upon the critical language, knowledge about language, and skills using language that are within college and career readiness standards in mathematics, science, and English language arts (ELA)/literacy (CCR standards) and that are necessary in order for English language learners (ELLs) to be successful in schools. The purpose of this Proficiency Level Descriptors for the English Language Proficiency Standards document is to complement, rather than replace, the ELP Standards. This document provides summary definitions and more detailed descriptions of what ELLs’ language forms might look like as ELLs gain proficiency with the strategic set of language functions outlined in the ELP Standards. Following a glossary of key terms, the document concludes with an appendix that provides background information about the contexts in which the PLDs are situated. Proficiency Level Descriptor Summaries In general, PLDs provide “descriptions of the level of English language knowledge and skills required of each [proficiency] level” (Perie, 2008, p. 15). When designing the ELP Standards, the language forms outlined in the PLDs were embedded throughout the grade-level/grade-span ELP Standards according to the grade-appropriate expectations that had been placed in each ELP Standard. High level summaries of the PLDs provide an overview in relation to: 1. the degree of control of English that ELLs typically show as they participate in grade-appropriate classroom-based activities involving the strategic language functions outlined in the ELP Standards; and 2. what the forms of ELLs’ language-related performance typically look like. Additionally, once a student is considered English proficient for the purposes of ELL assessment and eligibility for ELL services, the student will continue to develop English language skills beyond involvement in an English language development program. Development of language skills is an ongoing process that continues throughout one’s lifetime. Table 1. High Level Summaries of Forms Embedded within the ELP Standards | PLD Summary | 1 | 2 | 3 | 4 | 5 | |-------------|------------------------------------------------------------------|------------------------------------------------------------------|------------------------------------------------------------------|------------------------------------------------------------------|------------------------------------------------------------------| | | • show limited control of English when participating in grade-appropriate classroom activities | • convey simple information, using simply constructed phrases and sentences with a limited range of vocabulary | • show emerging control of English when participating in grade-appropriate classroom activities | • convey briefly sequenced and/or simply detailed information, using combinations of simple sentence structures and simple vocabulary | • show developing control of English when participating in grade-appropriate classroom activities | • use related paragraphs to convey related events, ideas, and/or opinions, using frequently occurring complex sentence structures and a developing vocabulary | • show increasingly independent control of English when participating in grade-appropriate classroom activities | • convey related events, ideas, and/or opinions, using multiple related paragraphs with increasingly complex, descriptive sentence structures and a wider vocabulary | • show independent control of English when participating in grade-appropriate classroom activities | • convey a complex sequence of events, ideas, opinions, and/or steps in a process, using a wide variety of complex and sophisticated, descriptive sentence structures and a wide vocabulary | The Levels 1–5 descriptors indicated above describe targets for ELL performance by the end of each ELP level. However, students may demonstrate a range of abilities within and across each ELP level; second language acquisition does not necessarily occur in a linear fashion within or across proficiency levels. Differences in abilities within ELP levels are based upon ELLs’ native language proficiency, their academic background in their first language, and their individual differences. For the purposes of presentation and understanding, the Levels 1–5 descriptors describe proficiency at the end of each ELP level in terms of a linear progression across the proficiency levels of an aligned set of knowledge, skills, and abilities. At any given point along their trajectories of English learning, ELLs may exhibit some abilities (e.g., speaking skills) at a higher proficiency level while exhibiting other abilities (e.g., writing skills) at a lower proficiency level. Additionally, a student may successfully perform a particular task at a lower proficiency level but need review at the next highest proficiency level when presented with a new or more complex type of task. Since, by definition, ELL status is a temporary status, an ELP level does not categorize a student (e.g., “a Level 1 student”), but, rather, identifies what a student knows and can do at a particular stage of ELP (e.g., “a student at Level 1” or “a student whose listening performance is at Level 1”). (CCSSO, 2013, pp. 1, 2, 5) **Detailed Proficiency Level Descriptors** The progressions shown in Table 2 on the following page provide more detailed information on the language forms which were embedded in ELP Standards according to grade-appropriate expectations. They show an increasingly sophisticated use and control of language forms at the discourse, sentence, and vocabulary levels, as ELLs develop use and control of the language functions needed to participate in content-specific practices. Table 2. Detailed Proficiency Level Descriptors for Forms Embedded within the ELP Standards **Discourse Level: What is the amount of content-specific language that can be quickly processed or easily produced?** | | | |---|---| | **1** | **2** | **3** | **4** | **5** | | - simple information about an event, experience, and/or topic - short sentences composed of simple or predictable phrases or sentences - limited (i.e., initial) cohesion among sentence structures | - a brief sequence of events in order and/or introduction of a topic with supporting details - multiple, related, simple sentences containing content-area descriptions in grade-appropriate text or word problems - loose cohesion of information and/or ideas using frequently occurring linking words, accomplished by repetition of words or phrases | - related events, ideas, and/or opinions (may retrace or restart an explanation being received or produced) - related paragraphs on grade-appropriate content-area texts - developing application of an increasing range of temporal and linking words and phrases to connect and organize events, ideas, and opinions | - related events, ideas, and/or opinions (developing ability to receive or provide a more elaborated explanation) - multiple paragraphs containing a variety of sentences on grade-appropriate content-area text - increasingly accurate application of transitional words and phrases to connect and organize events, ideas, and opinions (yet may struggle with naturalness of phrasing) | - complex sequences of events, ideas, opinions, and/or steps in a process (demonstrates stamina in receiving or providing an elaborated explanation) - multiple paragraphs, chapters, and essays on grade-appropriate content-area text - accurate application of a variety of linking words and phrases to connect and organize ideas, information, or events | **Sentence Level: How much information is packed within a sentence structure (clause) or sentence?** | | | |---|---| | **1** | **2** | **3** | **4** | **5** | | syntactically simple sentences including: - verb tenses such as present, present progressive, simple future (going to), simple past - modifiers such as adjectives, adverbs - simple grammatical constructions (e.g. commands, some wh-questions, declaratives) - common social and instructional patterns or forms | combinations of simple sentence structures including: - verb tenses such as past tense (irregular), past progressive, simple future - modifiers such as frequently occurring prepositions, adjectives, adverbs - repetitive phrases and sentence patterns across content areas | descriptive sentences characterized by frequently occurring complex sentence structures including: - verb tenses such as present perfect - modifiers such as subordinating conjunctions, and prepositional phrases - simple, compound and some complex grammatical constructions (e.g., independent, dependent, relative, and adverbial) across content areas | descriptive sentences characterized by increasingly complex sentence structures including: - verb tenses such as past perfect - modifiers such as phrases and clauses within a sentence (recognizing and correcting most misplaced and dangling modifiers) - expanded simple compound, and complex sentence patterns characteristic of content areas | descriptive sentences characterized by wide variety of sophisticated sentence structures including: - verb tenses such as passive voice and subjunctive - modifiers such as phrases and clauses within a sentence (recognizing and correcting misplaced and dangling modifiers) - a wide range of idiomatic and unique sentence patterns characteristic of content areas | | Vocabulary Level: What is the range and specificity of words, phrases, and expressions used? | |---|---|---|---|---| | 1 | 2 | 3 | 4 | 5 | | a limited (i.e., initial) range of simple vocabulary including: • very frequently occurring words and phrases (everyday terms, cognates, and expressions with clear, easily demonstrated referents) • a small number of frequently occurring words, phrases, and formulaic expressions based on literal definition of words • frequently occurring pronouns used with initial control (and occasional misapplications) • nonverbal communication | a simple vocabulary including: • frequently occurring words and phrases • one to two forms of words and phrases based on specific context, such as social, instructional, and general terms, cognates, and expressions across content areas • frequently occurring pronouns used with increasing precise control • a few transparent idioms (i.e., expressions in which literal meaning is clearly linked to figurative meaning) that are grammatically simple in form | a developing vocabulary including: • words and phrases in spoken and written forms in a growing number of contexts, such as specific content-area terms, cognates, and expressions • an emerging awareness of how to create new words from familiar words (i.e., *electricity* from *electric*), collocations (i.e., habitual juxtaposition of a particular word with another word or words, with a frequency greater than chance) and multiple-meaning words • relative pronouns (e.g., *who*, *whom*, *which*, *that*), relative adverbs (e.g., *where*, *when*, *why*) • transparent idioms with developing grammatical complexity | a wider vocabulary including: • a increasing proportion of less frequently occurring words and phrases; increasing use of vivid words and phrases • multiple meanings of words and phrases across contexts, such as specific and technical content-related terms, cognates, and expressions and some content-specific collocations • an increasing number of intensive pronouns to add emphasis to a statement (e.g., *myself*, *ourselves*) • semi-transparent idioms (i.e., expressions in which the link between literal and figurative meaning is less obvious) with increasing grammatical and figurative complexity | a wide vocabulary including: • a larger proportion of vivid, less frequently occurring words and phrases • precise derivations of words and phrases regardless of context, such as general, specific, technical, and abstract content-related vocabulary, cognates, content-specific collocations, and figurative language • precise use of intensive pronouns • opaque idioms (i.e., expressions with an undetectable link between literal and figurative language) with grammatical and metaphorical complexity | (CCSSO 2013, pp.1-5). It’s important that at the beginning of each school year district administrators and teachers have access to information about the proficiency levels of ELLs provided either through initial assessments at time of enrollment or through the annual English Language Proficiency progress assessments. With this information, grade level and content teachers can collaboratively plan and implement effective instruction for the ELLs in their classrooms. Performance targets by proficiency levels For each of the ten standards listed in the first section of this document, targets for student performance by end of proficiency levels 1 through 5 have been developed for the following grade levels/bands: kindergarten, grade 1, grades 2-3, grades 4-5, grades 6-8, and grades 9-12. The following chart shows the performance targets for each of the 5 proficiency levels for Standard 1, grades 4-5: | Standard 1, Grade 4-5 | |-----------------------| | Construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading and viewing. | | By the end of each English language proficiency level, an ELL can | |---------------------------------------------------------------| | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Use a very limited set of strategies to identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify the main topic; retell a few key details from read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to determine the main idea or theme, and retell a few key details; retell familiar stories from read-alouds, simple written texts, and oral presentations. | Use an increasing range of strategies to determine the main idea or theme, and explain how some key details support the main idea or theme; summarize part of text from read-alouds, written texts, and oral presentations. | Use a wide range of strategies to determine two or more main ideas or themes; explain how key details support the main ideas or themes; summarize a text from read-alouds, written texts, and oral presentations. | Although the performance targets indicate a set of language competencies for each ELP level, they should be considered only as a general guide. As stated in the previous section students may demonstrate a range of abilities within each ELP level. Grade Level ELP Standards with Correspondences to Content Standards To ensure the ELP standards specify the language that all ELLs must acquire in order to successfully engage with college-and-career-ready standards in ELA & Literacy, mathematics, and science, two methods of correspondence mappings have been conducted for these ELP Standards: 1. **Correspondences with the Common Core State Standards (CCSS) for Mathematics and Next Generation Science Standards (NGSS) Practices** - Following the guidance found in the CCSSO Framework for English Language Proficiency Development Standards Corresponding to the Common Core State Standards and the Next Generation Science Standards (the “CCSSO ELPD Framework”) (CCSSO, 2012), one set of correspondences was created for the language demands associated with the mathematics, science, and ELA practices. The CCSS for Mathematical Practices a.k.a., the Mathematical Practices are the first eight standards for the CCSS for Mathematics and the NGSS Science and Engineering Practices are one of three dimensions in every NGSS standard. A set of ELA “Practices” was created for the CCSSO ELPD Framework since the CCSS for ELA & Literacy did not include specific practices in their original form. 2. **Correspondences with the CCSS for ELA & Literacy Standards** - A second type of correspondence analysis was conducted to show the relationship between the ELP Standards and the language demands found in the CCSS for ELA & Literacy. This second set of correspondences is particularly useful as the ELP Standards and the CCSS for ELA & Literacy Standards have a similar internal construction (based on reading, writing, speaking, listening, and language). The term practices refers to behaviors which students should increasingly use when engaging with the content and growing in content-area maturity and expertise throughout their elementary, middle, and high school years. The term “practices” is used rather than “processes” or “inquiry skills” to emphasize that engaging in [discipline-specific] investigation requires not only skill but also knowledge that is specific to each practice (NRC, 2012, p. 30). The practices identified within the CCSS for Mathematics and the NGSS are key parts of the standards themselves. Because the CCSS for ELA & Literacy does not explicitly identify key practices and core ideas in its original form, an analogous set of ELA “Practices” was created for the CCSSO ELPD Framework through a close analysis of the priorities contained within the ELA standards themselves (CCSSO, 2012, p. 16). The chart on the next page shows an example of an ELP Standard for grades 4-5 with correspondences to grade 5 content-specific practices and standards. ### Grade 5: Standard 1 | ELP.4-5.1 | By the end of each English language proficiency level, an ELL can . . . | |-----------|------------------------------------------------------------------------| | **Level 1** | use a very limited set of strategies to: • identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. | | **Level 2** | use an emerging set of strategies to: • identify the main topic • retell a few key details from read-alouds, simple written texts, and oral presentations. | | **Level 3** | use a developing set of strategies to: • determine the main idea or theme, and • retell a few key details • retell familiar stories from read-alouds, simple written texts, and oral presentations. | | **Level 4** | use an increasing range of strategies to: • determine the main idea or theme, and • explain how some key details support the main idea or theme • summarize part of a text from read-alouds, written texts, and oral presentations. | | **Level 5** | use a wide range of strategies to: • determine two or more main ideas or themes • explain how key details support the main ideas or themes • summarize a text from read-alouds, written texts, and oral presentations. | **when engaging in one or more of the following content-specific practices:** | EP1. Support analyses of a range of grade-level complex texts with evidence. EP3. Construct valid arguments from evidence and critique the reasoning of others. EP4. Build and present knowledge from research by integrating, comparing, and synthesizing ideas from texts. EP5. Build upon the ideas of others and articulate his or her own ideas when working collaboratively. | | MP1. Make sense of problems and persevere in solving them. | | SP1. Ask questions and define problems. | **when engaging in tasks aligned with the following Grade 5 ELA Standards:** **Literature** RL.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.1., RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SL.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. **Informational Text** RL2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Key: EP = English Language Arts Practices; MP=Mathematics Practices; SP=Science Practices; RL = Reading for Literature; RI=Reading for Informational Texts; SL=Speaking and Listening INSTRUCTIONAL STRATEGIES AND SUPPORTS FOR ELLS As stated earlier in this document, ELLs in Ohio, like their native-English speaking peers, are expected to achieve the state’s Learning Standards in the content areas of English language arts, mathematics, science, social studies and other subjects. However, in order to achieve high educational standards leading to college and career readiness, ELLs have the unique challenge of acquiring a new language and learning new cultural norms in addition to learning academic content and skills. The new ELP Standards serve as a useful guide in setting goals and benchmarks for ELLs in the process of acquiring academic language skills. However, instructional staff, including grade-level and content specific teachers as well as ESL specialists, are expected to support ELLs in their development of the English language competencies needed to achieve high educational standards. To become more knowledgeable about strategies to support ELLs’ language development and academic achievement, an increasing number of teachers and administrative staff are taking advantage of opportunities to be trained in the “Sheltered Instruction Observation Protocol (SIOP) Model” developed by Dr. Jana Echevarria, Dr. Mary Ellen Vogt, and Dr. Deborah Short. This research-based and validated instructional model has proven to be effective in addressing the academic needs of English learners as well as other diverse learners throughout the United States. The SIOP Model focuses on the following eight components and thirty features: **Preparation** 1. Content objectives clearly defined, displayed and reviewed with students 2. Language objectives clearly defined, displayed and reviewed with students 3. Content concepts appropriate for age and educational background 4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals) 5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency 6. Meaningful activities that integrate lesson concepts (e.g. surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening and/or speaking **Building Background** 7. Concepts explicitly linked to students' background experiences 8. Links explicitly made between past learning and new concepts 9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see) **Comprehensible Input** 10. Speech appropriate for students' proficiency levels (e.g. slower rate, enunciation, and simple sentence construction for beginners) 11. Clear explanation of academic tasks 12. A variety of techniques used to make contents concepts clear (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, body language) Strategies 13. Ample opportunities provided for students to use learning strategies 14. Scaffolding techniques consistently used, assisting and supporting student understanding (e.g. think alouds) 15. A variety of questions or tasks that promote higher-order thinking skills (e.g. literal, analytical and interpretive questions) Interaction 16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts) 17. Grouping configurations support language and content objectives for the lesson 18. Sufficient wait time for student responses consistently provided 19. Ample opportunity for students to clarify key concepts in their native language as needed with aide, peer or native language text Practice & Application 20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge 21. Activities provided for students to apply content and language knowledge in the classroom 22. Activities that integrate all language skills (e.g. reading, writing, listening and speaking) Lesson Delivery 23. Content objectives clearly supported by lesson delivery 24. Language objectives clearly supported by lesson delivery 25. Student engaged approximately 90% to 100% of the class period 26. Pacing of the lesson is appropriate to students' ability levels Review and Assessment 27. Comprehensive review of key vocabulary 28. Comprehensive review of key content concepts 29. Regular feedback provided to students on their output (e.g. language, content, work) 30. Assessment of student comprehension and learning of all lesson objectives (e.g. spot checking, group response) throughout the lesson Further information regarding the SIOP Method is provided in the book *Making Content Comprehensible for English Learners: The SIOP Model, Fourth Edition* by Jana Echevarria, Mary Ellen Vogt, and Deborah J. Short. 2013. Pearson Education, Inc., Upper Saddle River, New Jersey. Additional information regarding SIOP Model resources and professional development opportunities can be found at the following website: [http://siop.pearson.com/about-siop/](http://siop.pearson.com/about-siop/) CONTENT-BASED PARTICIPATION GOALS FOR ELLS BASED ON THE NEW ELP STANDARDS One way to support ELLs in their development of academic English skills is to provide them with opportunities to meaningfully engage in content-based lessons and activities, taking into consideration the students’ level of English proficiency. This section provides examples of how content-based participation goals can be set for ELLs at different English proficiency levels at each grade level from kindergarten through grade twelve. Also provided are examples of instructional strategies and supports to assist students in their participation in content-based lessons. These examples are meant to serve as a resource for grade-level and content-specific teachers as well as for ESL and bilingual education teachers. The examples of content-based participation goals and instructional strategies/supports are organized into ten charts for each grade level. Each chart includes the following: - One of the ten ELP Standards - Performance targets for each of the five proficiency levels based on the indicated ELP Standard - A vignette (short description of a content-based lesson or activity). The model curricula developed for Ohio’s Learning Standards serve as the source for the vignette. For each grade level, there are at least two vignettes representing each of these four content areas: English Language Arts, Mathematics, Social Studies and Science. - Based on the indicated ELP Standard, and using the vignette as a context, participation goals for each of the five proficiency levels. - For each vignette samples of instructional strategies and supports are provided for each of the five proficiency levels. The charts ordered by grade level are provided on the following pages. Note: In Appendix A at the end of the document (pages 189-355), the grade-level and content-based strategies have been re-grouped according to content areas (language arts, math, science and social studies). This makes it easier for teachers to find instructional strategies for particular content areas. Hyperlinks to each content area are included in the table of contents. Kindergarten: Content-based Participation Goals and Teaching Strategies for ELLs based on new ELP Standards Grade K: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), use a very limited set of strategies to identify a few key words in read-alouds and oral presentations (information or stories presented orally). | With prompting and support (including context and visual aids), use an emerging set of strategies to identify some key words and phrases in read-alouds and oral presentations. | With prompting and support (including context and visual aids), use a developing set of strategies to identify main topics in read-alouds and oral presentations, and ask and answer questions about key details. | With prompting and support (including context and visual aids), use an increasing range of strategies to identify main topics, answer questions about key details or parts of stories from read-alouds, picture books, and oral presentations, and retell events from stories. | With prompting and support (including context and visual aids), use a wide range of strategies to identify main topics, answer questions about key details in read-alouds, picture books, and oral presentations, and retell familiar stories | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students listen to the story, *The Little Red Hen*. Then, they identify key idea and details using a retelling glove. Source: Ohio English Language Arts Model Curriculum Strand--Reading: Literature Topic: Key Idea and Details p. 1-2. http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_EL_A_Model_Curriculum_March_2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | After listening to multiple read alouds of the story, match the animal word upon hearing the word to a picture card or replica of the character in the story (hen, pig, cat, and dog). | After listening to a few read alouds of the story, use a retelling glove* to identify key ideas (characters and setting). Use the glove to retell the story to peer/teacher. Identify the setting and 2-3 characters. | After listening to a read aloud of the story, use the retelling glove* to identify key ideas (characters, setting, problem, and solution). Use the glove to retell the story to peer/teacher. Identify all characters, the setting, and the problem with support as needed. | After listening to a read aloud of the story, use the retelling glove* to identify key ideas (characters, setting, problem, and solution). Identify all characters, setting, problem, and solution with support as needed. | After listening to a read aloud of the story, answer questions about the story. Retell the story expressing key ideas and details using the retelling glove and/or visual cards as needed. | * **Retelling glove:** a colorful, stretchy glove with visual cues used to retell a story. Different elements of a story are written with a fine-tipped marker on each finger of the glove. After reading a story, students put on the glove and discuss the different elements of the story by referring to cues on the glove. For more ideas on using retelling gloves, refer to the following website link: http://www.smekenseducation.com/use-the-retelling-glove-for-summarizing-stories.html Sample instructional strategies and supports | Provide native language support if available. Refer to pictures of animals when reading the story aloud. | Demonstrate the use of a retelling glove. Have students practice retelling story with a partner. | Provide a sample graphic organizer that students can use to provide information about the story. | Provide a sample graphic organizer that students can use to provide information about the story. | Have students practice asking and answering questions about the story in pairs. | Grade K: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen with limited participation in short conversations about familiar topics, and respond to simple questions and some wh-questions. | Participate in short conversations about familiar topics, and respond to simple questions and wh-questions. | Participate in short conversations about familiar topics, follow some rules for discussion, and respond to simple questions and wh- questions. | Participate in conversations and discussions about a variety of topics, follow increasing number of rules for discussion, and ask and answer simple questions | Participate in conversations and discussions about a variety of topics, follow rules for discussion, and ask and answer questions. | Sample Content-based Participation Goals - Mathematics Lesson Vignette Students analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Then they model shapes in the world by building shapes from components. Source: Ohio Kindergarten Math Model Curriculum, Geometry, Instructional Strategies, pg 19 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a partner, participate in a shape hunt; with teacher support, locate a few 2D/3D shapes in the classroom. Respond to simple questions with yes/no or one-word responses. (e.g. Is this a circle? What shape is this?) | With a partner, participate in a shape hunt; with teacher support, locate a few 2D/3D shapes in the classroom. Respond to simple questions about their attributes. (e.g Which shapes have four sides?) | Participate in shape hunt; locate several 2D/3D shapes with a partner. In a group, sort shapes by attributes such as size, dimension, number of sides, and corners. Answer simple questions posed by partners. (e.g Is this a 2D shape or 3D shape?) | Participate in shape hunt; locate several 2D/3D shapes with a partner. In a group, sort shapes by attributes such as size, dimension, number of sides, and corners. Ask and answer simple questions with partners. (e.g. How many corners does a cube have?) Record answers in math journal. | Participate in shape hunt; locate several 2D/3D shapes with a partner. In a group, sort shapes by attributes such as size, dimension, number of sides, and corners. Ask and answer a variety of questions with partners while completing task. Record in math journal and share out. | Sample instructional strategies and supports | Introduce and demonstrate key vocabulary terms such as “flat”, “solid”, “corners”, and “angles”. Provide native language support if available. | Introduce and demonstrate key vocabulary terms such as “flat”, “solid”, “corners”, “sides” and “angles”. Provide native language support if available. | Demonstrate how to use graphic organizer to record information about shapes of objects. | Demonstrate how to use graphic organizer to record information about shapes of objects. | Provide opportunities for students to discuss with partner the procedure for constructing shapes. | Grade K: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information or feelings about familiar topics or | Communicate simple information or feelings about familiar topics, | Communicate information or feelings about familiar topics, experiences, | Tell or dictate simple messages about a variety of topics or experiences.| Make simple oral presentations and compose short written texts about a | | experiences. | events, or objects in the environment. | or events. | | variety of topics, experiences, or events. | Sample Content-based Participation Goals - Science Lesson Vignette Students make or use different weather tools throughout the weather unit (rain gauge, thermometer, anemometers). They demonstrate their understanding that temperature, wind and precipitation are different ways to measure weather. Source: Ohio New Learning Standards - Science http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Match pictures or actual tools with corresponding picture cards. For example, match a picture card of the wind to an anemometer, and precipitation to a rain gauge. Record picture cards in science journal. | Verbally identify tools to measure weather in a whole group discussion. Illustrate tools and weather in science journal. | Identify corresponding tools used to measure various weather patterns. Complete science journal, using the prompt “I use a _______ to measure _______.” Illustrate and share with a partner. | Select one weather tool and write 1-2 sentences describing the tool and its purpose. Record in science journal. Share with a partner. | Select two weather tools and write 1-2 sentences describing the tools and their purpose. Record in science journal. Present information to large group. | Sample instructional strategies and supports Use picture cards to teach weather related vocabulary Use picture cards to teach names of tools to measure weather. Allow students to discuss weather tools with a partner. Model both oral and written sentences to describe purpose of a weather tool. Model both oral and written sentences to describe purpose of a weather tool. Provide criteria of effective presentations. Allow students to practice presentations in small-groups and evaluate presentations using criteria Grade K: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express a feeling or opinion about a familiar topic. | Express an opinion or preference about a familiar topic. | Express an opinion or preference about a familiar topic or story. | Express an opinion or preference about a variety of topics or stories, with limited support. | Express an opinion or preference about a variety of topics or stories. | Sample Content-based Participation Goals - Social Studies Lesson Vignette The teacher reads the story, *No Room For A Sneeze*. Then the teacher uses the story as a discussion on scarcity and wants. A key idea is that people have many wants and make decisions to satisfy those wants. These decisions impact others. Source: Ohio Social Studies Kindergarten Model Curriculum Strand: Economics. Topic: Scarcity p. 11 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Kindergarten-Social-Studies-Model-Curriculum_April2014.pdf.aspx EconEdLink – No Room for a Sneeze http://www.econedlink.org/lessons/index.php?lid=560&type=educator | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, sort picture cards into categories of needs and wants. Learn basic vocabulary words. | With teacher support, sort picture cards into categories needs and wants. With modeling, communicate about the pictures in basics sentences (e.g. I want toys. I need food.) | With modeling or sentences frames, write sentences about basic needs and wants. (e.g I want toys. I need food). Illustrate. Discuss with partner. | In journal, write simple sentences about needs and wants. (e.g I want toys. I need food). Illustrate. Discuss with partner. | In journal, write grade appropriate sentences about needs and wants. (e.g I want toys. I need food). Illustrate. Discuss with partner Express differences between needs and wants. | Sample instructional strategies and supports | Pre-teach vocabulary related to needs and wants. Model how to list needs and wants on a chart. | Provide opportunities for students to share their ideas with a partner. | Write down on chart or Smart board the ideas generated in the discussion. | Demonstrate appropriate language to express opinions about the ideas of other persons | Demonstrate appropriate language to give reasons for one’s opinions. | Grade K: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | | experience or from a provided source. | experience or use information from a provided source to answer a | experience or use information from provided sources to answer a | experience or use information from provided sources to answer a | experience or use information from provided sources to answer a | | | question. | question. | question. | question. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Students work in pairs to measure and compare their arm spans. Source: Ohio Kindergarten Model Math Curriculum, Measurement and Data p. 13 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | | arm spans with a fellow student, then determine who has the shorter | arm spans with a fellow students, then determine who has the shortest | arm spans with a fellow students, then determine who has the shortest | arm spans with a fellow students. Record findings in a chart. | arm spans with a fellow students. Record findings in a chart. Present | | arm span. | arm span. Record findings in chart. Respond to simple questions. (e.g.| arm span. Record findings in a chart. Respond to multiple questions | findings in a chart. Respond to multiple questions about activity, | the results to the class. | | | Who has the longest arm span?) | about activity, referencing the chart. | referencing the chart. | | Sample instructional strategies and supports | Pre-teach selected vocabulary, such as “larger,” “smaller,” arm span”. | Pre-teach selected vocabulary, such as “larger,” “smaller,” arm span”. Model questions and answers related to targeted information. | Demonstrate how to use a chart to record information. | Demonstrate how to use a chart to record information. | Demonstrate how to use information in chart when giving an oral presentation. | Grade K: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | With prompting and support, identify a reason an author or speaker gives to support a point. | With prompting and support, identify appropriate reasons an author or speaker gives to support main points. | Sample Content-based Participation Goals – Science Lesson Vignette Students design an environment that will support a classroom pet. They provide for all of its needs including but not limited to food, water, air, shelter, cleanliness and safety. Source: Ohio’s New Learning Standards – Science, Kindergarten, p.15 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | NA | NA | NA | Listen to a teacher presentation about creating a proper environment for a class pet. Identify a reason why such an environment would be appropriate. (e.g. A hamster needs a wheel so that it can get exercise). | Listen to a teacher presentation about creating a proper environment for a class pet. Identify multiple reasons why such an environment would be appropriate. (e.g. A hamster needs a wheel so that it can exercise. It will need to be kept in an enclosed space so that it doesn’t get loose.) | Sample instructional strategies and supports | | | | Model presentation of an idea with supporting reasons. Guide students in identifying the supporting reasons. | Model presentation of an idea with supporting reasons. Guide students in identifying the supporting reasons. | Grade K: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | Show a developing awareness of the difference between appropriate language for the playground and language for the classroom. | Show awareness of differences between informal, ‘playground speech,’ and language appropriate to the classroom; use some words learned through conversations, reading, and being read to. | Sample Content-based Participation Goals – Social Studies Lesson Vignette After listening to a read aloud about careers, students help to organize the classroom to represent the larger community with various career-based learning centers (e.g., reading center: communications; toy animals: animal care; kitchen: agriculture or hospitality; dress-up: textiles or retail; toy cars: automotive). Students role play, recognizing their responsibilities within each center as those of the respective career fields. Source: Ohio Social Studies Model Curriculum Strand: Government Topic: Civic Participation and Skills p. 9 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Kindergarten-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | NA | NA | NA | Interact in career based learning centers, students will engage in various community roles. Take turns role playing. Ask and answer questions using both formal and informal language. | Interact in career based learning centers, students will engage in various community roles. Take turns role playing. Ask and answer questions using both formal and informal language. Discuss the difference between the types. Create questions to ask role players. | Sample instructional strategies and supports | | | | Demonstrate examples of formal and informal language that people in different professions might use throughout the day. Discuss the difference between the types and create graphic organizer comparing/ contrasting. | Elicit from the class examples of formal and informal language that people in different professions might use throughout the day. Discuss the difference between the types and create graphic organizer comparing/contrasting. | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentations and read-alouds about a variety of topics, experiences, or events. | With prompting and support (including context and visual aids), answer and ask questions about the meaning of words and phrases in simple oral presentations and read-alouds about a variety of topics, experiences, or events. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** The teacher provides experiences that explore understanding of word and word categories by using the book *A House is a House for Me* by Mary Ann Hoberman. The story focuses on habitats and shelter. After listening to the read aloud a few times, students will be exposed to the word “shelter/house/habitat”. New vocabulary (shelter/house) and word categories will be discussed. Source: Ohio English Language Arts Model Curriculum Strand: Language Topic: Vocabulary acquisition and usage, p. 35 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_ELAModelCurriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Students point to pictures in the text by responding to the question, “What animal lives in a web?” When viewing a picture of a web, the student will point to a picture of a spider. | Create a graphic organizer to help identify items from the story that have a house. For example: pea and pea pod corn and a husk bee and a hive Use picture cards as needed. | Complete the sentence frame A _______ is a house for a _______. Begin to discuss different types of house dwellings (apartment, house, trailer, duplex.). | Take turns answering questions about shelter and protection. Discuss details about different habitats, locations of habitats, and reasons people, animal, and things may live in various habitats. | Take turns asking and answering questions about shelter and protection. Discuss details about different habitats, locations of habitats, and reasons people, animal, and things may live in various habitats. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension Provide a model of a chart that can be used to record key information. | Lead whole class discussion on different kinds of houses/shelters. | Provide opportunities for students to practice communication skills in small group settings. | Provide opportunities for students to practice communication skills in small group settings. | Grade K: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 3.] | [Standard introduced at Level 3.] | Retell several events from experience or a familiar story, with support (including visual aids, context), with developing control of some frequently occurring linking words (e.g., *and, then*). | Retell a simple sequence of events from experience or a familiar story, with support (including visual aids, context), with increasingly independent control of frequently occurring linking words. | Retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end, with support (including visual aids), using frequently occurring linking words. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students create an autobiography book using photos, drawings, and writing depicting their life history. They share their personal history through stories and pictures. Sources: Ohio English Language Arts Model Curriculum, K. Writing http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_ELAModel_Curriculum_March-2015.pdf.aspx Ohio Social Studies Model Curriculum, Personal Histories, Content Elaboration, pg 2 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Kindergarten-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | NA | NA | Use photographs to retell a sequence of events from an experience such as a vacation. In the retelling, students will use linking words either orally or in writing. | Create an autobiography book retelling a sequence of events using photos and drawings. In the retelling, students will use linking words either orally or in writing. | Create an autobiography book of life events (birth to current) using photos and/or drawings. Student will use linking words to sequence events. | Sample instructional strategies and supports | | | Model using autobiography book to retell a past experience. Point out use of key vocabulary and linking words. Provide opportunities for students to practice retelling in small group settings | Model using autobiography book to retell a series of events. Point out use of key vocabulary and linking words. Provide opportunities for students to practice retelling in small group settings | Provide students opportunities to practice telling about events in their personal history and give feedback for making improvements. | Grade K: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns and verbs, and understand and respond to simple questions, with support (including context and visual aids). | Recognize and use frequently occurring nouns and verbs and short phrases; respond to yes/no and wh-questions; and produce a few simple sentences in shared language activities, with support (including context, visual aids). | Recognize and use frequently occurring regular plural nouns (-s, -es), verbs, and prepositions; use and respond to question words; and produce simple sentences in shared language activities, with support (including context, visual aids). | Recognize and use frequently occurring regular plural nouns, verbs, and prepositions; use and respond to question words; and produce and expand simple sentences in shared language activities, with support (context, visual aids). | Use frequently occurring regular plural nouns, verbs, prepositions, and question words; ask and answer questions using interrogatives; and produce and expand simple sentences, in shared language activities and with increasing independence. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students participate in a noun sort and shared writing experience Students sort with a partner noun picture cards into different categories Source: Ohio English Language Arts Model Curriculum Strand: Language Topic:: Conventions of Standard English, pp.34-35 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_EL_A_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_EL_A_Model_Curriculum_March-2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Sort picture cards in categories of person, place, thing, and animal. | Sort picture cards in categories of person, place, thing, and animal. | Sort picture cards in categories of person, place, thing, and animal. | Sort picture cards in categories of person, place, thing, and animal. | Sort nouns word cards independently into categories of singular and plural nouns... | | Participate in writing a shared story or poem as a class using nouns from the sort. As a class circle all nouns in blue. | Participate in writing a shared story or poem as a class using nouns from the sort. | With a partner, develop an oral story or poem using some of the nouns from the sort. | With a partner, develop an oral story or poem using some of the nouns from the sort. Retell the story to other classmates. After the retelling, answer questions about the retelling. | Write a shared story or poem as a whole group. Select words from the sort to use in the story writing. After being given a copy of the story with some blank spaces, fill in the missing nouns using the words from the sort. Circle singular words in red and plural words in purple. | | Repeat orally sentences using several of the nouns. (“A lion is an animal,”) | State orally three sentences using nouns from the shared story. (“A lion roared in the night.”) | | | | Sample instructional strategies and supports | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension | Model the development of an oral story. | Model the development of an oral story. Retell the story to whole class, elicit and answer questions about the story. | As a practice, tell a story to the students; during the story telling, have the students raise their right hand when they hear a singular noun, and their left hand when they hear a plural noun. | Grade 1: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), use a very limited set of strategies to identify a few key words in read-alouds, picture books, and oral presentations. | Use an emerging set of strategies to identify key words and phrases in read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to identify main topics, answer questions about key details from read-aloud texts, simple written texts, and oral presentations, and retell some key details or events from stories. | Use an increasing range of strategies to identify main topics; ask and answer questions about an increasing number of key details in read-alouds, written texts, and oral presentations; and retell familiar stories or episodes of stories. | Use a wide range of strategies to identify main topics; ask and answer questions about key details in read-alouds, written texts, and oral presentations; and retell stories, including key details. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students listen to a read aloud of *Near One Cattail: Turtles, Logs, and Leaping Frogs* (Jennifer Dirrubio). Then, they identify adaptive features that help animals survive in that environment. Source: Ohio Science Standards, Grade 1, page 36 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Ohio Resource Center, Science Bookshelf, Life Science http://www.ohiorc.org/bookshelf/detail.aspx?id=21&gid=2 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recall one animal from the story. Using pictures and simple words, identify one need of that animal (E.g., draw a picture of a frog eating mosquitoes). | Recall one animal that lives in the wetlands. In simple words and phrases, students state the needs/characteristics of that animal. Record in science journal. | Recall some of the animals that live in the wetlands. In small groups, discuss how the wetlands meet the needs of one animal in the story. Create a chart to record information. | Engage in a discussion regarding the needs of some of the different plants and animals featured in the book. In small groups, describe in simple terms how the wetlands are meeting those needs. Share out. | Engage in a discussion regarding the needs of the different plants and animals featured in the book. In small groups, describe how the wetlands are meeting those needs. Share out. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual resource (if available) and pictures to aid comprehension. | Pre-teach selected vocabulary; provide bilingual resource (if available) and pictures to aid comprehension. | Provide a model of a chart that can be used to record key information. | After reading the informational selection, in a large group setting asks students to identify main ideas and key details. | Demonstrate examples of questions that can be used to clarify information provided in an oral reading, | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate by listening to short conversations about familiar topics, and respond to simple yes/no and some wh-questions. | Participate in short conversations about familiar topics, take turns, and respond to simple and wh-questions. | Participate in short discussions, conversations, and short written exchanges about familiar topics; follow rules for discussion; and ask and answer simple questions about the topic. | Participate in discussions, conversations, and written exchanges about a variety of topics and texts; follow rules for discussion; respond to the comments of others and make comments of his or her own; and ask and answer questions. | Participate in extended discussions, conversations, and written exchanges about a variety of topics and texts; follow rules for discussion; build on the comments of others and contribute his or her own; and ask and answer questions. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** Students demonstrate an understanding of subtraction as an unknown addend problem by participating in the game, “How Many Left?” Source: Mathematics Model Curriculum Grade 1, Domain Operations and Algebraic Thinking, Standard 4, pg 4-5; [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_1_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_1_Math_Model_Curriculum_March2015.pdf.aspx) ORC#3978 From the National Council of Teachers of Mathematics, Illuminations: How Many Left?) [http://illuminations.nctm.org/Lesson.aspx?id=679](http://illuminations.nctm.org/Lesson.aspx?id=679) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use pasta shapes to model subtraction problem after listening to the teacher tell simple take-away story. | Answer basic questions about a simple “take-away” story provided by teacher. Use words and phrases to retell the story to teacher, modeling with pasta shapes. | Answer a range of questions about a “take-away” story provided by the teacher. Explain to the teacher, using pasta shapes to model. | Create a “take-away” story, modeling it with pasta shapes. Participate in discussion and respond to the comments of others. Present to teacher and write out problem in numbers. | Create a “take-away” story, modeling with pasta shapes. Participate in discussion and respond to the comments of others. Present story to new partner, who writes out problem in numbers. | **Sample instructional strategies and supports** | Have students write the numbers they hear when listening to oral reading of word problems. | Have students work with a partner to develop a retelling of the word problem. | After reading the math problem, have students discuss with a partner their understanding of the problem. | Provide students the opportunity to share their take-away problems in small groups. | Provide students opportunities to practice presenting their word problems and provide feedback for improvements. | Grade 1: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information or feelings about familiar topics or | Communicate simple messages about familiar topics, experiences, | Deliver short simple oral presentations and compose short written | Deliver short simple oral presentations and compose written texts | Deliver oral presentations and compose written texts which include a few | | experiences. | events, or objects in the environment. | texts about familiar topics, stories, experiences, or events. | about a variety of texts, topics, experiences, or events, using simple | descriptive details about a variety of texts, topics, experiences, or | | | | | sentences and drawings or illustrations. | events. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). Source: English Language Arts Model Curriculum, Grade 1, Writing, Research to Build Knowledge, Standard Statement 7, pg 25 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_EL_A_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_EL_A_Model_Curriculum_March-2015.pdf.aspx) Scholastic lessons for How-To Books [http://www.scholastic.com/teachers/lesson-plan/how-books/](http://www.scholastic.com/teachers/lesson-plan/how-books/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use pictures and body gestures demonstrate how to carry out a | Use pictures and key words to demonstrate how to carry out a | Use pictures and key words to demonstrate how to carry out a | Referring to various resources (books, magazines, and videos), follow | Referring to various resources (books, magazines, and videos), follow | | familiar and simple task (brushing teeth, calling a friend, checking | familiar and simple task (brushing teeth, calling a friend, checking | familiar and simple task (brushing teeth, calling a friend, checking | teacher guidelines to write about a three-step task (e.g making a | teacher guidelines to write about a three to five step task (e.g making | | a book out from the school library). Place pictures in appropriate | a book out from the school library). Place pictures in appropriate | a book out from the school library). Place pictures in appropriate | sandwich). Present to class using visual aides. | pancakes). Present to class using visual aides. | | sequence and practice saying new vocabulary words. | sequence and talk about them using key words and phrases. | sequence. Write about them in a journal using simple sentences. Share | | | | | | with partner. | | | Sample instructional strategies and supports | Demonstrate how to search “how to” topics on Internet and how to use PowerPoint to share information. | Demonstrate how to search “how to” topics on Internet and how to use PowerPoint to share information. | Demonstrate how to search “how to” topics on Internet and how to use PowerPoint to share information. Have students work with a partner to develop PowerPoint presentation. | Have students work with a partner to develop PowerPoint presentation. Allow students to practice giving PowerPoint presentations in small group settings. | Allow students to practice giving PowerPoint presentations in small group settings. | Grade 1: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express a preference or opinion about a familiar topic. | Express an opinion about a familiar topic. | Express an opinion about a familiar topic or story, and give a reason for the opinion. | Express opinions about a variety of texts and topics, and give a reason for the opinion. | Express opinions about a variety of texts and topics, introducing the topic and giving a reason for the opinion, and providing a sense of closure. | Sample Content-based Participation Goals – Mathematics Lesson Vignette In groups, students choose common objects (paperclip, eraser, candy bars) as unconventional units of measurement to determine length of classroom objects (desk, bookshelf, carpet, pencil). With teacher prompting, they write a journal entry to discuss how why they chose these units. Source: Mathematics Model Curriculum Grade 1, Measurement and Data, Standard 2, pg 17; http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_1_Math_Model_Curriculum_March2015.pdf.aspx Science Net Links: Estimation and Measurement http://sciencenetlinks.com/lessons/estimation-and-measurement/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With teacher support, use toothpicks to measure a small object (e.g. pencil) and large object (e.g. rug). Indicate with gestures or “yes” “no” responses if the toothpick was an appropriate choice for a unit of measure. | With teacher support, use toothpicks to measure a small object (e.g. pencil) and large object (e.g. rug). Using key words and simple phrases indicate for which object the toothpick was the better choice. Record in math journal and share with a partner. | In groups, use an unconventional unit (e.g. toothpicks) to measure objects in the classroom. Record results. Write a journal entry about which objects were suitable to be measured by toothpicks (shorter items, like pencils), and which ones were not suitable (longer objects-classroom rug). Give one reason. Come up with another unconventional unit to measure this larger object. | In groups, use unconventional units provided by teacher to measure objects in the classroom. Record results and compare to other groups. Write a journal entry about how the group determined which units of measurement to use, giving reasons to support that choice. | In groups, use unconventional units provided by teacher to measure objects in the classroom. Record results and compare to other groups. Write a journal entry about how the group determined which units of measurement to use, giving reasons to support that choice. Discuss with teacher why it is important to have standard units of measurement. | Sample instructional strategies and supports Have students work with a partner on the measuring task. Have students work with a partner on the measuring task. Demonstrate how to use graphic organizer to record information. Model how to write a journal entry to report information. Provide sample sentence structures and vocabulary that can be used in journal entries. Model how to write a journal entry to report information. Provide sample sentence structures and vocabulary that can be used in journal entries. Model how to support opinions with reasons. An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and labeling information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and summarizing some key information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and summarizing information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and answering a question or summarizing information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and answering a question or summarizing information. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** Students conduct a workplace visit to their school cafeteria where they explore the location where lunch is consumed. With support, they research related careers that are involved in the many aspects of consumption (e.g., agriculture: farmers, logistics: shipping and receiving companies, transportation: truck drivers and delivery drivers, business and marketing: retail sales). Source: Social Studies Model Curriculum, Grade 1, Content Statement 12, Instructional Strategies, pg12) [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-1-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-1-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using picture cards, identify some of the related jobs (farmer, truck driver), and match pictures with related objects (farmer-tractor; truck driver-delivery cart). | Comprehend and rehearse one or two basic questions to ask a related worker during their interview (e.g. What do you grow? How much is the milk?). With support, use words and phrases to record answers. | Using questions provided by the teacher, conduct a short interview (in person, phone, or Skype) with a related worker. Choose a couple of interesting points on a poster and share with class. | Following teacher guidelines, conduct interviews (in person, phone, or Skype) with a related worker. Summarize main points on poster board or PPT template and share with class. | Following teacher guidelines, conduct interviews (in person, phone, or Skype) with a related worker. Summarize main points on poster board or PPT template and share with class. | **Sample instructional strategies and supports** | Use picture cards to teach related vocabulary. | Model how to ask questions. Demonstrate how to use graphic organizer to record key information. | Discuss with class the kinds of questions to ask in an interview. Provide opportunities for students to role play and practice interview with a partner. | Discuss with class the kinds of questions to ask in an interview. Provide opportunities for students to role play and practice interview with a partner. | Demonstrate how to take notes during an interview. | Grade 1: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 2.] | With prompting and support, identify a reason an author or a speaker gives to support a point. | Identify one or two reasons an author or a speaker gives to support the main point. | Identify reasons an author or a speaker gives to support the main point. | Identify reasons an author or a speaker gives to support the main point. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students listen to a police officer give a presentation about following rules and laws and being a good citizen. Then, they identify reasons for these laws and consequences for breaking them. Source: Social Studies Model Curriculum, Grade 1, Content Statement 8, Instructional Strategies, pg 8) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-1-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | | Using a sentence frame and word list, tell about one law/rule mentioned in the presentation, stating why it’s important. Phrases/simple sentences. Discuss with partner. | Using simple sentences, write a journal entry about one law/rule mentioned in the presentation, stating the reason for its importance and consequences for breaking it. Discuss with small group. | Using more elaborated sentences, write about two laws/rules mentioned in the presentation, stating the reason for their importance and consequences for breaking them. Discuss with small group or class. | Write a journal entry about two laws/rules mentioned in the presentation, stating the reason for their importance and consequences for breaking them (descriptive sentences). Discuss with small group or class. | Sample instructional strategies and supports | | Review vocabulary related to rules, laws, appropriate behavior in a community. Model how to ask questions for clarification. | Demonstrate how to take notes during an oral presentation. Model how to ask questions for clarification. | Demonstrate how to take notes during an oral presentation. Give feedback on students’ initial drafts and make suggestions for improvements. | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | Grade 1: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 3.] | [Standard introduced at Level 3.] | Show a developing awareness of the difference between appropriate language for the playground and language for the classroom. | Show awareness of differences between informal, ‘playground speech’ and language appropriate to the classroom; use some words learned through conversations, reading, and being read to. | Shift appropriately between informal, ‘playground speech’ and language appropriate to the classroom most of the time; use words learned through conversations, reading, and being read to. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Listen to a read aloud of *Yo! Yes*. By Chris Raschka. Demonstrate an awareness of informal speech and formal speech. Source: Adapted from English Language Arts Model Curriculum Grade 1, Language, Knowledge, Standard 3, pg 34) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | | | Participate in a classroom discussion about the informal speech used in the book. Create a t-chart comparing the informal language in the books and the formal equivalent (e.g. Yo, What’s up! /Hello, how are you?) | Participate in a classroom discussion about the informal speech used in the book. Write an alternate dialog for the part of story, pretending that one of the characters is a teacher/doctor. | Participate in a classroom discussion about the informal speech used in the book. Write an alternate dialog for the part of the story, pretending that one of the characters is a teacher/doctor. | Sample instructional strategies and supports | | | Demonstrate how to use a T-chart to illustrate differences. Have students work with partners to complete the T-chart. | Have students work with partners in writing alternate dialog. | Provide opportunities for peer feedback on initial drafts. | Grade 1: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | Answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events, using sentence-level context and visual aids. | Answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events, using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms. | Answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events, using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as –ed, -ing, and some common prefixes). | Sample Content-based Participation Goals – English Language Arts Lesson Vignette While reading *Julius, Baby of the World* by Kevin Henkes, students use context clues to help define story vocabulary. Source: English Language Arts Model Curriculum, Grade 1, Language, Vocabulary Acquisition and Use, Standard 4, pg 34 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx) ReadWriteThink, Classroom Resources, Lesson Plans, Julius, the Baby of the World | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the teacher read the story. Follow oral directions to draw a picture of a mouse. (e.g. Draw the ears. Draw the eyes.) | Listen to the teacher read the story. With teaching prompting, use illustrations and simple clues in the story to guess the meaning of a few new words (e.g. fur, diaper) | Listen to the teacher read the story. With teaching prompting, use illustrations and simple clues in the story to answer questions about the meanings of a larger range of new words (e.g. fur, diaper, disgusting, insulting) | Listen to the teacher read the story. With teaching prompting, use illustrations and context clues to answer questions about the meanings of words (e.g insulting, chimed, constantly). Give an example of another situations in which that word might be used. | Listen to the teacher read the story. With teaching prompting, use illustrations and context clues to answer questions about the meanings of words (e.g insulting, chimed, constantly). Give an example of another situations in which that word might be used. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual resource if available and illustrations to aid comprehension. | Demonstrate how to use illustrations and context clues to determine meaning of words. | Demonstrate how to use illustrations and context clues to determine meaning of words. Have students work with partners on using clues to determine meanings of unknown words. | Have students work with partners on using clues to determine meanings of unknown words. | Provide opportunities for students to share their examples in small groups. | Grade 1: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|--------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | | [Standard introduced at Level 2.] | Retell an event, and present simple information, with support (including visual aids, modeled sentences) using, with emerging control, some frequently occurring linking words. | Retell (in speech or writing) a simple sequence of events in the correct order, and present simple information, with support (including modeled sentences), using, with developing control, some frequently occurring linking words (e.g., *and, so*) and temporal words (e.g., *first, then*). | Recount two or three events in sequence, and present simple information about a topic, using, with increasingly independent control, some temporal words (e.g., *next, after*) to signal event order and some frequently occurring linking words (*and, so*) to connect ideas. | | | | | Recount a more complex sequence of events in the correct order, using temporal words to signal the event order, and introduce a topic and provide some facts about it, using frequently occurring conjunctions and connecting words. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students practice the concepts of time and hours by talking about the book *The Grouchy Lady Bug*, (Eric Carle) and writing about the events in their day Source: English Language Arts Model Curriculum, Grade 1, Reading Literature: Key Ideas and Details, Standard 1, pg 1 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx #ORC 4328 from the National Council of Teachers of Mathematics, Illuminations: Grouchy Lessons of Time) http://www.ohiorc.org/standards/commoncore/mathematics/resources.aspx?id=5171 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|--------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | | After reading the story, use visual aids to sort the activities that the ladybug did by morning, afternoon, and evening. Using pictures and words complete a chart about what one would do during different times of the day. Share with partner. | After reading the story, sort the activities that the ladybug did by morning, afternoon, and evening. Write simple sentences about what one would do during different times of the day. Share with partner. | After reading the story, review the activities that the ladybug did morning, afternoon, and evening. Following the prompt, “Yesterday was no ordinary day…. ” write a creative story including at least one event that happened during the morning, afternoon, and evening. Share with small group or class. | After reading the story, review the activities that the ladybug did morning, afternoon, and evening. Following the prompt, “Yesterday was no ordinary day…. ” write a creative story including a complex sequence of events. Share with small group or class. | Sample instructional strategies and supports | | Demonstrate the use of a graphic organizer to share information. Have students work with partners in completing the chart. | Demonstrate the use of a graphic organizer to share information. | Provide examples of creative stories written by other students. Discuss the use of transitional phrases to connect ideas. | Provide feedback on initial drafts of story and allow students to make revisions for final draft. | ### Grade 1: Standard 10 **An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Understand and use a small number of frequently occurring nouns and verbs, and very simple sentences; and respond to simple questions, with support (including context and visual aids). | Recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., *and*, *but*, *or*), and produce simple sentences, with support (including visual aids and sentences). | Use some singular and plural nouns, verbs in the present and past tenses, frequently occurring prepositions and conjunctions, and produce and expand simple sentences in response to prompts, with support (including modeled sentences). | Use an increasing number of singular and plural nouns with matching verbs, verb tenses (e.g., present, past), and frequently occurring prepositions and conjunctions, and produce and expand simple and some compound sentences in response to prompts. | Use singular and plural nouns with matching verbs, verb tenses (e.g., present, past, future) and frequently occurring prepositions and conjunctions, and produce and expand simple and compound sentences in response to prompts. | --- **Sample Content-based Participation Goals – Science** **Lesson Vignette** Students listen to a read aloud of *I Fall Down* (Vicki Cobb) and make inferences on how objects move (e.g. higher to lower, in a straight line) Source: Ohio Science Standards, Grade 1, p.35 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) Ohio Resource Center, Science Bookshelf, Physical Science [http://www.ohiorc.org/bookshelf/](http://www.ohiorc.org/bookshelf/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | While reading the book, use hand gestures to indicate the meaning of some of the movement words (*up, down, pull*). Participate in a game of Simon Says. | Participate in activities taken from the story, and then discuss what happened using frequently occurring words and phrases. Write a few simple sentences correctly using a few words from the story (*up, down.* ) | Participate in some activities in the story and explain what happened: fill in a cloze passage that correctly uses many of the words in the story (*up, down, pull, weight, heavier.*) | While listening to the story, engage in conversations about observations made. Write a about a part in the story correctly using targeted vocabulary (*up, down, pull.*) | While listening to the story, engage in conversations about observations made. Write a story that correctly uses many of the words in the story (*up, down, pull, weight, and heavier).* | --- **Sample instructional strategies and supports** | Demonstrate the game of Simon Says. Have students take turns being the leader. | Provide examples of sentences describing past events. | Provide examples of descriptive writing that illustrate use of prepositional phrases and conjunctions. | Have students work with a partner in writing the story. | Provide criteria of a well-written story that students can use for self evaluation during the writing process. | Grade 2: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify the main topic or message/lesson (of a story) and some key words and phrases in read-alouds, simple written texts, and oral presentation. | Use a developing set of strategies to identify the main topic or message, answer questions about and retell some key details in read-alouds, simple written texts, and oral presentations. | Use an increasing range of strategies to determine the main idea or message, and identify or answer questions about some key details that support the main idea/message in read-alouds, written texts, and oral presentations; and retell a variety of stories. | Use a wide range of strategies to determine the main idea or message, and tell how key details support the main idea in read-alouds, written texts, and oral communications; and retell a variety of stories. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Using the story “Danny and The Dinosaur” the teacher has students answer questions such as “who, what, where, when, why, and how” to demonstrate understanding of key details in text. Source: Ohio English Language Arts Model Curriculum 2.1 page 1) Literature: Key idea and details (also refer to page 10) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_2_ELA_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | After listening to a teacher read aloud multiple times, sort story pictures cards by two of the five areas who, what, where, when, and why to indicate key ideas and details orally to the teacher. | After listening to a story read aloud, sort picture cards by key ideas and details into 5 categories of who, what, where, when, and why. Complete graphic organizer and illustrate categories sharing orally with a partner. | After listening to the story, complete story map graphic organizer on story elements to indicate key ideas and details. Use a combination of illustrations and sentences for detail recall and share with a small group. | After listening to the story, write 3-5 complete sentences summarizing the story and use as an aide for a retelling. Include key ideas and details in the retelling. | Write 5 or more sentences summarizing key ideas and details. Share retellings during a formal presentation incorporating a PowerPoint. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual resource (if available) and pictures to aid comprehension. | After reading the story, in a large group setting asks students to identify main ideas and key details. Provide a model of a chart that can be used to record key information. | Provide a model of a chart that can be used to record key information. Have students work with a partner to complete graphic organizer. | Model how to take notes while listening to a story. | Provide time for sharing drafts with peers and getting their feedback before completing final draft of PowerPoint. | Grade 2: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to and occasionally participate in short conversations about familiar topics, and respond to simple yes/no and some wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics; take turns; and respond to simple and wh-questions. | Participate in short discussions and written exchanges about familiar topics and texts; follow the rules for discussion; respond to the comments of others and contribute his or her own; and ask questions to gain information or clarify understanding. | Participate in discussions, conversations, and written exchanges about a variety of topics and texts; follow the rules for discussion; build on the ideas of others and contribute his or her own; and ask and answer questions about the topic or text. | Participate in extended discussions, conversations, and written exchanges about a variety of texts and topics; follow the rules for discussion; build on the ideas of others, and express his or her own; and ask and answer questions about the topic or text. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Using pen pals and Skype, students communicate with other students in distant locations to get information about the human and physical characteristics of that place and the kinds of jobs performed there. Source: Ohio Social Studies. Model Curriculum Content Statement 6, pg 6) [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Paired with an English speaking peer model, participate in a Skype conversation with an international pen pal, responding to basic questions, e.g., “What is your name?” | Paired with a partner, contribute to an email exchange with an international pen pal, including 2-3 basic sentences and questions about who they are and where they live, e.g., “I live in Ohio. What languages do you speak?” At a later date, with a partner engage in a Skype conversation with pen pal, coming up with 1-2 simple questions to ask ahead of time. | Participate independently in an email exchange with international pen pal, including simple sentences and questions about the physical characteristics of their region, “e.g., Ohio has four seasons. Do you live near an ocean?” At a later date, engage in a Skype conversation with pen pal, coming up with 3-5 questions to ask ahead of time and recording the answers. | Participate independently in an email exchange with an international pen pal, describing the characteristics of their regions and the impact they have on jobs. At a later date, engage in a Skype conversation with pen pal, further elaborating on the topic. | Participate independently in an email exchange with an international pen pal, describing the characteristics of their regions and the impact they have on jobs. At a later date, engage in a Skype conversation with pen pal, further elaborating on the topic. | Sample instructional strategies and supports | Provide sample sentence structures for asking questions and sharing information. Provide time for students to practice asking questions and sharing information with a partner. | Provide sentence structures that can be used for asking questions and sharing information. Model a conversation on Skype. | Guide students in using the Internet and other resources to find out information about the country where the international pen pals live. | Guide students in using the Internet and other resources to find out information about the country where the international pen pals live. | Conduct large group brainstorming session on information about Ohio that students can share with their international pen pals. | Grade 2: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, experiences, or events | Deliver simple oral presentations and compose written texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences or events. | Deliver short oral presentations and compose written narratives and informational texts about a variety of texts, topics, experiences or events. | Deliver oral presentations and compose written narratives and informational texts, with some details, about a variety of texts, topics, experiences, or events. | Sample Content-based Participation Goals = Mathematics Lesson Vignette To review the concept of subtraction, students listen to a telling of the story *Ten Sly Piranhas: A Counting Story in Reverse*. Students then retell the story and write a related subtraction problem for each page. Source: Ohio Mathematics Model Curriculum, Instructional Resources and Tools, pg 5; National Council of Teachers of Mathematics: Finding Fact Families) [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_2_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_2_Math_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Act out part of the story using counters and hand gestures (e.g. counting on fingers). Count the number of piranhas on a given page. With support, write a subtraction problem using numbers. | Retell a part of the story using simple words and phrases. Draw a picture of that part of the story and write one sentence about it using numbers words. | Retell part of the story using simple sentences with some temporal words and linking words. Write subtraction sentences for the page using appropriate math vocabulary (minus, difference, equal). | Retell part of the story using more elaborate vocabulary and sentence structures. After being given a subtraction problem by the teacher (e.g. 7-3=4), student will work with a partner or in a small group to write our own scenario. | Retell part of the story using more elaborate vocabulary and sentence structures. After being given a subtraction problem by the teacher (e.g. 7-3=4), student will work independently to write our own scenario. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Provide sentence structures that can be used for retelling. | Review with the class key vocabulary for mathematical problems. | Provide opportunities for students to practice doing retellings in small group settings. | Provide time for sharing draft scenarios with peers and getting their feedback before completing final draft. | Grade 2: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about a familiar topic. | Express an opinion about a familiar topic or story. | Express an opinion about a familiar topic or story, giving one or more reasons for the opinion. | Express opinions about a variety of topics, introducing the topic and giving several reasons for the opinion. | Express opinions about a variety of topics, introducing the topic, giving several reasons for the opinion, and providing a concluding statement. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students write an opinion piece on justifying a school, home, and/or community rule. They demonstrate an understanding of the different rules and acceptable behavior in different settings. Source: Ohio Social Studies Model Curriculum, Standard 12, pg 12 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | View picture cards of good and bad behaviors that take place at school. (e.g waiting in line at the drinking fountain, running in the halls). Practice key vocabulary words. With teacher support, sort picture cards by good behavior and bad behavior. | View picture cards of good and bad behaviors that take place at school. (e.g waiting in line at the drinking fountain, running in the halls). Practice key vocabulary words. With teacher support, sort picture cards by good behavior and bad behavior Use key words and phrases to talk about good behavior at school. | Write a few sentences about a school rule, giving one reason for its importance. (e.g It is important to be quiet while the teacher is talking so that everyone can learn.). Discuss with a partner. | Write about a school rule, giving two or more reasons for its importance. Engage in a class debate about which rules are the most important and why. | Write about a school rule, giving multiple reasons for its importance. Engage in a class debate about which rules are the most important and why. Rank rules according to their importance. | Sample instructional strategies and supports | Have a class discussion about rules people must follow in different settings. Highlight key words related to rules. | Have students work with a partner to write sentences and make illustrations. | Model both oral and written statements expressing opinions with reasons. | Model using transition phrases to add ideas to statements in a group discussion. (e.g. “Another example is …”) | Provide criteria of a well-written opinion piece that student can use for self evaluation. | Grade 2: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support, carry out short individual or shared research projects, gathering information from provided sources and labeling information. | With prompting and support, carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording some information/observations in simple notes. | With prompting and support, carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording information/observations in orderly notes. | With prompting and support, carry out short individual or shared research projects, recalling information from experience or gathering information from multiple sources. | With prompting and support, carry out short individual or shared research projects, recalling information from experience and/or gathering information from multiple sources. | Sample Content-based Participation Goals – Science Lesson Vignette Students deliver an oral presentation and compose a written report on an extinct organism, comparing it to an organism that is alive today (e.g. the relationship between elephants and mammoths). Source: Ohio Science Standards, Grade two, Life Science http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support and second language support, find pictures on the Internet of an elephant and mammoth. Label these pictures on paper or in PowerPoint. Identify a few basic characteristics of the animals (e.g. eyes, ears, and trunk). | In pairs and with second language support, find 2-3 similarities between elephants and mammoths. Using simple words and phrases, and pictures, complete a chart template in PowerPoint (2 slides). | In pairs, find 2-3 similarities between elephants and mammoths using a few sources (books, websites, photographs, videos). Record findings in a simple PowerPoint template provided by the teacher and type a few simple sentences about the animals (2-3 slides). | In pairs, explore and compare the relationship between elephants and mammoths using a variety of sources (books, websites, photographs, videos). Following the teacher’s written guidelines, create a 3-5 slide PowerPoint presentation on two animals’ environments and their similarities. | In pairs, explore and compare the relationship between elephants and mammoths using a variety of sources (books, websites, photographs, videos). Following the teacher’s written guidelines, create a 3-5 slide PowerPoint presentation on the two animals’ environments and their similarities. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Demonstrate the use of a chart or other graphic organizer to show similarities and differences. | Provide sentence structures for describing animals and have student practice using structures to share information. | Provide list of academic terms that would be appropriate for describing animal characteristics. | Provide time for sharing drafts of PowerPoint presentations with peers and getting their feedback before completing final presentation. | Grade 2: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support, identify a point an author or a speaker makes, using a few frequently occurring words and phrases. | With prompting and support, identify a reason an author or a speaker gives to support the main point. | Tell how one or two reasons support the main point an author or a speaker makes. | Tell how one or two reasons support the specific points an author or a speaker makes. | Describe how reasons support the specific points an author or a speaker makes. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students investigate a current-event issue and describe the positive and negative effects of these activities. (e.g. Time for Kids article, “Waiting for Change”, Feb 2013) http://www.timeforkids.com/news/article-waiting-change/98991 Source: Ohio Social Studies Model Curriculum, Content Statement 7, pg 7 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to an article being read aloud about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 With support, identify key vocabulary words from the story (e.g. penny coin, money). Draw a picture illustrating one key idea or detail from the article. | Listen to an article being read aloud about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 On a sheet of paper, cite one reason to stop using pennies. Share with a partner or in a small group. | Listen to an article being read aloud about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 On a sheet of paper, cite one reason to stop using pennies and one reason to continue. Share with a partner or in a small group. | With teacher support (whole group or guided reading) read an article about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 Using chart, identify some of the points the author makes as pro-penny, anti-penny, or neutral. Following this assignment, break into groups of three and defend one of the three positions. | With teacher support (whole group or guided reading) read an article about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 Using chart, classify each point the author makes as pro-penny, anti-penny, or neutral. Following this assignment, break into groups of three and defend one of the three positions. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available Provide sentence structures and have student practice using structures to give reasons. | Demonstrate and model how to take notes during an oral presentation. | Provide a model of a chart that can be used to record key information as one reads an article. | Have a large group discussion about the importance of providing reasons to support an idea or point of view. | Grade 2: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Show increasing awareness of differences between informal, ‘playground | Compare examples of the formal and informal use of English, and (at | Adapt language choices, as appropriate, to formal and informal contexts,| Adapt language choices, as appropriate, to formal and informal contexts,| | reading, and being read to. | speech’ and language appropriate to the classroom; use some words | Grade 3) use an increasing number of general academic and content- | and (at Grade 3) use a wider range of general academic and content-specific| and (at Grade 3), use a wide variety of general and content-specific | | | learned through conversations, reading, and being read to. | specific words in conversations and discussions. | words in conversations and discussions. | academic words and phrases in conversations or in short written texts. | Sample Content-based Participation Goals – Science Lesson Vignette Students compare the different appearances of clouds (shapes, sizes, shades of white/gray). They document their observations over a period of time to find if there is a relationship between the characteristics of the clouds and the weather (storms, precipitation types and/or amounts). Source: Ohio Science Standards, Grade two http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Observe cloud patterns over a given time and document in science journal using pictures. Discuss in whole group the differences between formal and informal language used in the journal and report. | Observe cloud patterns over a given time and document in science journal using pictures, basic words, and sentences. Label the types of clouds in the type of journal using vocabulary list provided by teacher. Complete sentence frames about clouds. Share with partner. | Observe cloud patterns over a given time and document in science journal using informal vocabulary and pictures. Use results to write a short report on weather patterns and clouds using an increasing range academic vocabulary (cloud names, precipitation). Discuss in whole group the differences between formal and informal language used in the journal and report. | Observe cloud patterns over a given time and document in science journal using informal vocabulary and pictures. Use results to write a report on weather patterns and clouds using a wider range academic vocabulary (cloud names, precipitation). Discuss in whole group the differences between formal and informal language used in the journal and report. | Observe cloud patterns over a given time and document in science journal using informal vocabulary and pictures. Use results to write a detailed report on weather patterns and clouds using a wide range of academic vocabulary (cloud names, precipitation). Discuss in whole group the differences between formal and informal language used in the journal and report. | Sample instructional strategies and supports | Have students share informal language they hear/use with friends and with the teacher. Provide and discuss words and phrases that can be used to describe clouds. | Provide and discuss both scientific and informal words and phrases that can be used to describe clouds. | Demonstrate the use of a graphic organizer to report information. | Lead a whole-group brainstorming session on ways to describe a cloud formation to a friend compared to the way to describe a cloud formation in a science report. | Provide criteria of a well-written report using formal vocabulary, and show students how to use criteria as self-evaluation tool when writing a report. | Grade 2: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Ask and answer questions about the meaning of frequently occurring | Determine the meaning of less-frequently occurring words and phrases, | Determine the meaning of less-frequently occurring words and phrases, | Determine the meaning of less-frequently occurring words, phrases, | | phrases, and formulaic expressions in simple oral discourse, read- | words, phrases, and expressions in simple oral discourse, read-alouds,| content-specific words, and some idiomatic expressions in oral | some idiomatic expressions, and (at Grade 3) some general academic and | some idiomatic expressions, and (at Grade 3) some general academic and | | alouds, and written texts about familiar topics, experiences, or | and written texts about familiar topics, experiences, or events, using | discourse, read-alouds, and written texts about familiar topics, | content-specific vocabulary in oral discourse, read-alouds, and written| content-specific vocabulary in oral presentations and written texts | | events, relying heavily on visual aids, context, and knowledge of | context, visual aids, and knowledge of morphology in his or her native| experiences, or events, using context, some visual aids, reference | texts about a variety of topics, experiences, or events, using context,| about a variety of topics, experiences, or events, using context, | | morphology in his or her native language. | language. | materials, and a developing knowledge of English morphology. | some visual aids, reference materials, and an increasing knowledge of | reference materials, and morphology (e.g., root words, some prefixes). | | | | | | | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students listen to an oral reading of *How Long and How Wide?* by Brian Cleary. Then, they sort vocabulary words (rulers, yard stick, meter, inch, feet) Source: Ohio Mathematics Model Curriculum, grade two, p. 12 Measurement Cluster http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_2_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to a read aloud of How Long and How Wide?. Create a chart of | Listen to a read aloud of How Long and How Wide? Create a chart of new| Listen to read aloud. Sort words into teacher directed categories. | Listen to read aloud. Sort measurement vocabulary words into self | Listen to a whole group reading of story. Sort vocabulary words | | new words, such as measure, inch, and foot. Provide picture support | words, such as measure, inch, and foot. Sort words with a partner by | Explain justifications to teacher. Illustrate in math vocabulary journal.| created categories. Create a measurement dictionary. | independently into self generated groups. Create a measurement | | and sort words with a partner by tools used to measure and units of | tools used to measure and unit of measurement ways to measure. | | | dictionary explaining concepts. | | measure. | Illustrate sorts in math vocabulary journal. | | | | Sample instructional strategies and supports | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide native language support if available. | Provide picture support as needed. | Have students work with partners in creating chart with measurement | Have students work with partners in creating measurement dictionary. | Provide sentence structures that can be used to explain measurement | | Provide list of key words for students to note when listening to | Demonstrate note-taking strategies while listening to oral information.| categories. | | terms. | | information about measurement. | Guide students on creating a chart to sort words into category. | | | | Grade 2: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount two events in sequence, and communicate simple information | Recount two events in sequence, and communicate simple information | Recount a sequence of events, using temporal words (before, after, | Recount a coherent sequence of events, using temporal words to signal | | (including context and visual aids), using non-verbal communication | about a topic, with support (including visual aids and modeled | about a topic, with support (including visual aids and modeled | soon), and introduce an informational topic and present facts about | event order clearly, and introduce an informational topic and present | | and, with limited control, a narrow range of vocabulary and syntactically | sentences), using, with emerging control, frequently occurring linking | sentences), using, with emerging control, frequently occurring linking | it, using, with increasingly independent control, linking words (e.g., | facts about it using linking words (e.g., because, and, also) to | | simple sentences. | words (e.g., and, then). | words (e.g., and, then). | because, and, also) to connect ideas or events. | connect ideas and provide a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings. They use temporal words to signal event order, and provide a sense of closure. Sources: Oho English Language Arts Model Curriculum, Writing, Text Types and Purposes pg 22 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-2-ELA_Model_Curriculum_March-2015.pdf.aspx http://www.uen.org/Lessonplan/preview.cgi?LPid=13889 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Illustrate a memory about the best day of school. Use basic vocabulary | Write about the best day of school, recounting two events. Use key | Write about the best day of school, recounting two events. Use complete | Write about the best day of school, recounting 2-4 events in the correct| Following teacher guidelines, write a coherent paragraph about the best | | words to label and discuss picture.. | words and modeled sentences. Illustrate and share with a partner.. | sentences and correct sequence. Share with class. | sequence, use temporal words and linking words correctly. Share with | day of school. The paragraph must include a topic sentences, 3 details, | | | | | class. | and a concluding sentence. Edit and revise in pairs. | Sample instructional strategies and supports Model the telling about a past event. Afterwards, highlight and discuss key words in the narrative. Retell the past event and have students listen for the key words. Provide examples of sentence structures that can be used to tell about a past event. Provide opportunities to practice their telling of their best day at school; provide feedback to help students improve language use and fluency. Model using transition phrases to connect sentences and paragraphs. Provide feedback on initial drafts of both oral and written narratives, and allow students to make revisions for final oral and written recounting. Grade 2: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Understand and use a small number of frequently occurring nouns and verbs, and respond to simple questions with support (including context and visual aids). | Recognize and use some frequently occurring collective nouns (e.g., *group*), verbs, adjectives, adverbs, and conjunctions, and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences). | Use some collective nouns, frequently occurring adjectives, adverbs, and conjunctions, and the past tense of some frequently occurring irregular verbs, and produce and expand simple and some compound sentences, with support (including modeled sentences). | Use collective nouns, an increasing number of adjectives, adverbs, and conjunctions, and the past tense of frequently occurring irregular verbs, and produce and expand simple, compound, and (at Grade 3) a few complex sentences. | Use collective and commonly occurring abstract nouns (e.g., *childhood*), the past tense of frequently occurring irregular verbs, coordinating and commonly used subordinating conjunctions, adjectives, and adverbs, and produce and expand simple, compound, and (at Grade 3) some complex sentences. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students demonstrate an understanding of regular and irregular verbs after reading *Penguins* by Penepe Arlon. They use the verbs correctly in speech and writing. Sources: Ohio English Language Arts Model Curriculum, Grade 2, pg 32 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_2_ELA_Model_Curriculum_March-2015.pdf.aspx Scholastic Common Core Book Lists–Grades 2-3 Nonfiction http://commoncore.scholastic.com/teachers/books/literature | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Students will learn a few common action verbs from the book. Demonstrate understanding of selected action words in the book by performing the actions during a game of “Simon Says”. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Demonstrate understanding of a number of verbs in a story using simple sentences. Write a few simple verbs in sentences. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Match regular past tense verbs with present tense verbs and drag them to a T-Chart. Write sentences about a penguin using regular past tense verbs. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Determine if the past tenses of the verbs are regular or irregular and drag them to a T-Chart. Write a short story about a penguin using both regular irregular verbs provided by the teacher. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Determine if a wide range of past tense verbs are regular or irregular and drag them to a T-Chart. Students will write a story about a penguin using a wide range of vocabulary and sentence structures. | Sample instructional strategies and supports | Provide list of key words for students to note when listening to the story. | Provide list of key words for students to note when listening to the story. Have students work with a partner in writing sentences with the selected verbs. | Model how to use a T-chart to compare and contrast. Have ELL work with partner to complete TChart. | In whole group setting, lead the students in the development of a story about a past event, demonstrating the use of past tense and conjunctions. | Provide criteria of a well-written story that student can use for self evaluation. | Grade 3: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify some key words and phrases identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to identify the main topic or message answer questions retell some key details from read-alouds, simple written texts, and oral presentations. | Use an increasing range of strategies to determine the main idea or message identify or answer questions about some key details that support the main idea/message retell a variety of stories from read-alouds, written texts, and oral presentations. | Use a wide range of strategies to determine the main idea or message tell how key details support the main idea retells a variety of stories from read-alouds, written texts, and oral communications. | Sample Content-based Participation Goals Language Arts Lesson Vignette Teacher reads “Charlotte’s Web” to students using visual aids and expression to add to understanding. Students retell “Charlotte’s Web” using a graphic organizer to identify the main idea, details, characters, and theme of the story. Source: Ohio’s English Language Arts RL 3.2 Model Curriculum Standard Statement 2, page 1 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Match pictures to a few key words from “Charlotte’s Web” after listening to the teacher read it. E.g. - “pig, spider, web, word”, with bilingual assistance if available. | Complete a graphic organizer with 3 boxes to identify the beginning, middle and end after listening to the teacher read “Charlotte’s Web”. Student may use a combination of words and pictures. | Complete a graphic organizer to identify the main idea of “Charlotte’s Web” and identify some important details with visual supports as needed. | Retell “Charlotte’s Web” using a graphic organizer showing the main idea, important details and characters, and correct sequence of events with limited support. | Retell “Charlotte’s Web” by completing a graphic organizer with main idea, important details, characters, correct sequence and identify the theme independently. | Sample teaching strategies and supports - Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. - Demonstrate how to use a graphic organizer with another story. - Have student work with a partner. - Provide time to practice retelling in a small group setting. - Allow student to redo retelling after receiving feedback on a practice presentation. An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to and occasionally participate in short conversations about familiar topics, and respond to simple yes/no and some wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics; take turns; and respond to simple and wh-questions. | Participate in short discussions and written exchanges about familiar topics and texts; follow the rules for discussion; respond to the comments of others and contribute his or her own; and ask questions to gain information or clarify understanding. | Participate in discussions, conversations, and written exchanges about a variety of topics and texts; follow the rules for discussion; build on the ideas of others and contribute his or her own; and ask and answer questions about the topic or text. | Participate in extended discussions, conversations, and written exchanges about a variety of texts and topics; follow the rules for discussion; build on the ideas of others, and express his or her own; and ask and answer questions about the topic or text. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** With teacher guidance, students discuss and draft a classroom contract to establish rules and responsibilities within the classroom. Help students make connections between the rules in the classroom and the need for laws in the local community. Source: Ohio’s Social Studies Model Curriculum Content Statement 11, page 15 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Take part in a small group discussion of classroom rules with translation support (e.g., Google Translate) or visuals, and demonstrate understanding of common classroom instructions, e.g., “raise hand”, “take turns”, “be quiet”. | Take part in the small group discussion and write one simple sentence using a computer/iPad to show appropriate classroom behavior following a model. E.g., “Walk in the classroom”, “Listen to the teacher.” Answer questions about appropriate behavior. | Actively participate in the small group discussion by sharing at least 3 ideas and asking questions to clarify understanding. Write 2-3 sentences on a computer stating classroom rules following the discussion. Contribute an idea to discussion of laws in the local community. | Actively listen to others in the small group, ask questions about their ideas and show comprehension by building upon those answers. Write 3-4 generally correct sentences on a computer. Take an active part in a discussion of laws in the local community and why laws are necessary. | Fully participate in the small group discussion by asking and answering questions and contribute towards writing the classroom contract on a computer. Then contribute ideas to the discussion about laws in the community and why laws are necessary. | **Sample teaching strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Have ELL work with a partner to orally generate classroom behavior rules. | Model asking questions during a group discussion. | Model using transition phrases to add ideas to statements in a group discussion (E.g., “Another example is …”) | Have ELL work with a partner on writing a classroom contract. | Grade 3: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, experiences, or events. | Deliver simple oral presentations and compose written texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written narratives and informational texts about a variety of texts, topics, experiences, or events. | Deliver oral presentations and compose written narratives and informational texts, with some details, about a variety of texts, topics, experiences, or events. | Sample Content-based Participation Goals – Science Lesson Vignette Students write a report explaining how a behavioral or physical characteristic is an advantage of a specific animal or plant for surviving in its environment. Source: Ohio’s New Learning Standards – Science, page 76 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Draw a picture and write words or a simple sentence about a specific animal’s characteristics, e.g., “A tiger has stripes. A tiger has sharp teeth”. Share their sentences with a partner. | Draw a picture and write 2-3 simple sentences about animal survival characteristics based on a model provided by the teacher. E.g. “The tiger has stripes to hide in the long grass.” Share their sentences with a partner. | Write and edit a short paragraph on a specific animal’s characteristics using appropriate scientific vocabulary like habitat, predator, and prey. Then share that paragraph with a partner or small group. | Write a mostly grammatically-correct and coherent 2 - 3 paragraph animal report using appropriate scientific vocabulary that shows how the adaptations help the animal to survive in its environment. Then share that paragraph with a partner or small group. | Independently write a multi-paragraph animal report showing good use of scientific vocabulary, mostly correct grammar, and using the correct features of informational writing. Then share the report with a partner or small group. | Sample teaching strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Provide sentence structures that can be used to show relationship of animal characteristic to survival. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Have ELL work with a partner on writing the report. | Provide feedback on initial drafts of report and allow students to make revisions based on final drafts. | Grade 3: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about a familiar topic. | Express an opinion about a familiar topic or story. | Express an opinion about a familiar topic or story, giving one or more reasons for the opinion. | Express opinions about a variety of topics, introducing the topic and giving several reasons for the opinion. | Express opinions about a variety of topics, introducing the topic, giving several reasons for the opinion, and providing a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write an opinion piece on whether students should wear school uniforms supporting this point of view with reasons. Introduce the topic, state the reasons and provide a concluding statement. Source: Ohio’s English Language Arts W.3.1 Model Curriculum Standard Statement, page 21 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Use a sentence frame (e.g., “I ___ school uniforms.”) to express an opinion and illustrate the sentence. | Write an opinion and give a reason for it (e.g., “I don’t want school uniforms, because I like my clothes.”) using a teacher provided outline. Support with illustration. | Write a paragraph stating an opinion and support the opinion with 3 reasons based on a teacher provided outline. Begin to use linking words and phrases such as “because, since, for example”. | Provide a clear introduction with a clear opinion on the topic, at least 3 reasons supporting the opinion using a logical construction with linking and sequence words giving a concluding sentence. | Independently write a well-developed opinion piece with a strong introduction, clear supporting reasons, and well chosen vocabulary with an effective conclusion. | Sample teaching strategies and supports | Provide sample sentence structures to express opinions (I like, ____ I don’t like _____, I prefer ________). | Model both oral and written statements expressing opinions with reasons. | Have ELL work with partner on writing an opinion piece with supporting reasons. | Provide opportunities for peer feedback on initial drafts. | Provide criteria of a well-written opinion piece that student can use for self evaluation. | Grade 3: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (at Grade 2), carry out short individual or shared research projects, gathering information from provided sources and labeling information. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording some information/observations in simple notes. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording information/observations in orderly notes. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience or gathering information from multiple sources. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience and/or gathering information from multiple sources. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students find and compare the perimeters of various classroom items (e.g. doors, cabinets, desktops, rugs, computer monitors, bulletin boards, and whiteboards) and communicate their findings through illustrations and charts in their math journals. Source: Ohio’s Mathematics Model Curriculum 3 MD.8 Standards, page 25 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_3_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_3_Math_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Measure classroom objects then draw and label the objects with dimensions and compute perimeters. Use simple descriptive adjectives (e.g., big, small, long short) to label the drawings. | Measure classroom objects, draw, and label and compute perimeters. Record observations on perimeters in math journal using 2-3 simple sentences and including at least one math specific vocabulary word (e.g., inches, perimeter, measure). | Measure classroom objects and compute perimeters. Display information in a logical order on a chart or in a math journal using comparative language (e.g., bigger than, larger, smaller than) in order to compare objects. | After measuring classroom objects and determining the perimeters, students will compare their answers with other groups, and communicate their findings in their math journals and explain any reasons for differences. | Independently measure classroom objects, determine the perimeters. Discuss their findings and write a paragraph about real world applications (e.g., cutting construction paper for a border for a bulletin board). | Sample teaching strategies and supports Have ELL work with a partner on measuring and labeling task. Pre-teach math specific vocabulary for this task. Have ELL work with two or three partners on creating a chart showing results of measurement. Provide opportunities for students to practice giving oral summary reports of their findings. Conduct large group brainstorming session on possible real world applications of tasks requiring measurements and calculation of perimeter. Grade 3: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (at Grade 2), identify a point an author or a speaker makes, using a few frequently occurring words and phrases. | With prompting and support (at Grade 2), identify a reason an author or a speaker gives to support the main point. | Tell how one or two reasons support the main point an author or a speaker makes. | Tell how one or two reasons support the specific points an author or a speaker makes. | Describe how reasons support the specific points an author or a speaker makes. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students will receive a theoretical allowance of $20.00 a month. Each student will decide how to spend this amount. Students will analyze and critique their classmates’ choices. Source: Ohio’s Social Studies Standards. Economics Content Statement of the MCS, 19 page 23 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to a classmate talk about how he or she would spend the allowance and identify and illustrate 2-3 key words (e.g., candy, game, and toy). | Listen to classmates talk about how they would spend their allowance and identify how one classmate wants to spend the $20 and why. | Listen to classmates talk about how they would spend their allowance and fill out a chart of at least one thing that each child wants to do with the $20.00 and why. | After listening to classmates explain how they would spend the $20 allowance, the student will participate in a discussion and express his opinion of the students’ choices. | Cite reasons to agree or disagree with classmates’ decisions to spend their allowance using grade appropriate conversational and academic vocabulary (e.g., I agree, but…; I disagree, because…). | Sample teaching strategies and supports | Pre-teach content-related vocabulary. | Demonstrate note-taking strategies while listening to oral information. | Provide a model of a chart that can be used to record key information. | Give opportunities for ELLs to practice communication skills in small group discussions. | Demonstrate how to use written notes when giving an oral presentation. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Show increasing awareness of differences between informal, ‘playground | Compare examples of the formal and informal use of English, and (at | Adapt language choices, as appropriate, to formal and informal contexts,| Adapt language choices, as appropriate, to formal and informal contexts,| | reading, and being read to. | speech’ and language appropriate to the classroom; use some words | Grade 3) use an increasing number of general academic and content- | and (at Grade 3) use a wider range of general academic and content-specific| and (at Grade 3), use a wide variety of general and content-specific | | | learned through conversations, reading, and being read to. | specific words in conversations and discussions. | words in conversations and discussions. | academic words and phrases in conversations or in short written texts. | | | | | | | **Sample Content-based Participation Goals – Science** **Lesson Vignette** Students design a plan to reduce or recycle waste in the school. Students will orally present the plan to the principal and to younger students. Source: Ohio’s New Learning Standards – Science, page 76 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Show understanding of words such as “recycle, reuse, waste” by | Write then deliver formal practiced sentences to explain a step in the | Choose formal English and content-specific words (e.g., waste, recycle, | Take an active part in preparing the presentation for the principal and | Actively participate in writing the plan for the principal and orally | | illustrating the words. Use learned phrases to introduce the plan to | plan to the principal. (E.g., “Place a recycle container in each | compost) in writing, then orally, to explain the steps to the principal | be part of delivering the presentation. Then adapt the presentation to | presenting the plan. Then actively participate in writing a plan for | | the principal. (E.g., “This is our plan to recycle in our school.”) | classroom.”) Then explain the same step to a Kindergarten classroom. | with a moderate degree of accuracy. Then explain to Kindergarten | suit younger students, making conscious word choices for the audience. | Kindergartners and orally presenting it, using appropriate sentence | | | (E.g., “Put used paper in this bin.”) | students how to use the recycle bin using less formal English. | | structure and academic vocabulary. | | | | | | | **Sample teaching strategies and supports** | Provide list of key words for students to note when listening to | Guide students on creating a chart to sort words into categories | Have ELL work with a partner to create written notes to use for | Provide opportunities for students to practice giving presentations in | Provide feedback on initial drafts of proposal and allow students to | | information about recycling. | appropriate for presenting information to different audience | presenting information to principal and to kindergarten students. | small group settings. | make revisions for final draft. | | | (principal vs. kindergarten student). | | | | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, relying heavily on visual aids, context, and knowledge of morphology in his or her native language. | Ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, visual aids, and knowledge of morphology in his or her native language. | Determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and a developing knowledge of English morphology. | Determine the meaning of less-frequently occurring words and phrases, some idiomatic expressions, and (at Grade 3) some general academic and content-specific vocabulary in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events, using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes). | Determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions, and (at Grade 3) some general academic and content-specific vocabulary in oral presentations and written texts about a variety of topics, experiences, or events, using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes). | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** Students solve word problems using multiplication and division. (Eg. Tom wants to get into shape. On Monday, Tuesday, and Wednesday he ran 4 miles each day. On Thursday and Friday he ran 5 miles each day. How many total miles did he run?) Source: Ohio Mathematics Model Curriculum 3 OA.3 Standards, page 23 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_3_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize numerals independently and understand the problem when presented in pictures or when translated. | Understand simple key words like days of the week and “Tom” and ask questions to determine the meaning of unknown words. Use this information to solve the word problem. | Understand the idiom “get into shape” when teacher acts out the meaning, and can understand the rest of the story problem using context clues and decoding skills (e.g.: total, each). Solve the problem. | Use various strategies to determine word meanings including a dictionary and context clues. Then solve the problem. | Independently reads and solves the word problem using reference material if needed to understand the idiom. | **Sample teaching strategies and supports** | Have students write the numbers they hear when listening to oral reading of word problems. | Provide examples of question structures and model how to ask for clarification when encountering an unknown word. | Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Have ELL work with peer to create ongoing list of idioms and meanings. | Have students underline unknown words and expressions in word problems and indicate what the meaning might be given contextual and grammatical clues. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount two events in sequence, and communicate simple information | Recount a short sequence of events, and present a few pieces of | Recount a sequence of events, using temporal words (before, after, | Recount a coherent sequence of events, using temporal words to signal | | (including context and visual aids), using non-verbal communication | about a topic, with support (including visual aids and modeled | information about a topic, with support (including modeled sentences), | soon), and introduce an informational topic and present facts about it,| event order clearly, and introduce an informational topic and present | | and, with limited control, a narrow range of vocabulary and syntactically | sentences), using, with emerging control, frequently occurring linking | using, with developing control, common linking words (e.g., and, but, | using, with increasingly independent control, linking words (e.g., | facts about it using linking words (e.g., because, and, also) to | | simple sentences. | words (e.g., and, then). | next, after) to connect ideas or events. | because, and, also) to connect ideas and provide a concluding | connect ideas and provide a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write and present a book report with appropriate facts and relevant descriptive details, speaking clearly at an understandable rate. Source: Ohio English Language Arts SL3.4 Model Curriculum Standard Statement 4, page 31 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use visuals, basic words and 1-2 simple learned sentences to write and | Write about 2 important events from the book using pictures, props, | Write about several important events in correct sequence. Present the | Write about several important events in the book in correct sequence. | Write then orally present a clear, coherent, and creative book report | | tell about a favorite book. | and modeled sentences. Present to class or small group. Students will | book report to the class or a small group, speaking clearly and | Present to the class or a small group by speaking clearly and | which is logically organized and contains very few grammar errors and | | | begin using common linking words. | demonstrating developing control over grammar. Demonstrate use of | demonstrating developing control over grammar. Demonstrate use of | an effective concluding statement. | | | | common linking words and fluency. | common linking words and fluency. | | Sample teaching strategies and supports | Read aloud a book, and then have ELL discuss the book with a partner. | Have student work with a partner in writing about events in a story. | Provide ELLs opportunity to listen to reports from peers. | Provide opportunities to practice giving reports in small group settings | Provide feedback on students’ practice of giving oral reports. | Grade 3: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Understand and use a small number of frequently occurring nouns and verbs, and respond to simple questions with support (including context and visual aids). | Recognize and use some frequently occurring collective nouns (e.g., *group*), verbs, adjectives, adverbs, and conjunctions, and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences). | Use some collective nouns, frequently occurring adjectives, adverbs, and conjunctions, and the past tense of some frequently occurring irregular verbs, and produce and expand simple and some compound sentences, with support (including modeled sentences). | Use collective nouns, an increasing number of adjectives, adverbs, and conjunctions, and the past tense of frequently occurring irregular verbs, and produce and expand simple, compound, and (at Grade 3) a few complex sentences. | Use collective and commonly occurring abstract nouns (e.g., *childhood*), the past tense of frequently occurring irregular verbs, coordinating and commonly used subordinating conjunctions, adjectives, and adverbs, and produce and expand simple, compound, and (at Grade 3) some complex sentences. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students write a cultural heritage report to explain their family’s cultural background in order to demonstrate how diverse our communities are. Source: Ohio Social Studies Model Curriculum. Geography Content Statement of the MC8 page 11 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use visuals, write words and learned sentences about their cultural background with bilingual or translation support (if available). E.g. “I come from India.” “We eat curry.” | Write 3-4 simple sentences based on a model with attempts at using verbs, adjectives and conjunctions and provide illustrations to add to the meaning. | Write a paragraph on how and when their family came to the U.S. using some correct past tense verbs, adjectives, adverbs and conjunctions including some compound sentences, with a model. | Write a mostly coherent 1-2 paragraph report starting to include complex sentences (E.g., “When I came to the U.S., I was surprised to see snow!”) with increasing control over grammar with little teacher support. | Independently write a coherent 2-3 paragraph report, following teacher guidelines) with grade appropriate use of grammar and conventions exhibiting compound and complex sentences. | Sample teaching strategies and supports | Pre-teach key vocabulary and provide descriptive sentence structures. Provide bilingual dictionary or online translation tool if available and appropriate. | Provide examples of descriptive sentences pertaining to different cultures. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide opportunities for peer review and feedback on draft reports. | Provide feedback on drafts of report, and provide opportunity to make revisions for final draft. | Grade 4: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify the main topic and retell a few key details of read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to determine the main idea or theme, and retell a few key details of read-alouds, simple written texts, and oral presentations; and retell familiar stories. | Use an increasing range of strategies to determine the main idea or theme, and explain how some key details support the main idea or theme in read-alouds, written texts, and oral presentations; and summarize part of a text. | Use a wide range of strategies to determine two or more main ideas or themes, and explain how key details support in read-alouds, written texts, and oral presentations; and summarize a text. | Sample Content-based Participation Goals - English Language Arts Lesson Vignette As part of their Earth Science curriculum, students read *Hurricanes: Earth’s Mightiest Storms* by Patricia Lauber. Write a summary including the main idea and key details using a teacher-prepared outline then share this information in a small group. Source: Ohio English Language Arts RI 4.2 Model Curricula, p.12 and Science ESS, Solar System [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_4_ELA_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_4_ELA_Model_Curriculum_March-2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a picture dictionary, match pictures with simple weather words such as “rain, thunder, lightning, hurricane” with assistance from a teacher. | Use a simplified version of the outline to identify at least one main topic and 2 key details with bilingual or translation support (if available) then share this information in a small group. | Use a simplified version of the outline to identify 2 key topics and supporting details using a bilingual dictionary (if available) then share this information in a small group. | Use the teacher prepared outline to identify main ideas and key details, and write a simple summary with some teacher assistance then share the summary in a small group. | Independently complete the outline, identifying 2 or more main ideas and relate how the details support the main idea then write and share a grade appropriate summary of the text. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Model the use of an outline to show main idea and details of another written text. | Have ELL work with a partner. | Provide feedback on students’ draft outlines. | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics and texts, responding to others’ comments and adding some comments of his or her own, and asking and answering questions about the topic or text. | Participate in conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own, asking and answering relevant questions, and adding relevant information and evidence. | Participate in extended conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own ideas clearly, posing and responding to relevant questions, adding relevant and detailed information, using evidence, and summarizing the key ideas expressed. | **Sample Content-based Participation Goals – Social Studies Lesson Vignette** After studying Ohio’s role in the Underground Railway, students work in small groups and are assigned roles: slave, slave owner, abolitionist, conductor and free black man. Then they discuss their viewpoints on slavery. Source: Ohio Social Studies Model Curriculum History 4.7, page 13 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-4-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | After viewing multimedia presentations about slavery, student answers simple questions using visual and bilingual support (if available). | With extensive preparation, student takes part in the role play, listening to others, contributing a few simple sentences, and answering a few simple questions. | Student takes a role in the discussion with some preparation and support, responds to others, and adds some original comments, asking questions to clarify answers. | Student takes an active role in the discussion, building on the ideas of others, and adding evidence to support their arguments (E.g., “I should be free, because…..” or “I need slaves, because…..”) with minimal support. | Student takes part in the role play in a grade appropriate way, building on the ideas of others, and expressing his or her opinion, and then summarizes the discussion for the class or teacher. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available | Provide sentence structures and have student practice using structures to share information | Model sharing information and asking questions during a group discussion | Model using transition phrases to add ideas to statements in a group discussion (e.g. “Another example is …”) | Provide opportunities for students to practice role play in small group settings. | Grade 4: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, events, or objects in the environment. | Deliver short oral presentations and compose written texts about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, including a few details. | Deliver short oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, including some details. | Deliver oral presentations and compose written narrative or informational texts about a variety of texts, topics, and experiences, developing the topic with details and examples. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette After reading and discussing 2 poems, “Fog” by Carl Sandberg and “They Were my People” by Grace Nichols, students compare the different structural elements of the poems, e.g., verse, rhythm, meter, using a teacher supplied chart, then share their examples of each poetic device in a short oral presentation to a small group. Source: Ohio English Language Arts RL 4.5, Model Curriculum, page 3 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-4-ELA-Model-Curriculum-March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With bilingual and translation help to understand the poem “Fog”, show comprehension by drawing a picture with key words labeled such as “fog, cat, and city”. | Use a differentiated chart to write about 1 or 2 key differences in the 2 poems with some bilingual and translation support. Then share an example of 1 poetic device in a small group. | Use a differentiated chart to write 2-3 key differences between the poems with minimal support. Then share examples of 2 poetic devices in a small group. | Complete the teachersupplied regular chart comparing the 2 poems, giving 3-4 details using structural element vocabulary with some assistance if needed. Then share these examples in a small group. | Complete the chart comparing the 2 poems giving details with examples in a grade appropriate way and using grade appropriate academic terms. Then share these examples in a small group. | Sample instructional strategies and supports Read poems aloud and point out features of each poem. Provide bilingual dictionary or online translation tool if available to assist understanding of key words and phrases. Provide examples of charts used to show different structural elements of other poems. Have ELL work with partner to complete chart. Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. Allow students to practice giving oral reports and provide feedback for improvements. Grade 4: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about a familiar topic. | Construct a simple claim about a familiar topic, and give a reason to support the claim. | Construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim. | Construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** Students complete a multi-step math problem and then explain how they approached and solved the problem giving reasons for their approach. Here is a sample problem: Your class is collecting bottled water for a service project. The goal is to collect 300 bottles of water. On the first day, Max brings in 3 packs with 6 bottles in each pack. Sarah wheels in 6 packs with 6 bottles in each pack... About how many bottles of water still need to be collected? Show your work. Source: Ohio Mathematics Model Curriculum 4.OA.3, p.2 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_4_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With bilingual and/or translation support (if available) to understand the word problem, student will use pictures or numerals to solve the problem in a math journal. | Use visuals, simple sentences, and numerals to explain how to approach the problem and state one reason to support their approach, with bilingual or translation support (if available). E.g., “Max brings 3 x 6 = 18 bottles. Sarah brings 6 x 6 = 36 bottles…….” | In a math journal, describe the steps taken to solve the problem using equations, visuals and sentences then provide 1-2 reasons for their approach. | In a math journal, describe the steps taken to solve the problem and give 2 - 3 reasons to support their approach and make a concluding statement. | In a math journal, explain the approach taken and give logical reasons for each step and conclude with a strong statement. Student may write a paragraph, use visuals and/or equations. | **Sample instructional strategies and supports** | Read aloud the word problem. Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary. | Provide sentence structures for explaining steps in solving problem (e.g., “First, multiply ….; then add ….). | Have ELL work with partner on writing steps to solve word problem. | Provide opportunities for practice in small groups. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | Grade 4: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recall information from experience and/or gather information from a few provided sources, and label some key information. | Recall information from experience and/or gather information from provided sources, and record some information. | Recall information from experience and/or gather information from print and digital sources to answer a question; and identify key information in orderly notes. | Recall information from experience and/or gather information from print and digital sources to answer a question; record information in organized notes, with charts, tables, or other graphics, as appropriate; and provide a list of sources. | Recall information from experience and/or gather information from print and digital sources; summarize key ideas and information in detailed and orderly notes, with graphics as appropriate; and provide a list of sources. | Sample Content-based Participation Goals – Science Lesson Vignette Students conduct independent research into fossils taking orderly notes using charts, tables, etc., using print and digital sources e.g. http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/gtpage5.html Source: Ohio New Learning Standards – Science – 4th grade, p.106 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Label pictures of fossils from a simple text or with bilingual or translation support (if available), or with other assistance from teacher/peer. | Gather 2-3 facts about fossils from simple texts and websites and record the information with words and pictures in a science notebook, with translation and/or bilingual help (if available). | Gather 4-6 facts about fossils from text and digital sources and present the information in a chart or in a science notebook with some help from the teacher. | Gather multiple facts about fossils from text and digital sources, then record the research and sources in graphic form either in print or on a computer. | Gather multiple facts about fossils from text and digital sources, and then summarize the research in charts adding a list of sources in graphic form either in print or on computer. | Sample instructional strategies and supports | Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary | Have ELL work with a partner on this task. | Have ELL work with two or three partners on creating a chart with information about fossils. | Provide feedback on initial drafts and allow students to make revisions. | Provide criteria of a well-written summary of research findings that students can use as self-evaluation. | Grade 4: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or speaker makes. | Identify a reason an author or speaker gives to support a main point, and agree or disagree. | Tell how one or two reasons support the specific points an author or speaker makes or fails to make. | Describe how reasons support the specific points an author or speaker makes or fails to make. | Explain how an author or speaker uses reasons and evidence to support or fail to support particular points, (and at grade 5) identifying which reasons and evidence support which points). | Sample Content-based Participation Goals – Social Studies Lesson Vignette The class reads an article that proposes that all American citizens should be required to vote. The students identify the writer’s point, analyze the arguments and give reasons for their opinions using a teacher-prepared chart. After completing the chart, students share their ideas. Source: Ohio Social Studies Model Curriculum, 4.16 Government, p. 26 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-4-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-4-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With bilingual and/or translation support, identify and illustrate some key words from the article e.g. “vote, election, citizen”. | With bilingual and/or translation support to understand the article, identify the key point and state an opinion in writing. E.g., “I think everyone should vote.” Then share this opinion in a table group. | With some help to understand the article, student will complete the chart, explain 1-2 points the author makes, and state whether they agree and why. E.g., “The writer thinks all Americans should vote. It is a responsibility. I do not agree. I think you can choose to vote.” Then share their writing in a table group. | Use the chart to state some of the points the author made, then give evidence to agree with or refute at least one of the claims with some help. Then share this opinion with a table group. | Briefly summarize the author’s argument in the chart. Express opinions about the validity of the author’s arguments and state whether the evidence supports the argument or not. Then discuss these ideas in a table group. | Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Provide sentence structures for showing agreement or disagreement (e.g., I agree that ….; I don’t believe ….). | In large group setting, elicit students’ statements and create a chart showing the number who agree and disagree with the author. | Give opportunities for ELLs to practice communication skills in small group discussions. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to different social and academic contents, with | Adapt language choices according to purpose, task, and audience, with | Adapt language choices and style (includes register) according to | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | emerging control, and use some words learned through conversations, | developing control, and use an increasing number of general academic | purpose, task, and audience, with increasing ease, and use a wider | audience, and use a wide variety of general academic and content- | | | reading, and being read to. | and content-specific words, phrases, and expressions in conversation, | range of general academic and content-specific words and phrases in | specific words and phrases in speech and writing. | | | | discussions, and short written text. | speech and writing. | | **Sample Content-based Participation Goals – Science** **Lesson Vignette** After investigating what happens to the total amount of mass/weight during many types of changes (e.g., ice melting, salt dissolving, paper tearing, candle burning, Alka-Seltzer® in water), small groups discuss their findings using appropriate informal language, then present an oral report discussing their findings using formal academic language. Source: Ohio New Learning Standards - Science PS Matter and Forms of Energy, p. 106 and ELA SL 4.4 and 4.6 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in the science experiment. Then use a learned and | Participate in the science experiment and in the small group discussion| Participate in the experiment and in the small group discussion using | Participate in the experiment and the small group discussion using | Participate fully in the experiment and the small group discussion | | practiced phrase to introduce the topic during an oral report. E.g., | in a limited way. Contribute ideas towards the oral report. Then use | informal language. Then contribute 3-4 sentences containing content- | informal language. Then take an active part in the group preparation | using informal language. Contribute to the oral report on the | | “We put salt in water.” | 2-3 memorized sentences containing some academic language about the | specific words like “weight, dissolve, solution” using formal sentence | of the oral report, choosing specific language and formal sentence | experiment using grade appropriate academic vocabulary and formal | | | experiment during an oral report. E.g., “We mixed the salt and water.| structure with some assistance from the teacher. Take part in | structure to describe the experiment referring to the scientific method| register adding specific details. Then take an active part in | | | The salt dissolved in the water.” | presenting the oral report, using formal language. | with minimal assistance from the teacher. Take part in presenting the | delivering the oral report, speaking clearly. | | | | | oral report using formal language. | | **Sample instructional strategies and supports** | Provide sentence structures that students can use to describe findings. | In large group setting, have students share their findings and write them down in computer. Then give written copies to students. | Provide list of academic terms that would be appropriate for reporting results of scientific experiments. | Have students self-evaluate their participation in the small group discussion. | Provide criteria of a well-written report of science experiment that students can use as self-evaluation. | Grade 4: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in his or her native language. | Determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and knowledge of morphology in his or her native language. | Determine the meaning of frequently occurring words and phrases and some idiomatic expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words). | Determine the meaning of general academic and content-specific words, phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning of general academic and content-specific words and phrases and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students listen to the teacher present a lesson on addition and subtraction of fractions using visual supports. Students then read the textbook explanation. Complete differentiated vocabulary activities to show understanding of content specific academic vocabulary from the lesson. Differentiated activities include matching words and symbols, and completing an online Quizlet* activity. Source: Ohio Mathematics Model Curriculum 4.NF.3A http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_4_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using translation and/or bilingual support (if available), students will match words and numbers/symbols to show understanding of vocabulary such as “fraction, adds, subtracts, equals”. | Using translation and/or bilingual support (if available), students will match 4-6 words with numbers/symbols to show understanding of “fractions, addition, subtraction, numerator, and denominator”. | Complete a Quizlet* exercise using a dictionary, visual aids in the classroom, and their word knowledge. (e.g.-add/addition, equal/equals) with some assistance from the teacher. | Ask for clarification during the teacher’s oral presentation. E.g. - “What does ‘Fractions are a piece of cake.’ mean?” Complete the Quizlet* using a dictionary and their developing skills in morphology. | Actively listen to the teacher’s presentation and read the textbook explanation. Use dictionaries and word knowledge to determine the meaning of unknown words. Show understanding by independently completing a Quizlet* vocabulary activity. | *Quizlet: Free online learning tools conceptualized by a 15 year-old student. For more information click on the following website link; http://quizlet.com/ Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Have ELL work with a partner the first several times when doing the Quizlet. | Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Provide examples of figurative language (metaphors, similes, adages, proverbs). | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a simple sequence of events in order, and communicate simple | Recount a short sequence of events in order, and introduce an | Recount a more detailed sequence of events, with a beginning, middle, | Recount a more detailed sequence of events, with a beginning, middle, | | (including context and visual aids), using non-verbal communication | information about a topic, with support (including visual aids and | informational topic, present one or two facts about it, and provide a | and an end, and introduce and develop an informational topic with facts | and an end, and introduce an informational topic, develop it with facts | | and, with limited control, a narrow range of vocabulary and syntactically | modeled sentences), using, with emerging control, frequently occurring | concluding statement, with support (including modeled sentences), | and details, and provide a conclusion, using, with increasingly | and details, and provide a concluding statement or section, using a | | simple sentences. | linking words (e.g., *and, then*). | using, with developing control, an increasing range of temporal and | independent control, transitional words and phrases to connect events, | variety of linking words and phrases to connect ideas, information, or | | | | other linking words (e.g., *next, because, and, also*). | ideas and opinions (e.g., *after a while, for example, in order to, as | events. | | | | | a result*). | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write a narrative about a time they went to their favorite place. They are to include sensory details and sequencing words. After revising and editing, they share their stories with an audience (classmates, parents or buddies) during a “Writers’ Cafe”. Source: Ohio English Language Arts Model Curriculum Writing 4.3, p. 25 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_4_EL_A_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Draw a picture and write words or a simple sentence about a favorite | Write 3 sentences showing sequence of activities at their favorite place| Write a short paragraph showing a sequence of activities at their | Write a 3 paragraph coherent narrative with a clear beginning, middle | Write and edit a multi-paragraph narrative with coherence, details, | | place. E.g., “I like the zoo. I like the lion.” Student will read their| with visual supports and modeled sentences. E.g., “I went to the park. | favorite place, using some descriptive language and linking words. | and end that contains details, transitional words, and has a clear | good word choice and a strong conclusion with grade appropriate | | story during the “Writers’ Cafe”*. | I played on the swings. Then I went down the slide.” Then share orally | Provide a concluding statement with some support. Then share orally | conclusion with some editing assistance. Then share and discuss orally | sentence structure. Then share and discuss orally during a “Writers’ | | | during a “Writers’ Cafe”* | during a “Writers’ Cafe”* | during a “Writers’ Cafe”* | Cafe”* | *Writers’ Café: An online writing community where writers can post their work, get reviews, befriend other writers, and other activities. For more information click on the following website link http://www.writerscafe.org/ Sample instructional strategies and supports | Provide and discuss words and phrases that can be used to describe a | Review words to connect events (e.g. then, after that, first, finally). | Provide students the opportunity to share descriptions in small groups.| Share and discuss examples of narratives that exemplify good writing | Provide feedback on students’ initial drafts. | | place in a picture or photo. | | | techniques. | | Grade 4: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun phrases, and verbs; and understand and respond to simple questions with support (including context and visual aids). | Recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions; and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences). | Use some relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), and prepositional phrases; produce and expand simple and compound sentences, with support (including modeled sentences). | Use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases; and produce and expand simple, compound, and a few complex sentences. | Use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), prepositional phrases, subordinating conjunctions, and the progressive and perfect verb tenses; and produce and expand simple, compound, and complex sentences. | Sample Content-based Participation Goals – Science Lesson Vignette As part of a unit on landforms, students will create a slideshow (e.g., Power Point or Keynote) consisting of visuals, text, and narration about an assigned landform. Students will use the slide show to explain features, formation and examples of the landform to the class. Source: Ohio’s New Learning Standards - Science ES Earth’s Surface, p. 106 and ELA SL 4.5 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Pair the level one student with a native speaker or a more proficient ELL. Level one student will collaborate to create one or two slides with a title, pictures and words. Level one student will use simple practiced sentences (for example, *This is an island.*) to help present the slide show to the class. | Pair the level two students with a native speaker or more proficient ELL. Level two students will collaborate to create several slides about the landform using pictures with simple written and narrated sentences. For example, *A lake is water surrounded by land.* The largest lake in the U.S. is Lake Superior. The student will help present the slide show to the class. | Individually or with a partner, create multiple slides about a landform using pictures with simple written and narrated sentences including relative pronouns and adverbs, prepositional phrases and compound sentences. For example, *A plateau is an area of high level ground.* The Tibetan plateau is the largest plateau in the world. Some assistance from the teacher may be needed. Then present the slide show to the class. | Individually or with a partner, create a slideshow with at least 10 written and narrated sentences, using relative pronouns and adverbs, subordinating conjunctions, and/or prepositional phrases using some compound and complex sentences. For example, *Land that is surrounded on three sides is a peninsula.* Then present the slide show to the class. | Independently prepare a slide show about a landform. Use grade appropriate spoken and written language in the narrated slideshow showing use of perfect verb tense in compound and complex sentences. For example, *Mt. Etna has erupted many times.* Then present the slide show to the class. | Sample instructional strategies and supports - Pre-teach key vocabulary and provide descriptive sentence structures. Provide bilingual dictionary or online translation tool if available and appropriate. - Provide examples of descriptive sentences pertaining to different landforms. - Provide examples of descriptive writing that illustrate the use of relative pronouns, adverbs and prepositional phrases. - Provide opportunities for peer review and feedback on draft reports. - Provide feedback on drafts of report, and provide opportunity to make revisions for final draft. Grade 5: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify the main topic and retell a few key details of read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to determine the main idea or theme, and retell a few key details of read-alouds, simple written texts, and oral presentations; and retell familiar stories. | Use an increasing range of strategies to determine the main idea or theme, and explain how some key details support the main idea or theme in read-alouds, written texts, and oral presentations; and summarize part of a text. | Use a wide range of strategies to determine two or more main ideas or themes, and explain how key details support them in read-alouds, written texts, and oral presentations; and summarize a text. | Sample Content-based Participation Goals - Science and English Language Arts Lesson Vignette As part of their Earth and Space Science curriculum, students read *Discovering Mars: The Amazing Story of the Red Planet* by Melvin Berger using the “jigsaw method” then write a summary of the assigned portion including main idea and key details, using a teacher prepared outline. Then move to a different group and share the summary with classmates who read different portions. After listening to all the summaries, students will have an understanding of the entire book. Sources: Ohio English Language Arts RI 5.2 Model Curricula, p.10 and Ohio Science Standards ESS, Solar System.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_ELA_Model_Curriculum_March2015.pdf.aspx http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Teacher provides student with a simple text about Mars. Student uses a picture dictionary to match pictures with simple words from the book with assistance from a teacher. E.g., “planet, revolve”. | Read the assigned portion of the text with scaffolding, bilingual help or peer assistance. Or provide the student with a simpler text about Mars. Then student uses a simplified version of the outline to identify at least one main idea and 2 key details from the text with bilingual or translation support then share this information with another group. | Read the assigned portion of the text with assistance from a peer and use of a dictionary. Use a simplified version of the outline to identify 2 main ideas and supporting details from the text using a bilingual dictionary if needed. Then move to a different group to share this information. | Read the assigned portion of the text using a dictionary as needed. Use the teacher-prepared outline, identify main ideas and key details and write a simple summary with some teacher assistance. Then share the summary with the other small group. | Independently read the assigned portion of the text. Complete the outline, identifying 2 or more main ideas and relate how the details support the main idea. Then write and share a grade appropriate summary of the text with the other small group. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | | Model the use of an outline to show main idea and details of another written text. | | Have ELL work with a partner. | | Provide feedback on students’ draft outlines. | | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | *Jigsaw Reading - An activity in which students are given different parts of a text to read, followed by an information share for students to learn about the different parts.* Grade 5: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics and texts, responding to others’ comments and adding some comments of his or her own, and asking and answering questions about the topic or text. | Participate in conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own, asking and answering relevant questions, and adding relevant information and evidence. | Participate in extended conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own ideas clearly, posing and responding to relevant questions, adding relevant and detailed information, using evidence, and summarizing the key ideas expressed. | Sample Content-based Participation Goals – Social Studies Lesson Vignette After studying early Indian Civilizations (Maya, Inca, and Aztec) students work in small groups to create 2-4 minute reports explaining social structure, religion, government, agriculture, etc. of their assigned civilization. Then present the infomercial to the class and respond to comments and questions. Source: Ohio Social Studies Model Curriculum History 5.2, page 3) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-5-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Take part in preparing the report by finding pictures of food eaten by an early Indian Civilization with bilingual, teacher or peer assistance. After viewing the infomercials about other Indian Civilizations, students answer simple questions with visual and bilingual support (if available). E.g., “What did they eat?” | Contribute a few simple sentences to the report with assistance. After the class views the infomercials, student will answer a few simple questions about the other civilizations. E.g., “Where did they live?” | Take an active role in creating the report with some preparation and support. Then ask and answer questions about the infomercials, adding some original comments, and asking questions to clarify answers. E.g., “Why did the Aztecs grow corn?” | Take an active role in creating the report, building on the ideas of others, and adding evidence to support their explanations with minimal support. Then ask and answer questions about the infomercials. | Take an active role in creating the report, building on the ideas of others, and adding evidence to support their explanations. Respond to other infomercials, and make appropriate observations of multiple commonalities and differences. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | | Provide sentence structures and have student practice using structures to share information and to ask questions. | | Model sharing information and asking questions during a group discussion. | | Model using transition phrases to add ideas to statements in a group discussion (e.g., “Another example is …”) | | Provide opportunities for students to practice communication skills in small group settings before participating in large-group activity. | Grade 5: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, events, or objects in the environment. | Deliver short oral presentations and compose written texts about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, including a few details. | Deliver short oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, including some details. | Deliver oral presentations and compose written narrative or informational texts about a variety of texts, topics, and experiences, developing the topic with details and examples. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette After reading and discussing 2 poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, students individually determine the theme and how the poet writes about the topic citing evidence from the text using a T-chart. They then share their answers, including evidence, in small groups. Source: Ohio English Language Arts RL 5.2, Model Curriculum, page 1 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With bilingual and translation support (if available), demonstrate understanding of the poem “Dust of Snow”, by drawing a picture with key words labeled such as “crow, snow, shook, heart, mood”. With assistance, practice reading the poem aloud. | Draw a picture and write 2-3 sentences about the poem “Dust of Snow” with bilingual and translation support (if available). Share their writing in a small group using phrases, pictures, and gestures to communicate the idea and details of the poems. | Show developing understanding of the themes of both poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, by individually completing the T-chart with teacher support. Then share their ideas in a small group by using sentences and complete explanations of ideas in the poems. | Demonstrate understanding of the themes of both poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, by individually completing the T-chart with minimal teacher support. Then share and discuss evidence supporting the themes and ideas and why the poet made certain word choices. | Independently demonstrate understanding of the themes of both poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, using evidence from the text to complete the T-chart. Then discuss and defend these ideas in a small group setting. | Sample instructional strategies and supports | Read poems aloud and point out features of each poem. Provide bilingual dictionary or online translation tool if available to assist understanding of key words and phrases. | Read poems aloud and point out features of each poem. Provide bilingual dictionary or online translation tool if available to assist understanding of key words and phrases. | Model how to use a T-chart to compare and contrast. Have ELL work with partner to complete T chart. | Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. | Provide feedback on initial drafts of T-chart and allow for students to make revisions. | Grade 5: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about a familiar topic. | Construct a simple claim about a familiar topic, and give a reason to support the claim. | Construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim. | Construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students complete a real world math problem and then explain in their math journals how they approached and solved the problem giving reasons for their method. Then explain to the class the reason for their approach. Here is a sample problem: *You and your 2 friends want to equally split ½ pound of chocolate. How much would each person get? Show your work. Explain your reasoning.* Source: Ohio Mathematics Model Curriculum 5. N.O. Fractions, 7, p. 12 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With bilingual and/or translation support (if available), solve the problem using pictures or numerals. State the answer. Label pictures with words such as “person, chocolate”. Use gestures/numerals to explain the problem and/or solution. | Use visuals, simple sentences, and numerals to explain how to approach the problem. Give one reason to support their approach, with bilingual or translation support (if available). Share their ideas with a partner. | Describe the steps taken to solve the problem in a math journal, using equations and sentences. Then provide 1-2 reasons for their approach using complete sentences. Share their ideas in a small group. | Describe the steps taken to solve the problem in a math journal. Give 2 - 3 reasons to support their approach and make a concluding statement. Share their ideas in a small group using visuals and complete sentences. | Describe the steps taken to solve the problem in a math journal. Give 3-4 reasons to support their approach and make a concluding statement. Share and defend their ideas in a small group by supporting claims with evidence from visuals. | Sample instructional strategies and supports | Read aloud the word problem. Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary. | Provide sentence structures for explaining steps in solving problem (e.g., “First, divide the fraction by 3; then ……). | Have ELL work with partner on writing steps to solve word problem. | Provide opportunities for practice in small groups. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | Grade 5: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recall information from experience and/or gather information from a few provided sources, and label some key information. | Recall information from experience and/or gather information from provided sources, and record some information. | Recall information from experience and/or gather information from print and digital sources to answer a question; and identify key information in orderly notes. | Recall information from experience and/or gather information from print and digital sources to answer a question; record information in organized notes, with charts, tables, or other graphics, as appropriate; and provide a list of sources. | Recall information from experience and/or gather information from print and digital sources; summarize key ideas and information in detailed and orderly notes, with graphics as appropriate; and provide a list of sources. | Sample Content-based Participation Goals – Science Lesson Vignette Students conduct independent research into ecosystems explaining ways that humans can improve the health of ecosystems (e.g. recycling waste, establishing rain gardens, planting native species) using print and digital sources and taking orderly notes using charts, tables, etc. Source: Ohio New Learning Standards - Science, p. 132 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Label picture of an ecosystem (e.g. forest, desert, ocean) using a picture dictionary. With bilingual or translation support (if available), show understanding of one way to help the environment (e.g., recycling) by drawing a picture. | Gather 3 - 4 facts about the chosen ecosystem from simple texts and websites; then record the information with words and pictures in a science notebook, using charts, with translation and/or bilingual help (if available). Draw or write one way to protect this ecosystem. | Gather at least 4-6 facts about the ecosystem from text and digital sources. Present the information in a chart or in a science notebook with some help from the teacher to determine key information. Give at least one idea about how to protect this ecosystem. | Gather multiple facts about the ecosystem from text and digital sources. Record the research and sources in graphic form either in print or on a computer to answer the question: “How can humans improve this ecosystem?” Provide 1 - 2 ideas on ways to improve the ecosystem. | Gather multiple facts about the ecosystem from text and digital sources. Summarize the research neatly in charts adding a list of sources in graphic form either in print or on a computer. Provide 2 - 3 ideas on ways to improve the ecosystem. | Sample instructional strategies and supports | Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary. | Have ELL work with a partner on this task. | Have ELL work with two or three partners on creating a chart with information about ways to improve the ecosystem. | Provide feedback on initial drafts and allow students to make revisions. | Provide criteria of a well-written summary of research findings that students can use as self-evaluation. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or speaker makes. | Identify a reason an author or speaker gives to support a main point, and agree or disagree. | Tell how one or two reasons support the specific points an author or speaker makes or fails to make. | Describe how reasons support the specific points an author or speaker makes or fails to make. | Explain how an author or speaker uses reasons and evidence to support or fail to support particular points, (and at grade 5) identifying which reasons and evidence support which points). | Sample Content-based Participation Goals – Social Studies Lesson Vignette The class reads an article about immigration reform which advocates that anyone who wants to come to the USA should be allowed to enter the country and live here. The students identify the writer’s point, analyze the arguments and give reasons for their opinions. Sources: Ohio Social. Studies Model Curriculum, 5.9 Human Systems, p. 16 and Ohio English Language Arts Model Curriculum RI 5.2 p.10 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-5-Social-Studies-Model-Curriculum_April2014.pdf.aspx http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_ELAL_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Student reads a simplified version of the article. With bilingual and/or translation support (if available), student will identify the main point that the author is making. | Student reads a simplified version of the article. With bilingual support, translation support (if available) or scaffolding to understand the article, identify the key point and state an opinion. E.g., “I (don’t) think all people can come to America.” | With scaffolding (bilingual dictionary, simplified explanations) to understand the article, students write 1-2 points the author makes. State whether they agree or disagree and why, both in a short written response and orally in discussion. | Students read the article with a dictionary, if needed. State the reasons the author gave for his arguments then give evidence to agree with or refute his claims, with some help. Prepare a short written response then discuss in a group. | Independently read the article. Determine the author’s opinions. Express their opinions about the validity of the author’s arguments and state whether the evidence supports the argument or not. Prepare a short written response then discuss in a group. | Sample instructional strategies and supports Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. Provide sentence structures for showing agreement or disagreement (e.g., I agree that ….; I don’t believe ….). In large group setting, elicit students’ statements and create a chart showing the number who agree and disagree with the author. Give opportunities for ELLs to practice communication skills in small group discussions. Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to different social and academic contents, with | Adapt language choices according to purpose, task, and audience, with | Adapt language choices and style (includes register) according to | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | emerging control, and use some words learned through conversations, | developing control, and use an increasing number of general academic | purpose, task, and audience, with increasing ease, and use a wider | audience, and use a wide variety of general academic and content-specific | | | reading, and being read to. | and content-specific words, phrases, and expressions in conversation, | range of general academic and content-specific words and phrases in | words and phrases in speech and writing. | | | | discussions, and short written text. | speech and writing. | | Sample Content-based Participation Goals – Science Lesson Vignette Solar energy collection is most effective in areas that receive direct sunlight for long periods of time. In small groups students will research specific locations on Earth and how much direct sunlight they receive. Working in small groups, students evaluate the data and make a recommendation as to where to locate a solar energy facility. Share and defend the recommendation with the class. Source: Ohio New Learning Standards – Science, Solar Energy - and Ohio English Language Arts Model Curriculum SL 5.4 and 5.6) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With bilingual or translation support (if available) to understand the | Use informal language in group discussion of the project, then some | Use informal language in group discussion of the project. Then | Use informal language in group discussion of the topic. Choose | Use informal language during the group discussion. State and defend | | topic, show understanding of some key words such as “sun, solar, | memorized phrases to say 2-3 sentences containing some academic | contribute 4 - 6 sentences to the recommendation report, containing | specific vocabulary and formal sentence structure to present the | the group’s recommendation using grade appropriate academic vocabulary | | energy” by creating a bilingual word list. Use a learned and practiced | language about the topic during an oral report. E.g.: “Phoenix | content-specific words like “solar energy, generate, facility, location”| recommendation with minimal assistance from the teacher. | and formal register adding specific details and speaking clearly. | | phrase to introduce the topic during an oral report. E.g., “It is | receives 3,872 hours of direct sunlight each year.” | using formal sentence structure with some assistance from the teacher. | | | | sunny in California.” | | | | | Sample instructional strategies and supports | Provide sentence structures that students can use to describe key | In large group setting, have students share key concepts and write | Provide list of academic terms that would be appropriate for reporting | Have students self-evaluate their participation in the small group | Provide criteria of a well-written and orally-presented report that | | concepts | them down in computer. Then give written copies to students. | key concepts in informational text. | discussion. | students can use as self-evaluation. | Grade 5: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in his or her native language. | Determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and knowledge of morphology in his or her native language. | Determine the meaning of frequently occurring words and phrases and some idiomatic expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words). | Determine the meaning of general academic and content-specific words, phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning of general academic and content-specific words and phrases and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students listen to the teacher present a lesson (with visual supports) on place value of decimals, and then read the math textbook explanation. Students then complete differentiated vocabulary activities - a matching activity and an online Quizlet activity. Source: Ohio Mathematics Model Curriculum N.O. 5.1 Place value, page 6 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using translation and/or bilingual support (if available), students will match words and numbers to show understanding of “decimal, tenth, hundredth”. | Using translation and/or bilingual support (if available), students will match 4-6 words with numbers to show understanding of content specific math vocabulary such as - “decimal, decimal point, tenth, hundredth, place value”? | Complete a Quizlet (www.quizlet.com) exercise using a dictionary, visual aids in the classroom, and drawing upon their developing skills in using context and morphology. E.g., “The ‘th’ on ‘tenths’ represents 1/10”. | Ask for clarification during the teacher’s oral presentation. E.g., “What does ___ mean?” Complete the Quizlet using dictionaries and their developing skills in morphology. | Shows understanding of the teacher’s oral presentation and the textbook explanation by independently completing a Quizlet vocabulary activity. | Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Have ELL work with a partner the first several times when doing the Quizlet. | Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Provide examples of figurative language (metaphors, similes, adages, proverbs). | Grade 5: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a simple sequence of events in order, and communicate simple | Recount a short sequence of events in order, and introduce an | Recount a more detailed sequence of events, with a beginning, middle, | Recount a more detailed sequence of events, with a beginning, middle, | | (including context and visual aids), using non-verbal communication | information about a topic, with support (including visual aids and | informational topic, present one or two facts about it, and provide a | and an end, and introduce and develop an informational topic with facts| and an end, and introduce an informational topic, develop it with facts| | and, with limited control, a narrow range of vocabulary and syntactically | modeled sentences), using, with emerging control, frequently occurring | concluding statement, with support (including modeled sentences), | and details, and provide a conclusion, using, with increasingly | and details, and provide a concluding statement or section, using a | | simple sentences. | linking words (e.g., and, then). | using, with developing control, an increasing range of temporal and | independent control, transitional words and phrases to connect events, | variety of linking words and phrases to connect ideas, information, or | | | | other linking words (e.g., next, because, and, also). | ideas and opinions (e.g., after a while, for example, in order to, as | events. | | | | | a result). | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write a narrative about their favorite memories from 5th grade including sensory details, reasons and sequencing words. Then share their narrative with a small group of 4th graders as orientation at the end of the year. Source: Ohio English Language Arts Model Curriculum Writing 5.3, p. 26 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Draw a picture and write words or a simple sentence about a favorite | Write 3 sentences and draw pictures about their favorite memory showing| Write a short paragraph about the memory with an introduction, | Write a 3 paragraph coherent narrative with a clear beginning, middle | Write and edit a multi-paragraph narrative with coherence, details, | | memory or activity from 5th grade. E.g., “I like gym. Recess is fun.” | sequence using modeled sentences. E.g., “We went to the museum. We saw| sequence of events with linking words, and conclusion with support to | and end that contains details, transitional words, and has a clear | good word choice and a strong conclusion with grade appropriate | | Read these sentences to the 4th graders. | a dinosaur exhibit. We ate lunch. It was a fun day.” Then share orally | edit. Then share orally with the 4th graders. | conclusion with some peer and teacher editing assistance. Then share | sentence structure. Then share and discuss orally during an orientation| | | with 4th graders. | | orally with 4th graders. | for 4th graders. | Sample instructional strategies and supports | Provide and discuss words and phrases that can be used to describe a | Review words to connect events (e.g., then, after that, first, finally).| Provide students the opportunity to share narratives in small groups. | Share and discuss examples of narratives that exemplify good writing | Provide feedback on students’ initial drafts. | | memory or past activity. | | | techniques. | | Grade 5: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Recognize and use some frequently occurring nouns, pronouns, verbs, | Use some relative pronouns (e.g., who, whom, which, that), relative | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | | phrases, and verbs; and understand and respond to simple questions | prepositions, adjectives, adverbs, and conjunctions; and produce | adverbs (e.g., where, when, why), and prepositional phrases; produce | (e.g., where, when, why), subordinating conjunctions, and prepositional | (e.g., where, when, why), prepositional phrases, subordinating | | with support (including context and visual aids). | simple sentences in response to prompts, with support (including visual| and expand simple and compound sentences, with support (including | phrases; and produce and expand simple, compound, and a few complex | conjunctions, and the progressive and perfect verb tenses; and produce | | | aids and modeled sentences). | modeled sentences). | sentences. | and expand simple, compound, and complex sentences. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students participate in a Tall Tales Genre Study to determine features of Tall Tales. Following mini lessons in good sentence structure, they write a tall tale of their own, edit their writing and publish their story in book form. Their tall tales are shared during a “Paul Bunyan Picnic” at the end of the unit. Source: Ohio English Language Arts Model Curriculum R.L., Genre, p. 6 and 5.6, p. 26 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_ELALessonVignette.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Student watches a short video of a Tall Tale then participates in a | Student watches a short video of a Tall Tale then participates in a | Student reads Tall Tales and watches videos of Tall Tales. Participate | Student reads Tall Tales and watches videos of Tall Tales. Participate | Student reads Tall Tales and watches videos of Tall Tales. Participate | | mini lesson where the teacher demonstrates sentences with a simple | mini lesson where the teacher demonstrates sentences with a simple | in a mini lesson where the teacher demonstrates how to stretch a simple| in a mini lesson where the teacher demonstrates how to stretch a simple| in a mini lesson where the teacher demonstrates how to stretch a simple| | subject and verb. Student will create a Tall Tale consisting of one or | subjects and verbs. Student will create a Tall Tale consisting of 3 - | sentence into a more interesting sentence with the addition of relative| sentence into a more interesting sentence with the addition of relative| sentence into a more interesting sentence with the addition of relative| | two pages with a title, pictures, words and simple practiced sentences | 4 pages with a title, pictures, words and simple sentences with | clauses, adverbs and prepositional phrases. Then create a multiple | clauses, coordinating conjunctions, adverbs and prepositional phrases. | clauses, coordinating conjunctions, adverbs, perfect tenses and | | with teacher or peer support and use of translation. E.g.-“The bear | support from the teacher. E.g. - “The bear made a big mountain. He dug| page Tall Tale using interesting sentences such as those modeled but | Then create a multiple page Tall Tale using interesting simple, | prepositional phrases. Then create a multiple page Tall Tale using | | made a big mountain.” Share their story at the picnic using pictures, | a tunnel with his claws.” Share their story at the picnic using | the teacher. Share the Tall Tale at the picnic. | compound and some complex sentences such as those modeled by the | interesting simple, compound and complex sentences such as those | | words, phrases, and simple sentences. | pictures, gestures, and simple sentences. | | teacher. Engage in peer editing. Share the Tall Tale at the picnic. | modeled by the teacher. Engage in peer editing. Share the Tall Tale at | | | | | | the picnic. | | Sample instructional strategies and supports | |---------------------------------------------| | Provide and discuss words and phrases that can be used to write a tall tale. | | Review words to connect events (e.g., then, after that, first, finally). | | Provide students the opportunity to share narratives in small groups. | | Share and discuss examples of narratives that exemplify good writing techniques. | | Provide feedback on students’ initial drafts. Allow students opportunity to practice oral story telling in small groups. | Grade 6: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts. | Use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text. | Use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E. The goal is to create a timeline that spans 2000 B.C.E. to 2010 C.E. along a hallway wall or around the classroom. Prepare sample timeline for students with list of historic events from 2000 B.C.E. to 2010 C.E. Make sure students understand B.C.E. and C.E. Select a designated length to represent 100 years (possibly 1 foot = 100 years) and use tape (masking tape or blue painter’s tape) to create the timeline and mark the centuries. Have students select notable historic events, including some ancient events (e.g., building of Giza pyramids) and events in American and Ohio history students might be familiar with (e.g., signing of the Declaration of Independence, Ohio statehood). Have students find photographs or illustrations representing these events and attach them to the timeline. Encourage students to reflect on when most of the events they are familiar with happened and how long ago the river civilizations really were. Sources: Ohio’s New Learning Standards: Social Studies, Grade 6) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx Ohio’s New Learning Standards: English Language Arts, Grade 6 Curriculum Model, page 1) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_6_ELA_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to teacher’s short explanation of a historical event and determine if the event took place in B.C.E. or C.E. With a partner, use teacher prepared | Listen to teacher’s short explanation of a historical event and determine if the event took place in B.C.E. or C.E. With a partner, use teacher prepared | Listen to teacher’s short explanation of a historical event. With a partner, use teacher prepared websites and/or texts to find information | Listen to teacher’s short explanation of a historical event. With a partner, use teacher prepared websites and/or texts to find information about two | Listen to teacher’s short explanation of a historical event. With a partner, use teacher prepared websites and/or texts to find information about three | | websites and/or texts to find picture, graphic, or illustration to represent the event. Correctly place event on the class timeline and tell one sentence about the event using the framed sentence: The event, ______, occurred in _____B.C.E. /C.E. Or. The _____ was built in B.C.E. /C.E. | websites and/or texts to find more information about the event. Write at least 1 compound sentence or 2-3 simple sentences about the event, including 2 details in own words. | about another event in a different century. Correctly place event on the class timeline and orally summarize the importance of the event with at least 3 details in own words. | other events in different centuries. Correctly place events on the class timeline and orally summarize the importance of the events with at least 3 details in own words. Take notes from other student presentations. | other events in different centuries. Correctly place events on the class timeline and orally summarize the importance of the events with at least 3 details in own words. Take notes from other student presentations. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate how to use Internet to search for historical events. | Demonstrate how to use Internet to search for historical events. Provide sentence structures that can be used to describe historical event. | In whole group setting, discuss strategies for identifying main idea and supporting details in a text. Provide examples of information about historical events and have students practice identifying main idea and supporting details. | Demonstrate how to take notes during an oral presentation, using a graphic organizer to identify main idea and supporting details. | Demonstrate how to use written notes when giving an oral presentation, and how to use language forms and vocabulary to help listeners identify main idea and supporting details. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions. | Participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information. | Participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed. | Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed. | Sample Content-based Participation Goals- Science Lesson Vignette Science Content Statement: Matter and Motion: Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion (page 190). Conservation of mass is a concept related to matter in grade six physical science. Using a scale, the students in groups of two and three will weigh an empty one-cup measuring cup recording their measurements on a measurement worksheet. Then they will fill the cup with ¼ cup salt, weigh it, and record the measurement. Next they will set the salt aside carefully in the bowl. On the worksheet they will find the weight of just the salt. Next they will add ¾ cup of water to the empty cup and weigh it. Do not empty the water out of the cup. Again they will calculate and record the weight of the water. Then students will add the weight of the water, salt and the empty cup on their worksheet. Now students will add the salt to the water that is in the cup, carefully stir it, and watch it dissolve. Then students will predict the weight with their partners and share out their response. Finally students will weigh the solution that they made, concluding that the weight was the same. Students will prove Conservation of Mass or that mass of substances that you combine in a physical or chemical reaction will be the same as the mass of the substance you end up with. Students will be able to verbalize this principle in their own words. Sources: Ohio Science Standards, Grade Six, http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Science Unit Studies for Homeschoolers and Teachers, Susan Kilbride, iUniverse, Inc. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In a small group of three students listen to introduction of measurement vocabulary: equals, | In a small group of three student listens to introduction of measurement vocabulary: equals, | In a small group of three students listen to introduction of measurement vocabulary: equals, | In a small group of three students listen to introduction of measurement vocabulary: equals, | In a small group of three students listen to introduction of measurement vocabulary: equals, | | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Answer “wh” questions pertaining to the materials needed in this lesson. Assist in measuring the materials and, with support of teacher and group, records results. Completes this framed sentence: ______equals weight. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Answer “wh” questions pertaining to the materials needed in this lesson. Assist in measuring the materials and, with support of teacher and group, records results. Finish this sentence: Mass of what goes in ________, (is less than, is greater than, or is equal to) the mass of what comes out. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Ask and answer relevant questions pertaining to the materials used in the lesson. Predict the outcome and exchange ideas within the group. Record the outcome in his/her own words of 2-3 sentences. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Ask and answer relevant questions pertaining to the materials used in the lesson. Describe the process and the mixture of the salt water using words such as dissolve and solution. Predict the outcome and exchanges ideas within the group. Record the outcome in his/her own words. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Ask and answer relevant questions pertaining to the materials used in the lesson. Describe the process and the mixture of the salt water using words such as dissolve and solution. Predict the outcome and exchange ideas within the group. Record the outcome in his/her own words. | **Sample instructional strategies and supports** | If available, use illustrations or concrete objects when introducing. Provide bilingual dictionary or online translation tool if available to assist with comprehension. | Provide examples of question structures and model how to ask for clarification when encountering an unknown word in an oral presentation or text. | Provide sentence structures for indicating prediction of experiment outcomes. Model sharing information and asking questions during a group discussion. | Model using transition phrases to add ideas to statements in a group discussion (e.g., “Another example is …”) | Provide feedback on initial drafts of report and allow students to make revisions for final draft. | Grade 6: Standard 3 An ELL can speak and write about grade appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics and | Deliver short oral presentations and compose written narrative or | Deliver short oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | | experiences. | informational texts about familiar texts, topics, experiences or | informational texts about familiar texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | | | events. | developed with some details. | developed with some specific details. | developed with relevant details, ideas or information. | Sample Content-based Participation Goals – Science Lesson Vignette Science Content Statement: Rocks, minerals and soils have common and practical uses. Students research different uses of minerals, soil and rock within the community and within Ohio. They represent findings graphically and discuss/present to the class. Source: Ohio Science Standards, Grade six http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Focus on comprehension vocabulary, useful words, and specific academic | Using pictures and/or visual aids including maps or graphs of the | Write and present a five- sentence paragraph about the different types | Write a narrative of several paragraphs about the uses for different | Write a two-page report with developed details on the results of their | | words. Work in a small group of three or in pairs and completes framed | minerals, soil and rocks in Ohio, give a five-sentence explanation to | of minerals, rocks and soils found within the community. Produce a | soils in Ohio. Includes a visual of the Ohio soils and their uses. | experiment and present to the class with a video that they create. | | sentences (Example: “This rock is _________”) and graphic prompts | compare and contrast two different minerals, soils, and rocks (i.e. | graph as a supportive graphic organizer. | Present the report and the visual to the class. If possible, use | | | (pictures, visual aids, or actual rocks). Provide simple explanation, | physical, chemical characteristics and uses). For example, provide a | | blended learning and presents this report using technology. | | | based on group work, about the minerals, soil, minerals and rocks | narrative between sandy and clay soil using a visual for support. | | | | | within Ohio as part of a group presentation. | | | | | Sample instructional strategies and supports | Pre-teach selected vocabulary using illustrations and photos from the | Have students work with partners. | Demonstrate how to produce a graph to support written information. | Provide students the opportunity practice sharing reports in small | Provide criteria of a well-written report that students can use for | | Internet; provide bilingual dictionary or online translation tool if | | | groups. | self evaluation. | | available. | | | | | Grade 6: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about familiar topics. | Construct a claim about familiar topics and give a reason to support the claim. | Construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – Science Lesson Vignette Science Content Statement: Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion (page 190). Concepts related to states of matter; changes in materials are investigated including solid-liquid phase changes. Teacher posts/discusses learning objective and tells students that the temperature at which a substance changes from a solid to a liquid is called its melting point. Teacher may need to explain the multiple meanings of state and point. Ask students whether this is a chemical or physical change (it is a physical property because even though it is changing state of matter going from a solid state to a liquid state, it is not changing its molecular structure). Elicit opinions and discussion. Once the melting point is reached, the substance will stay at the temperature until all of it has turned into liquid. Teacher asks students what the freezing point is or the temperature that a liquid turns into a solid state. Discuss whether freezing is a chemical or physical change eliciting opinions and discussion. Freezing is also a physical change and in Celsius is zero degrees. Then in groups of three, give students a glass half filled with water adding enough crushed ice to fill the glass about 1 ½ inches from the top. Place a Celsius thermometer in the glass and immediately record (every 12 minutes) the temperature on a graph that has the vertical axis labeled degrees Celsius and the horizontal axis labeled Time in minutes. The melting point is the point where the temperature stays the same until all the ice has melted. Have groups share out findings of the melting point using the graph and a written response. Providing all the thermometers are accurate the melting point would be 0 degrees. Sources: Ohio Science Standards, Grade Six http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Science Unit Studies for Homeschoolers and Teachers. Susan Kilbride, iUniverse, Inc. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | physical change using a framed sentence: Melting is a ___________ change. Work in a group of three and plots the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally in a simple sentence, “The melting point is 0 degrees” or in a written framed sentence, “The ____________ point is 0 degrees. | physical change, with reasoning. “I think melting is a physical or chemical change because…” Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally in a simple sentence, “The melting point is 0 degrees” or in a written framed sentence, “The ____________ point is 0 degrees. | physical change giving, reasoning. “I think melting is a physical or chemical change because…. “Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally and in a three to five sentence paragraph the process in logical order, results of the experiment, and at least two- three reasons to support. | physical change, giving reasoning. “I think melting is a physical or chemical change because…. ” Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally and in a three- five sentence paragraph the process, graphing results in logical order, and the results of the experiment. Provide a conclusion statement about the melting point with at least three sufficient reasons of support. | physical change, giving reasoning. “I think melting is a physical or chemical change because…. Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally and in a three- five sentence paragraph the process, graphing results in logical order, and the results of the experiment. Provide a conclusion statement about the melting point with at least three to four reasons of support. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide sample sentence structures to express opinions (“I believe that…”; “my opinion is that ….”). | Model both oral and written statements expressing opinions with reasons. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide feedback on students’ written work to assist with improvements for final report. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided sources and label collected | Gather information from provided sources and record some data and | Gather information from multiple provided print and digital sources | Gather information from multiple print and digital sources, using search| Gather information from multiple print and digital sources, using search| | information. | information. | and summarize or paraphrase observations, ideas, and information, with| terms effectively; quote or paraphrase the data and conclusions of | terms effectively; and (at Grade 8) evaluate the credibility of each | | | | labeled illustrations, diagrams, or other graphics, as appropriate, | others, using charts, diagrams, or other graphics, as appropriate; | source; quote or paraphrase the data and conclusions of others, using | | | | and cite sources. | and cite sources, using a standard format for citation. | charts, diagrams, or other graphics, as appropriate; and cite sources, | | | | | | using a standard format for citation. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 3. Globes and other geographic tools can be used to gather process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Students will use various types of maps (e.g., physical, economic activity, population, climate, vegetation) to gather and process information about a place (India, Egypt, China and Mesopotamia) and draw conclusions about the culture of the people (how they live). Using information from the maps, create a brochure or advertisement that highlights the attributes of that place. If available, have students use media technology to create electronic, Web-based or virtual products. Source: Ohio’s New Learning Standards: Social Studies, Grade 6 Curriculum Model, page 5 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In small groups (2-3 students), listen to discussion and complete a | In small groups (2-3 students), listen to discussion and complete a | In small groups (2-3 students), participate in searching for various | In small groups (2-3 students), participate in searching for various | In small groups (2-3 students), participate in searching for various | | note chart using information from a map of one country (India, Egypt, | note chart using information from a map of one country (India, Egypt, | sources/maps to complete a note chart of one country (India, Egypt, | sources/maps to complete a note chart of one country (India, Egypt, | credible sources/maps to complete a note chart of one country (India, | | China or Mesopotamia). With teacher support, use the information from | China or Mesopotamia). With teacher support, use the information from | China or Mesopotamia). With limited teacher support and using technology, | China or Mesopotamia). Individually, use technology and the information | Egypt, China or Mesopotamia). Individually, use technology and the | | the note-chart to create a travel brochure or poster of the country. | the note-chart to create a travel brochure or poster of the country. | use the information from the note-chart to create a travel brochure or | from the note-chart to create a travel brochure or poster of the | information from the note-chart to create a travel brochure or poster | | Include at least 2 graphics with a caption for each graphic. The | Include at least 2-3 graphics with a caption for each graphic. Each | poster of the country. Include at least 2-3 graphics with a caption for | of the country. Include at least 3-5 graphics with a caption for each | of the country. Include at least 3-5 graphics with a caption for each | | captions will include 1-2 simple phrases or sentences of description. | caption will contain 2-3 simple sentences of description. | each graphic. Each caption will contain a variety of sentence. | graphic. Each caption will contain a variety of sentence. | graphic. Each caption will contain a variety of sentence. | | If available, use technology to complete this final step. | If available, use technology to complete this final step. | sentence structures to summarize and paraphrase the data about the country and draw simple conclusions about the country and its people. Sources for information should be cited. If available, use technology to complete this final step. | sentence structures quote and paraphrase the data about the country and draw conclusions about the country and its people. Sources for information should be cited, using standard format for citation. If available, use technology to complete this final step. | sentence structures quote and paraphrase the data about the country and draw conclusions about the country and its people. Sources for information should be cited, using standard format for citation. If available, use technology to complete this final step. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available | Demonstrate how to cite sources of information Provide examples of travel brochures | Demonstrate how to cite sources of information Provide examples of travel brochures | Provide feedback on students’ written work to assist with improvements for final report | | Model the use of a note chart to write key information from an oral or written information source | Model the use of a note chart to write key information from an oral or written information source | | | | | Provide examples of travel brochures | Provide examples of travel brochures | | | | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not. | Analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis. | Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA Standards: Reading Strand (Informational Texts) 6 and 7 and Writing Strand 1, and 4 Reading Standard 6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Reading Standard 7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Writing Standard 1: Write arguments to support claims with clear reasons and relevant evidence. Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Source: Ohio English Language Arts Model Curriculum, Grade Six http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_6_ELA_Model_Curriculum_March-2015.pdf.aspx The goal of the lesson is for students to read several selections and watch videos in order to answer reading comprehension questions and compare and contrast ideas presented in the different sources of information. As an entire class, discuss the facts that students have learned this week about the Titanic that they did not already know when we started reading about the ship on Day 1. Watch video that discusses the sinking of the Titanic and students will complete questions as the video is playing. (United Streaming – “Science Investigations: Buoyancy and the Titanic”) After the video, discuss the correct answers to the While-viewing questions. Students will then read two different selections about the crash of the Titanic and what happened to the passengers. (Titanic Past and Present and Disaster Strikes) They will then need to compile the information to answer reading comprehension questions on a handout. The handout will be collected at the end of the class period. Students will share their opinion about the crash and support their opinion with a fact from one of the selections that they read today during class. (E.g.. The crash could have been avoided – they did not take the warnings seriously.) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With teacher support, listen for and write the answers to 1-2 while-viewing questions. After watching the videos and listening to class discussion, complete the remainder of answers to questions, copying answers from the board. | With teacher support, listen for and write the answers to 2-4 while-viewing questions. After watching the videos and listening to class discussion, complete the remainder of answers to questions, copying answers from the board. | With limited teacher support, listen for and write the answers to most of the while-viewing questions. After watching the videos and listening/participating to class discussion, complete any remaining unanswered questions, | Independently, listen for and write the answers to the while-viewing questions. After watching the videos and participating in the class discussion, analyze the arguments from the videos that identify why the Titanic sank and | Independently, listen for and write the answers to the while-viewing questions. After watching the videos and participating in the class discussion, analyze the arguments from the videos that identify why the Titanic sank and | | As a “ticket out the door” write or tell one reason why the Titanic sank. | As a “ticket out the door” writes or tells one reason why the Titanic sank and supports the reason with at least one piece of evidence. | copying answers from the board. As a “ticket out the door” writes or tells two reasons why the Titanic sank and supports each reason with at least one piece of evidence. | support each reason with 2-3 pieces of cited evidence. As a “ticket out the door” write or tell his/her analysis. | discusses if these arguments are reasonable and sufficient. Support his/her discussion with 2-3 pieces of cited evidence. As a “ticket out the door” write or tell his/her analysis. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when viewing the video. | Provide list of key words for students to note when viewing the video. Have students work with a partner to write “ticket out the door”. | Provide list of key words for students to note when viewing the video. Model asking questions during a group discussion. | Have students work with a partner to write “ticket out the door”. Provide rubric students can use to analyze arguments and supporting reasons. | Provide rubric students can use to analyze claims and supporting reasons. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices according to task and audience with emerging | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | control, and begin to use frequently occurring general academic and | audience, with developing ease; use an increasing number of general | audience, with increasing ease; use a wider range of general academic | audience, with ease; use a wide variety of complex general academic and | | | content-specific words and phrases in conversations and discussions. | academic and content-specific words and phrases in speech and short | and content-specific academic words and phrases, and maintain | content-specific academic words to express ideas precisely, and | | | | written texts, and show developing control of style and tone in oral or| consistency in style and tone throughout most of oral or written text. | maintain an appropriate and consistent style and tone throughout an oral| | | | written text. | | or written text. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** *Ohio Mathematics Content Statement 6.RP: Understand ratio concepts and use ratio reasoning to solve problems.* Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx The focus is understanding the concept of ratio and using ratio language to solve real world problems. The following problem is presented on the smart board by the teacher. *A necklace has two red beads for every three yellow beads. How many beads are there if the necklace has six red beads?* Class is in groups of two or three to draw and discuss the problem. Groups have large size post it note for recording data. Students share their findings and strategies. Students share the relationships of numbers and how those might change using vocabulary: units, ratio, and quantity; students also discuss whether order matters when discussing ratio. Teacher poses question of how ratios relate to fractions and passes out a recipe that uses ingredients measured in fractions. For practice students complete questions regarding the ingredients in this recipe. As an assessment students make up their own questions/problems with solutions based on the recipe. *Created by S. Vera* | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In a group of two or three listen to discussion of specific math | In a group of two or three listen to discussion of specific math | In a cooperative learning group of three, review the math vocabulary | In a cooperative learning group of three, orally review vocabulary with | In a cooperative learning group of three, orally review vocabulary with | | vocabulary: ratio, unit, fraction, quantity, and recipe. Draw the | vocabulary: ratio, unit, fraction, quantity, recipe and any other | with peers. Draw the beads as directed and express in complete sentences| peers. Complete the bead activity and express orally and in complete | peers. Complete the bead activity and express orally and in complete | | beads as another student reads to him/her. Share the illustration as | academic phrases. Draw the beads and express the pattern verbally to | the pattern and the ratio in a group presentation to the class. | written sentences the pattern and ratio in a group presentation to the | written sentences the pattern and ratio in a group presentation to the | | a partner responds orally to the class. Complete the recipe with | his/her partner. Share the illustration as part of the group. Complete | Independently complete the recipe questions demonstrate and verbalize | class. Answer questions posed by the teacher and express strategies | class. Answer questions posed by the teacher and express strategies | | support from teacher and the group. Demonstrate understanding that a | the recipe with the support of the teacher and the | the understanding that a fraction is another way of expressing a ratio.| used. Verbalize the understanding that a fraction is another way of | used. Verbalize the understanding that a fraction is another way of | | | | Write one question of his/her own based on the recipe. | expressing a ratio. Write and solve a question of his/her own based on | expressing a ratio. Writes and solve a question of his/her own based on | | | | | the recipe. | the recipe. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of math terms. Have students work with a partner in completing the recipe. | | Provide list of key words for students to note when listening to the discussion of math terms. | | Have students work with a partner in completing the recipe. | | Provide students the opportunity to share written questions in small groups. | | Provide feedback on initial drafts of written work and allow students to make revisions based on feedback. | | Provide criteria of a well-written math problem that students can use for self evaluation. | Grade 6: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language. | Determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language. | Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words). | Determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA Standard 4. This resource from The Kennedy Center Arts Edge site has students explore the origins of “The Black National Anthem,” originally a poem by James Weldon Johnson entitled *Lift Every Voice and Sing*. ([http://www.poets.org/poetsorg/poem/lift-every-voice-and-sing](http://www.poets.org/poetsorg/poem/lift-every-voice-and-sing)). By analyzing the poem’s figurative language, students will come to understand how the poem conveys a sense of hope and unity despite hardship. Students also will learn how the addition of music further enhances the messages of imagery of the poem’s words. Source: Ohio’s New Learning Standards: English Language Arts Grade 6 Curriculum Model, page 5 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_6_ELA_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_6_ELA_Model_Curriculum_March-2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With support, review vocabulary: audience, mood, tone, and theme. Use vocabulary chart to record word, definition, and example. Using a guided note sheet (word and example already completed); complete the definition and his/her own image/picture. | With support, review vocabulary: audience, mood, tone, and theme. Use vocabulary chart to record word, definition, and example. Using a guided note sheet (word and example already completed); complete the definition and his/her own image/picture. | With support, review vocabulary: audience, mood, tone, and theme. Using a guided note sheet, record all information from teacher model. Listen to group reading and participate in the discussion of Johnson’s poem. Using strategies such as context clues, class predictions, etc., | With support, review vocabulary: audience, mood, tone, and theme. Use vocabulary chart to record word, definition, example, and picture. Read and participate in group reading and participate in the discussion of Johnson’s poem. Using strategies such as context clues, class predictions, etc., | With support, review vocabulary: audience, mood, tone, and theme. Use vocabulary chart to record word, definition, example, and picture. Read and participate in group reading and participate in the discussion of Johnson’s poem. Using strategies such as context clues, class predictions, etc., | | **Johnson’s poem. With support, complete definition and image of select vocabulary:** sing, hope (unborn), weary, forever (stand), stand (at last). | **Johnson’s poem. With support, complete definition and image of select vocabulary:** full of the (hope, faith), past, present, hope (unborn), weary, forever (stand), stand (at last). | **complete vocabulary chart: full of the (hope, faith), past, present, hope (unborn), weary, forever (stand), stand (at last).** | **complete vocabulary chart: full of the (hope, faith), past, present, hope (unborn), weary, forever (stand), stand (at last). Add other words that contribute to mood, tone, and theme of poem. Make connections between figurative language and the theme of hope and unity despite hardships.** | **complete vocabulary chart by choosing words that contribute to mood, tone, and theme of poem. Make connections between figurative language and the theme of hope and unity despite hardships.** | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the poem. Model use of vocabulary chart to record word, definition, and example. Have students work with a partner in completing vocabulary chart. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the poem. Model use of vocabulary chart to record word, definition, and example. Have students work with a partner in completing vocabulary chart. | Model sharing information and asking questions during a group discussion. Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Model sharing information and asking questions during a group discussion. | Provide examples of figurative language (metaphors, similes, adages, proverbs). | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a brief sequence of events in order, and introduce an | Recount a short sequence of events, with a beginning, middle, and an | Recount a more detailed sequence of events or steps in a process, with | Recount a complex sequence of events or steps in a process, with a | | (including context and visual aids) using non-verbal communication and,| informational topic, present one or two facts about it, and provide a | end, and introduce and develop an informational topic with a few facts | a beginning, middle, and an end, and introduce and develop an | beginning, middle, and an end, and introduce and effectively develop | | with limited control, a narrow range of vocabulary and syntactically | concluding statement, with support (including sentences), using, with | and details, and provide a conclusion, using, with developing control, | informational topic with facts and details, and provide a concluding | an informational topic with facts and details, and provide a | | simple sentences. | emerging control, some commonly occurring linking words (e.g., next, | common transitional words and phrases to connect events, ideas, and | section or statement, using, with increasingly independent control, a | concluding section or statement, using a wide variety of transitional | | | because, and, also). | opinions (e.g., after a while, for example, in order to, as a result). | variety of transitional words and phrases to connect events, ideas, | words and phrases to show logical relationships between events and | | | | | and opinions (e.g., however, on the other hand, from that moment on). | ideas. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 8. Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). Students design and complete a graphic organizer that compares the core beliefs of the world’s five major religions: Buddhism, Christianity, Hinduism, Islam and Judaism. Source: Ohio’s New Learning Standards: Social Studies Grade 6 Curriculum Model, page 13 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | | the five major religions. Listen and record basic words and phrases | the five major religions. Listen, participate, and record basic words | the five major religions. Listen, actively participate, and record | the five major religions. Listen, actively participate, and record | the five major religions. Listen, actively participate, and record | | discussed in his/her group. Complete at least one piece of information | and phrases discussed in his/her group. Complete at least two pieces | information discussed in his/her group. Complete at least 2-3 pieces | information discussed in his/her group. Complete multiple pieces of | information discussed in his/her group. Complete multiple pieces of | | in each circle. With teacher support, write or tell one sentence about | of information in each circle. With partner or teacher support, write | of information in each circle. With limited support, compares and | information in each circle. With increasing independence, compare, | information in each circle. Independently, compare, contrast and | | each religion. The _______ (Buddhists, Christians, _____________________)| or tell one sentence about each religion that __________________________| contrast 2-3 of the five religions (written or oral). | contrast, and discuss at least three of the religions (written or | discuss the religions (written or oral), using a ______________________| | | | | oral). | | | etc.) believe ___. | compares/contrasts it to another religion, using the framed sentence: Buddhists believe ____, but Hindus believe ____. Or, Both Christians and Muslims believe ____. | oral), in his/her own words and using some transitional words/phrases (for example, however, also, etc.). Writing or speech will show a basic beginning, middle, and end development of ideas. | religions (written or oral), using a variety of transitional words/phrases (for example, however, on the other hand, also, etc.). Writing or speech will include an introduction, detailed examples and facts, and a conclusion or concluding statement. | variety of transitional words/phrases (for example, however, on the other hand, also, etc.). Writing or speech will include an effective introduction, detailed examples and facts with proper citations, and an effective conclusion. | | --- | --- | --- | --- | --- | | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note during the discussion of religions. Demonstrate the use of a Venn diagram to show differences and similarities. | Provide list of key words for students to note during the discussion of religions. Demonstrate the use of a Venn diagram to show differences and similarities. | Demonstrate use of conjunctions to connect phrases; have students practice using them. Demonstrate use of conjunctions to connect phrases; have students practice using them. | Demonstrate use of transitional words and phrases; have students practice using them. Provide students the opportunity to share descriptions in small groups. | Provide criteria of a well-written report that students can use for self evaluation. | Grade 6: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use an increasing number of intensive pronouns (e.g., myself, | Use intensive pronouns and verbs in the active and passive voices; | | phrases, and verbs, and understand and respond to simple questions. | conjunctions, and prepositional phrases, and produce simple and | (e.g., where, when, why), subordinating conjunctions, and prepositional| ourselves) and verbs in the active and passive voices; place phrases | place phrases and clauses within a sentence, recognizing and correcting | | | compound sentences, with support (including visual aids and | phrases, and produce and expand simple, compound, and a few complex | and clauses within a sentence, recognizing and correcting most | misplaced and dangling modifiers; and produce and expand simple, | | | sentences). | sentences, with support (including modeled sentences). | misplaced and dangling modifiers; and produce and expand simple, | compound, and complex sentences. | | | | | compound, and complex sentences. | | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Standards Content Statement 6.G: Students will solve real world problems involving area, surface area, and volume. Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx For a practical experience in calculating area and surface area each student is given a floor plan cut from magazines such as *Better Homes and Gardens* or *Building Ideas*. Using the floor plan each group is assigned a room to replace the floor coverings and to paint the ceiling and the walls. The first task is to calculate the floor, ceiling (8 foot ceilings) and wall area (subtracting the areas of the windows in their floor plans) for their room. The next task is to calculate the amount of materials needed using rounding and one gallon of paint covers about 350 square feet for one coat. The groups will work cooperatively on this project and share out their findings using technology, newspaper ads and magazines as reference sources. http://www.possorio.com/resource/cuin6320/wq5_reflection.html | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | | With partner, demonstrate proficiency in calculating surface and | With a partner, demonstrate proficiency in calculating surface and | After the teacher shows a model of a floor plan and reviews the area | After the teacher shows a model of a floor plan and reviews the area | Independently demonstrate proficiency in calculating surface and | | expresses orally when asked how to calculate area. Cut pictures out of | expresses orally when asked how to calculate area. Cut pictures out of | formula, groups of three are formed. With limited support, demonstrate | formula, groups of three are formed. Independently, demonstrate | express orally when asked how to calculate area. Cut pictures out of | | magazines independently and identify various floor coverings, with | magazines, and using simple and compound sentences compare floor | proficiency in calculating surface and expresses orally when asked | proficiency in calculating surface and expresses orally when asked | magazines and, using simple and compound sentences, compares floor | | support from group | covering materials found | how to calculate area. Cut pictures out of magazines or on | how to calculate area. Cut pictures out of magazines or on | covering materials found in magazines or on | | | | |---|---| | **Sample instructional strategies and supports** | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note during the discussion of floor plans. | Provide list of key words for students to note during the discussion of floor plans. Model sentence structures and vocabulary that can be used to compare different kinds of floor plans. | | Model sentence structures and vocabulary that can be used to compare different kinds of floor plans. | Model sentence structures and vocabulary that can be used to compare different kinds of floor plans. | | Provide students the opportunity to share information in small groups. | Provide students the opportunity to share information in small groups. | Grade Seven: Content-based Participation Goals and Teaching Strategies for ELLs based on new ELP Standards Grade 7: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts. | Use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text. | Use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Ohio English Language Arts Standards: Reading Strand: (Literature) 2 and 3; Writing Strand 4 and 6 Source: [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_7_ELAs_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_7_ELAs_Model_Curriculum_March2015.pdf.aspx) Students choose a novel from suggested reading list for seventh-graders. While reading, students will complete the signpost chart. After finishing the text, students will complete the post-reading questions, including summarize the book, explain to which character he or she best relates, and identify the central message. For some ELLs, grade-level texts may not be appropriate. Choose appropriate reading-level text For Level 1 ELL; this could mean a picture book with high-interest content. It is important to allow the ELL to have input when choosing the text/novel. A recommended novel for ELLs is “Inside Out and Back Again” by Thanhha Lai. See also, book trailer at [https://www.youtube.com/watch?v=erjRxbX4CzM](https://www.youtube.com/watch?v=erjRxbX4CzM) or short reading by author: [https://www.youtube.com/watch?v=KEkjwu2WEIA](https://www.youtube.com/watch?v=KEkjwu2WEIA) “Notice & Note” by Beers and Probst [http://www.heinemann.com/products/E04693.aspx](http://www.heinemann.com/products/E04693.aspx) | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | (Use Inside Out and Back Again by Thanhha Lai. If possible, pair with another student reading same novel.) While reading, identify 1-2 repeated word/ideas (Again & Again signpost-central message) to record on | (With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is optimal. OR use Inside Out and Back Again by Thanhha Lai. Pair with another student reading same novel.) | With teacher support, chooses appropriate, leveled novel (which may not be on list); a novel with a CD is helpful, but not necessary. With limited teacher support, complete signpost chart while reading novel. | Choose novel, with teacher approval. While reading, complete all of signpost chart. After reading, use graphic organizers as a pre-writing strategy. Cite specific textual support in order to support answers to all three | Choose novel. While reading, complete all of signpost chart. After reading, independently use graphic organizers as a pre-writing strategy. Cite specific textual support in order to write a well-developed answer in paragraph form to all | | While reading, choose 2-3 signposts to record on the signpost worksheet ((Again & Again (central message) and Memory Moment (flashback)). With support, complete graphic organizers (story map or plot diagram) and decide on the novel’s central message (use Again & Again from signpost chart) and write three to five sentence summary, using simple and compound sentences. Write one sentence to identify the central message. Using one graphic organizer and written response, present with partner the novel to class. | After reading, complete and use graphic organizers to write answers to the three questions: summary, character, and central idea. Answers will contain specific details from the novel and use basic paragraph format (5-7 sentences). Then, create a poster or other visual to aid in a short presentation to the class. | questions: summary, character, and central idea. Write developed paragraph to answer each question. Then, create a poster or other visual to aid in a short presentation to the class. | three questions: summary, character, and central idea. Then, independently create a visual (poster, power point, prezi, etc.) to enhance presentation to the class. | | --- | --- | --- | --- | --- | | **Sample instructional strategies and supports** | | | | | | Provide list of key words for students to note while reading. Show the *Inside Out and Back Again* book trailer on YouTube [https://www.youtube.com/watch?v=erjRxbX4CzM](https://www.youtube.com/watch?v=erjRxbX4CzM). Read aloud sections of the book; then lead discussion of the central ideas of each section. Demonstrate use of signpost worksheet. | Provide list of key words for students to note while reading. Show the *Inside Out and Back Again* book trailer on YouTube [https://www.youtube.com/watch?v=erjRxbX4CzM](https://www.youtube.com/watch?v=erjRxbX4CzM). Read aloud sections of the book; then lead discussion of the central ideas of each section. Demonstrate use of story map and plot diagram. | Demonstrate the use of a graphic organizer to record information from the story. Model the use of details to support a central idea. Have students work with partner to create poster and short presentation. | Model the use of details to support a central idea. Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Provide time for sharing draft presentations with peers and getting their feedback before completing final presentation. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions. | Participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information. | Participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed. | Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies Standard 2** Teachers and/or students create a representation (e.g., preview box, artifact box, poster, collage) to introduce Greek or Roman civilizations and to show their impact on today’s society. Items can be real, plastic or pictures. For Greece, items can include olives, grapes, sailboats, skeletons, a Nike symbol, the U.S. Constitution, columns, Olympic medals, a marathon flyer, comedy and tragedy masks, etc. Have students create a commercial for a product used during Roman or Greek times. The commercial must be accurate to the time period. Source: Ohio’s New Learning Standards: Social Studies, Grade 7 Curriculum Model, page 3 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-7-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, choose ONE item from Greek or Roman civilization. With a partner or teacher support, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will consist of 2-3 sentences (written | With teacher support, choose ONE item from Greek or Roman civilization. With a partner or teacher support, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will consist of 3-5 sentences | With teacher support, choose ONE item from Greek or Roman civilization. With a partner or teacher support, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will respond to questions | Choose ONE item from Greek or Roman civilization. With a partner, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will respond to questions about the “product,” including evidence about | Choose ONE item from Greek or Roman civilization. With a partner, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will respond to questions about the “product,” including specific | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | (written or spoken) and respond to questions about the “product.” Framed sentences may be used, for example, This object is a/n ___. In Roman (Greek) times it was used for/to _____. Today, we use it for/to ____. | (written or spoken) and respond to questions about the “product.” Respond in his/her own words, using simple and compound sentences. | about the “product.” Using a variety of basic sentence structures, respond in his/her own words, either written or orally. | how the Greek/Roman civilizations impacted the product in today’s society. Create a final commercial or advertisement in video format, using a variety of sentence structures. | evidence about how the Greek/Roman civilizations impacted the product in today’s society. Create a final commercial or advertisement video format, using a variety of sentence structures. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Provide list of key words for students to note when listening to and viewing information about Greek or Roman society. Provide sample sentence structures to share information. | Provide sample sentence structures to share information. Provide opportunities to practice answering questions about shared information. | Model asking questions during a presentation. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide opportunities for students to practice sharing commercial or advertisement. | An ELL can speak and write about grade appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics and experiences. | Deliver short oral presentations and compose written narrative or informational texts about familiar texts, topics, experiences or events. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics and experiences, developed with some details. | Deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics and experiences, developed with some specific details. | Deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics and experiences, developed with relevant details, ideas or information. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** **ELA Standards R.L.2 and R.L.3** After completing a novel, students (individually or in small groups) design and produce a book trailer for the novel. The book trailer is like a movie trailer: an advertisement of the book and a persuasive piece to entice other students to read it. The book trailer incorporates technology because students produce a video or slide show with sound. The book trailer should contain information such as theme, plot events, characters, settings and genres. Source: Ohio’s New Learning Standards: ELA, Grade 7 Curriculum Model, page 2 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_7_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is optimal. With teacher assistance, while reading, complete a plot diagram. Using the completed organizer, with teacher/partner support, write 2-3 simple sentences to summarize the book, using framed sentences.(E.g.: The novel ____ written by ______ is about ____. The main character/s is/are _____.) and provide one sentence/reason why others should read the novel. (E.g.: I liked this | With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is optimal. With teacher assistance, while reading, complete a plot diagram. Using the completed organizer, write simple sentences to summarize the book, using his/her own words and provides two reasons why others should read the novel. If possible, publish final work using technology. | With teacher approval, choose appropriate, leveled novel (which may not be on list); a novel with a CD is helpful, but not necessary. With limited teacher assistance, while reading, complete a plot diagram. Using the completed organizer, write a basic, objective summary of the book, using his/her own words and attempt to make connections between elements of the story. Provide two reasons, with support, why others should read the novel. Publish his/her final work using technology. | With teacher approval, choose appropriate novel. While reading, independently complete a plot diagram. Using the completed organizer, write an objective summary of the book, using his/her own words and attempt to make connections between elements of the story. Using the objective summary, create a video or slide show to entice other students to read the novel. Details from the novel will support the student’s opinions. | With teacher approval, choose appropriate novel. While reading, the independently completes a plot diagram. Using the completed organizer, write an objective summary of the book, using his/her own words, making connections between elements of the story. Using the objective summary, create a video or slide show to entice other students to read the novel. Details, appropriately cited from the novel, will support the student’s opinions. | | Sample instructional strategies and supports | |---------------------------------------------| | Pair students with partner reading same novel. | | Provide list of key words for students to note while reading. | | Read aloud sections of the book; then lead discussion of the central ideas of each section. | | Pair students with partner reading same novel. | | Provide list of key words for students to note while reading. | | Provide sentence structures and have student practice using structures to share information. | | Demonstrate and model use of plot diagram. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | Grade 7: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about familiar topics. | Construct a claim about familiar topics and give a reason to support the claim. | Construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA R.L. 7 and W.7.1: Read the novel, “The Outsiders”, in small groups, or as a class. After class discussions and the completion of the novel, students watch the movie of the novel. Then they write an essay that compares and contrasts the novel to the movie production. Source: Ohio ELA Model Curriculum, Grade 7 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-7-ELA-Model-Curriculum-March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-7-ELA-Model-Curriculum-March2015.pdf.aspx) | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher assistance, complete one part of a plot diagram each class session after reading the novel as a class. Complete similar plot diagram while viewing movie. After viewing, listen, in a small group, and complete one piece of information for a similarity and a difference between the novel and the performance on a comparison/contrast organizer. State orally or in writing whether s/he prefers the novel or the movie. | Answer some of the content questions or completes part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listen in small group and completes two pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, state orally or in writing whether s/he prefers the novel or the movie and provides one reason to support opinion. | Answer some of the content questions and complete part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listens/participate in small group discussion and complete 2-3 pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, state orally or in writing whether s/he prefers the novel or the movie and | Answer most of the content questions and complete part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listens/participate in small group discussion and complete at least 3 pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, write a paragraph about whether s/he prefers the novel or the movie and | Answer most of the content questions and complete part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listens/participate in small group discussion and complete at least 3 pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, write a paragraph about whether s/he prefers the novel or the movie and | | | | provides two reasons to support opinion. Some details should be cited from the original works. | provide two reasons to support opinion. Some details should be cited from the original works. | provide 2-3 reasons to support opinion. Some details should be cited from the original works. Paraphrases, quotes, and other details should be cited, using standard format for citation, from the original works. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Demonstrate use of plot diagram. Pair students with partner to complete plot diagram. Provide list of key words for students to note while reading and watching the movie. Show movie with subtitles in English. | Demonstrate use of plot diagram. Pair students with partner to complete plot diagram. Provide list of key words for students to note while reading and watching the movie. Show movie with subtitles in English. | Pair students with partner to complete plot diagram. Show movie with subtitles in English. Provide sentence structures for giving opinion and supporting reason. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide feedback on students’ written work to assist with improvements for final report. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided sources and label collected | Gather information from provided sources and record some data and | Gather information from multiple provided print and digital sources | Gather information from multiple print and digital sources, using search| Gather information from multiple print and digital sources, using search| | information. | information. | and summarize or paraphrase observations, ideas, and information, with| terms effectively; quote or paraphrase the data and conclusions of | terms effectively; and (at Grade 8) evaluate the credibility of each | | | | labeled illustrations, diagrams, or other graphics, as appropriate, | others, using charts, diagrams, or other graphics, as appropriate; | source; quote or paraphrase the data and conclusions of others, | | | | and cite sources. | and cite sources, using a standard format for citation. | using charts, diagrams, or other graphics, as appropriate; and cite | | | | | | sources, using a standard format for citation. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies Standard 11.** Assign students to groups, each representing a different part of the world affected by the Columbian Exchange. Using the Internet, magazines or books, have each group track the movement of fauna, flora and pathogens from their places of origin to their assigned area of the world. Have them examine how this exchange reshaped the receiving societies in ways still evident today. Jigsaw the groups so students can share what they found. Source: Ohio’s New Learning Standards: Social Studies, Grade 7 Curriculum Model, page 15 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-7-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In small groups, each assigned to a different part of the world, listen| In small groups, each assigned to a different part of the world, | In small groups, each assigned to a different part of the world, | In small groups, each assigned to a different part of the world, | In small groups, each assigned to a different part of the world, | | to group discussion and group reading of teacher-prepared texts with | complete a cause-effect type of organizer that tracks the movement and | complete a cause-effect type of organizer that tracks the movement and | complete a cause-effect type of organizer that tracks the movement and | complete a cause-effect type of organizer that tracks the movement and | | main ideas highlighted in order to gain a basic understanding of the | effects of two of the following: fauna, flora, or pathogens. Listen to | effects of the following: fauna, flora, or pathogens. Listen to and | effects of the following: fauna, flora, or pathogens. Listen to and | effects of the following: fauna, flora, or pathogens. Actively | | effects of the Columbian Exchange. | group discussion and reads teacher-prepared texts with main ideas | participate in group discussion and read a variety of texts to complete | participate in group discussion and read a variety of texts to complete | participate in group discussion and read a variety of texts to complete | | Label and categorize pictures as fauna, flora, or pathogens. Listens | highlighted in order to gain an understanding of the effects of the | organizer. Use organizer to share learning with the jigsaw groups. | organizer, using paraphrases and quotations from the original source. | organizer. Information will include brief summaries, paraphrases, or | | in each jigsaw group. | Columbian Exchange. | | Information will be cited using the standard form. | quotations of the original source. Information will | | | Use organizer to share learning with the jigsaw groups. | | Use organizer to share learning with the jigsaw groups. | Use organizer to share learning with the jigsaw groups. | |---|------------------------------------------------------|---|------------------------------------------------------|------------------------------------------------------| | | Use organizer to share learning with the jigsaw groups. | | Use organizer to share learning with the jigsaw groups. | Use organizer to share learning with the jigsaw groups. | **Sample instructional strategies and supports** | | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available Pair students with partner to complete labeling and categorization task. | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available Demonstrate use of cause and effect chart. Pair students with partner to complete cause and effect chart. | Demonstrate use of cause and effect chart. Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback Model sharing information and asking questions during a group discussion. | Model sharing information and asking questions during a group discussion. Provide feedback on initial drafts of organizer containing information, and allow students to make revisions based on feedback | Provide criteria of a well-written research piece that student can use for self evaluation | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not. | Analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis. | Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis. | **Sample Content-based Participation Goals – Science** **Lesson Vignette** *Ohio Science Content Standards Statement: In any particular biome, the number, growth and survival of organisms and populations depend on biotic and biotic factors (page 221).* [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) Teacher posts the learning objective on the smart board: Students will discuss changes in our ecosystem, *succession* in pond water, and define the science term *succession in our ecosystem*. Teacher scaffolds understanding with the visuals demonstrating changes in the ecosystem. Vocabulary is posted and discussed to check for understanding: *ecosystem, succession, man-made changes and natural changes*. First teacher will check for prior knowledge by distributing or posting pictures of old barns that are in bad repair, land that has been abandoned, old homes damaged by flood or fire, forests that have been cut down or burned, generating discussion about these pictures. “If this land where our school is located were left for a hundred years, what do you think would happen?” “What kinds of natural changes in our ecosystem have you noticed?” Teacher opens up discussion and listens to opinions. Teacher will prepare students for the pond water experiment. Students will be in groups of four with a tall jar with lid, dried pond vegetation, distilled water, pH paper, microscopes, microscope slides, coverslips and droppers. (Teacher will need to prepare the plant materials a week ahead of time so that the dried plant material will reveal small microorganisms, algae, amoeba and other organisms appear.) In groups of four students will place dried plants into the clean jar and fill it with the distilled water, testing the acidity with the pH paper. Record the acidity on Day 1 in your Science Journal, continuing to check and record in your journal acidity every day for the next five days. After recording this on Day 1 place the jar in a light window with constant temperature. Continue checking daily, adding water if there is any evaporation. Observe color, cloudiness, odor and layers that may be settling. On the first day that you observe a change use your pH paper and record the results. With the dropper take a sample of the water, placing it under the coverslip and observe this under your microscope. Repeat this, taking the sample from the middle of the water. Repeat this over the five days. In your journals respond to these questions: 1. How many different kinds of organisms did you see? 2. Did you observe any changes in the kinds of organisms over the 5 day period? 3. Where did the organisms come from? 4. How can you explain the changes that you saw? 5. Would you expect all pond water samples to be the same? Why or why not? [https://www.teachingchannel.org/videos/middle-school-biology-lesson](https://www.teachingchannel.org/videos/middle-school-biology-lesson) | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |---------|----------|----------|----------|----------| | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Work with the group of four responding in his/her Science Journal with the support of group members and teacher made sentence frames. Actively engage in the hands-on activity with his/her group. Use framed sentences in order to complete the journal questions; for example, “I saw ____ kinds of organisms.” | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Responds to the changes that he/she observed and why the changes occurred. | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Respond to changes in our ecosystem and gives reasons, man-made or natural, for the changes. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Respond to the changes that he/she observed and why the changes occurred. | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Respond to changes in our ecosystem and cites evidence, man-made or natural as to the reason for the changes. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Respond to and analyzes the changes that he/she observed and why the changes occurred. He/She will also be able to cite specific observations from the experiment that he/she observed and why the changes occurred. | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Respond to changes in our ecosystem and cite evidence, man-made or natural as to the reason for the changes. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Respond to and analyzes the changes that he/she observed and why the changes occurred. He/She will also be able to cite specific observations from the experiment that he/she observed and why the changes occurred. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available Provide list of key words for students to note when listening to the lesson introduction. | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available Provide list of key words for students to note when listening to the lesson introduction. Explain the difference between claims without supporting evidence and claims with supporting evidence. Give examples. | Explain the difference between claims without supporting evidence and claims with supporting evidence. Give examples. Provide rubric students can use to analyze arguments and supporting reasons. | Discuss the difference between claims without supporting evidence and claims with supporting evidence. Have students give examples of each. Provide rubric students can use to analyze arguments and supporting reasons. | Lead discussion on the soundness of evidence gained from the experiment and observations to support certain claims about changes in the environment. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices according to task and audience with emerging | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | control, and begin to use frequently occurring general academic and | audience, with developing ease; use an increasing number of general | audience, with increasing ease; use a wider range of general academic | audience, with ease; use a wide variety of complex general academic and | | | content-specific words and phrases in conversations and discussions. | academic and content-specific words and phrases in speech and short | and content-specific academic words and phrases, and maintain | content-specific academic words to express ideas precisely, and | | | | written texts, and show developing control of style and tone in oral or| consistency in style and tone throughout most of oral or written text. | maintain an appropriate and consistent style and tone throughout an oral| | | | written text. | | or written text. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Content Statement: The properties of matter are determined by the arrangement of atoms (page 225). [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) Tell students that scientists have found all different kinds of atoms in the world and have written them down in what we call the Periodic Table of Elements and the elements are the names for the different types of atoms. Discuss the elements found on the Periodic Chart. Everything in the world is made of atoms, even themselves. Post large chart of the Periodic Table. Tell students that all materials have characteristics or properties and that there are two main types of properties of matter: physical and chemical. *Physical properties* are those that can be seen without actually changing the molecules of the substance, model examples (color, texture, taste, states of matter, smell, shape) and elicit discussion. *Chemical properties* of matter are those that actually change the chemical make-up of the matter; the molecules actually change themselves. Divide class into groups of three each with a microscope and each group with items such as sugar, milk, pepper, corn starch, cocoa, sand paper, baking soda, wood, tin foil, paperclip, and so on. Have students write down as many physical properties of these items as possible along with the state of matter that each item is. Have each group share out their findings. Science Unit Studies for Homeschoolers and Teachers, [http://funtasticunitstudies.com/science-unit-studies-book/](http://funtasticunitstudies.com/science-unit-studies-book/), Susan Kilbride, Universe, Inc. | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | | states such as oxygen, iron, and hydrogen posted on the Periodic | states such as oxygen, iron, and hydrogen posted on the Periodic | states such as oxygen, iron, and hydrogen posted on the Periodic | states such as oxygen, iron, and hydrogen posted on the Periodic | states such as oxygen, iron, and hydrogen posted on the Periodic | | Table. | Table. | Table. | Table. | Table. | | Actively | Actively | Actively | Actively | Actively | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Participate in the small group work by listening to group members list as many physical properties as possible for each item that they have. Describe one item when given a framed sentence. “The paperclip is a __________.” | Participate in the small group work by listening to group members list as many physical properties as possible for each item that they have. Orally describe several items using color, texture, state of matter, etc. | Participate in the small group’s work listening to group members list as many physical properties as possible for each item. Describe items orally and in short written texts. Take part in the oral presentation. | participate in listing as many physical properties as possible for each item. Describe items orally and in written texts. Take part in the group’s oral presentation. | participate in the small group’s work listing as many physical properties as possible for each item. Describe items precisely both in oral and written text. Use precise language when expressing physical properties in the group’s presentation. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of periodic table. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of periodic table. Discuss the difference between informal language and formal language for science. Model describing elements with appropriate vocabulary. | Discuss the difference between informal language and formal language for science. Model describing elements with appropriate vocabulary. | Discuss the difference between informal language and formal language for science. Model describing elements with appropriate vocabulary. | Provide criteria of a well-written description of scientific properties that student can use for self-evaluation. | Grade 7: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language. | Determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language. | Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words). | Determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Content Standards Statement 7.G http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx Teacher will post the learning objective: Students will solve real world problems involving measuring the surface area of models that have different shapes along with vocabulary: surface area, cylinder, rectangular prism, triangular prism, net, and centimeter rulers, measure and calculate. Teacher will ask students what they know about surface area along with how surface area is used in the real world (painting houses, wall papering, and laying tile). Students will be working in pairs and be given various shaped boxes (rectangular prisms and triangular prisms), scissors, rulers and calculators. Each pair of students will start with one box, cutting the box along the edges so that the box is laid out flat. Within each group they will discuss the shapes of each of the faces that make up the net. Then teacher will have ask students how they will find the total surface area of the model, eliciting the response that you must find the area of all the faces and then add to find the total surface area. Pairs will use centimeter rulers to measure each face, calculate the area of each face, recording the area on each face of the model. Finally students will calculate the surface area of their model. When finished students will complete 3”x5” index cards that say “Using words, numbers and/or pictures, explain to your partner how you would find the surface area of this triangular prism.” Teacher will circulate around the room to ensure that students demonstrate understanding of the task and collect the cards at the end of the class as an assessment. Source: http://alex.state.al.us/lesson_view.php?id=26389 | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. With this hands-on activity, cut out the model into a net and calculates the | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. With this hands-on activity, cuts out the model into a net and calculate the | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. With this hands-on activity, cut out the model into a net and calculate the | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. Contribute to the class discussion, citing how surface are is used in real | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. Contribute to the class discussion, citing how surface are is used in real | | Surface area with the support of his/her partner and the teacher. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card “Surface area = ___x___ + ___” using pictures, number, etc. | Surface area along with and with the support of his/her partner and the teacher. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card. Complete the following framed sentence on the task card, “You can find the surface area of the rectangular prism by ___” completing task with the formula for area of a rectangle and the multi-step problem solution. | Surface area along with and with the support of his/her partner and the teacher. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card. Write the numeric expressions on the task card in his/her own words using academic vocabulary in simple sentence form. | World situations. With this hands-on activity cut out the model into a net and calculate the surface area. Complete this activity independently and shares information with his/her partner. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card, using academic vocabulary in simple and complex sentence form. | World situations demonstrating knowledge of content specific vocabulary and processes. With this hands-on activity cut out the model into a net and calculate the surface area. Complete this activity independently and shares information with his/her partner. For the assessment, shows how the surface area is calculated by writing the numeric expressions on the card, using academic vocabulary in simple and complex sentence form. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of math activity. Have students work with a partner in completing the calculation of areas. | Provide list of key words for students to note when listening to the discussion of math activity. Have students work with a partner in completing the calculation of areas and explanation. | Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. Have students read aloud their explanations of calculations of area of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. Have students read aloud their explanations of calculations of area of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Demonstrate how to use context, reference materials, and knowledge of morphology to help determine meaning of unknown words; have students practice with different academic texts. Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. | ### Grade 7: Standard 9 **An ELL can create clear and coherent grade-appropriate speech and text.** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences. | Recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with emerging control, some commonly occurring linking words (e.g., next, because, and, also). | Recount a short sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with a few facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result). | Recount a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on). | Recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas. | --- ### Sample Content-based Participation Goals – Mathematics Lesson Vignette **Mathematics Content Statement 7.G** [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx) Teacher will post the learning objective and content vocabulary on the smart board: Students will demonstrate understanding for the formula for the area of a circle and use this and estimation to solve problems. Teacher leads class discussion on posted vocabulary: circumference, radius of a circle, area of a circle, compass, and estimate. Teacher distributes centimeter graph paper, calculators, and compasses to groups of two students. Teacher directs students to draw circles on the centimeter squared paper with radii of 4 centimeters, 3 centimeters and 6 centimeters as she models this on the smart board. Teacher then asks students how they would find the area of these circles. Students respond by approximating the number of squares that are inside the circle. Students then respond with their estimates for the area of the circles using the centimeter graph paper. Teacher asks if students recall the formula for the area of a circle and students respond with $\pi r^2$, $r=2$... Teacher directs students to find actual area of these circles using 3.14 for $\pi$ and compare their estimates with the actual area of the circles. Teacher checks for understanding by going around the room. Students will choose two of the vocabulary words and complete a KWL Chart. *Introduction to Communication Grades 6-8, The Math Standards Series, Susan O’Connell, Suzanne G. Groskey, Heinemann* | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the learning objective and posted vocabulary. Draw circles with support from the partner or the teacher. Estimate area of the circle by counting centimeter squares. State formula for the | Listen to the learning objective and posted vocabulary. Draw circles with support from the partner or the teacher. Estimate area of the circle by counting centimeter squares. State formula for the | Listen to the learning objective and posted vocabulary. Draw circles using the teacher as a model. Estimate area of the circle by counting centimeter squares. State formula for the area of a circle and | Listen to the learning objective and posted vocabulary. Draw circles independently. Estimate area of the circle by counting centimeter squares. State formula for the area of a circle and | Listen to the learning objective and posted vocabulary. Draw circles independently. Estimate area of the circle by counting centimeter squares. State for the area of a circle and respond when asked this | | | | |---|---| | area of a circle (or may need support from the partner or the teacher). Calculates circle area with the calculator. Completes a framed sentence: “The area of a circle is _____.” | area of a circle (or may need support from the partner or the teacher). Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary. | | responds when asked this question. Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary and writing the steps of calculating the area of a circle in logical order. | responds when asked this question. Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary and writing the steps of calculating the area of a circle in logical order. | | question. Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary and writing the steps of finding the area of a circle in logical order. Explain orally the steps in finding the area of circle. | **Sample instructional strategies and supports** | | | |---|---| | Provide list of key words for students to note when listening to information about finding the area of a circle. | Provide list of key words for students to note when listening to information about finding the area of a circle. Explain and model the use of a KWL chart. | | Explain and model the use of a KWL chart. | Model how to use transitional words to connect sentences in describing steps in a mathematical process. | | Model how to use transitional words to connect sentences in describing steps in a mathematical process. | Provide opportunities for students to practice explaining steps in mathematical processes. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use an increasing number of intensive pronouns (e.g., myself, | Use intensive pronouns and verbs in the active and passive voices; | | phrases, and verbs, and understand and respond to simple questions. | conjunctions, and prepositional phrases, and produce simple and | (e.g., where, when, why), subordinating conjunctions, and prepositional| ourselves) and verbs in the active and passive voices; place phrases | place phrases and clauses within a sentence, recognizing and correcting | | | compound sentences, with support (including visual aids and sentences).| phrases, and produce and expand simple, compound, and a few complex | and clauses within a sentence, recognizing and correcting most misplaced| misplaced and dangling modifiers; and produce and expand simple, | | | | sentences, with support (including modeled sentences). | and dangling modifiers; and produce and expand simple, compound, and | compound, and complex sentences. | | | | | complex sentences. | | **Sample Content-based Participation Goals – Science** **Lesson Vignette** *Ohio Science Standards Content Statement: Matter is transferred continuously between organism to another organism and between organisms and their physical environments (page 218).* [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) This lesson focuses on understanding and comparing *photosynthesis* and *respiration*. Ask students what plants need in the process of photosynthesis: carbon dioxide, water and sunlight. Post vocabulary with oral explanations: chlorophyll, chloroplasts, photosynthesis, and cellular respiration. Refer to four bean plants that students have planted (a week or so ago) in identical pots with the same amount of soil; two pots in a place with little or no sun and the other two in sunny spots, all with the same amount of water. Students in groups of three will observe/record (in sentence form) differences in growth and color and conclude that plants need sunlight for photosynthesis. Teacher will write the photosynthesis formula on the smart board: \[6\text{CO}_2 + 6\text{H}_2\text{O} + \text{light energy} = \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2\] eliciting from the class what each part of the equation represents (carbon dioxide, water, sugar molecule and oxygen). Teacher then describes (with a visual) how the roots take in six molecules of water and using chlorophyll in the leaves takes in light energy to produce one sugar molecule and six oxygen molecules. Teacher will post the following formula on the smart board: \[6\text{CO}_2 + 6\text{H}_2\text{O} + \text{energy} = \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2\] and elicit from students their observations (same molecules as photosynthesis; molecules are just on the opposite side of the equation). Teacher will then label this chemical equation *cellular respiration*. Ask students what they see that plants give off along with oxygen. Using photosynthesis, plants take in energy from the sun to make the sugar molecules using respiration that releases the energy it needs. One way to think of it is that photosynthesis is when plants make sugar and respiration is when plants “eat” the sugar. Teacher further explains cellular respiration. Students in groups of three will distinguish between the *photosynthesis* and *cellular respiration* by creating a chart. *Science Unit Studies for Homeschoolers and Teachers,* [http://funtasticunitstudies.com/science-unit-studies-book/](http://funtasticunitstudies.com/science-unit-studies-book/) Susan Kilbride, iUniverse, Inc. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to discussion of vocabulary posted on the smart board: chlorophyll, carbon dioxide, chloroplasts, photosynthesis, cellular respiration, soil, sunlight. Observe plant within a group of three, listening to the responses regarding the plants with and without sunlight. Complete framed sentence, “A plant needs _______ to grow.” Record chemical equations and listen as group completes T-Chart. | Listen to discussion of vocabulary posted on the smart board: chlorophyll, carbon dioxide, chloroplasts, photosynthesis, cellular respiration, soil and sunlight. Write simple and compound sentences with support of the teacher describing bean plants growing in the sun and the bean plants that did not have the sunlight. Record chemical equations and observe lesson as it involves the use of pictures and charts. Contribute to the group’s T-Chart as it compares and contrasts photosynthesis and cellular respiration. | Listen to discussion of vocabulary posted on the smart board: chlorophyll, carbon dioxide, chloroplasts, photosynthesis, cellular respiration, soil and sunlight. Write what occurred in the bean experiment using relative adverbs, prepositional phrases and complex sentences with some support from the teacher. Demonstrate understanding of the chemical equations and contribute to the T-Chart as it compares the two processes. | Listen to discussion of vocabulary posted on the smart board: chlorophyll, carbon dioxide, chloroplasts, photosynthesis, cellular respiration, soil and sunlight. Write and tell using clauses, compound sentences, and complex sentences when comparing and contrasting the bean plants. Demonstrate an understanding of the two chemical equations. Contribute to the T-Chart as it compares the two processes. | Listen to discussion of vocabulary posted on the smart board: chlorophyll, carbon dioxide, chloroplasts, photosynthesis, cellular respiration, soil and sunlight. Write and tell using clauses, prepositional phrases, compound sentences, and complex sentences when comparing and contrasting the bean plants. Demonstrate understanding of the two chemical equations and contribute to the group’s T-Chart comparing the two processes. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate and model use of T-chart to record information. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate and model use of T-chart to record information. | Review use of relative adverbs, prepositional phrases and complex sentences when sharing information both in writing and orally. Show examples of writing that contain these grammatical forms. | Review use of intensive pronouns and verbs in the active and passive voices; Show examples of writing that contain these grammatical forms. Have students practice giving short oral descriptions incorporating relative pronouns relative adverbs. | Provide criteria of a well-written description that student can use for self evaluation. Provide opportunities to practice giving oral description of experiment and make improvements based on feedback from teacher and peers. | Grade 8: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts. | Use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text. | Use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Ohio English Language Arts Standards R.I.2, R.I.3, W.4, W.6 Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/ELA-Standards.pdf.aspx Biography/Autobiography Reading Project: Choose a biography or autobiography. While reading, students complete the signpost chart (from Notice & Note). Once they have finished, they complete following: summarize the text, identify the central message, and discuss the author’s contribution to society. Students will present a “book share” to the class. For ELL students, grade level text may not be appropriate. Choose appropriate reading level text. For the level one ELL student, this could mean a picture book with content and high interest. It is important to allow the ELL to have input in book choice. Notice & Note by Beers & Probst http://www.heinemann.com/products/E04693.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Read “Through My Eyes”, by Ruby Bridges. If possible, pair with another student reading same novel. While reading, choose 1-2 signposts on which to focus to record on the signpost worksheet. For support, watch the Disney movie, Ruby Bridges. With teacher | Read “Through My Eyes”, by Ruby Bridges. If possible, pair with another student reading same novel. While reading, choose 2-3 signposts on which to focus to record on the signpost worksheet -- include Again and Again (central message). For support, watch the | With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is helpful, but not necessary. With limited teacher support complete signpost chart while reading novel. After reading, complete and use graphic organizers to | Choose novel, with teacher approval. While reading the complete all of signpost chart. After reading, use graphic organizers as a prewriting strategy. Cite specific textual support in order to support answers to all three questions: summary and central idea. Write a | Choose novel. While reading, completes all of signpost chart. After reading, independently use graphic organizers as a prewriting strategy. Cite specific textual support in order to write well-developed answers in paragraph form to all three questions: summary, central idea, | | **Instructional Strategies and Supports** | **Sample instructional strategies and supports** | |------------------------------------------|-------------------------------------------------| | Pair students with partner reading same novel. Provide list of key words for students to note while reading. Read aloud sections of the book; then lead discussion of the central ideas of each section. | Pair students with partner reading same novel. Provide list of key words for students to note while reading. Provide sentence structures and have student practice using structures to share information. | | Demonstrate and model use of plot diagram. Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | Provide opportunities for students to practice sharing information about the novel. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions. | Participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information. | Participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed. | Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed. | **Sample Content-based Participation Goals – Social Studies Lesson Vignette** **Social Studies Standard 2** Explain the economic and religious reasons for the exploration and colonization of North America by Europeans. Students assume the role of someone from one of these colonial powers: Great Britain, France, Spain or the Netherlands. Students will explain and justify their reasons for exploring and settling in North America. Students could present their justifications through a role-play in front of the class and the class could determine if the reasons were economic or religious. Students also could write their justifications as an editorial for a newspaper. Then, with the editorials placed around the room, students read them and place stickers on each editorial classifying the justifications as religious or economic. Source: Ohio Social Studies Standards Grade 8 Model Curricula p. 3) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher/partner support, complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Using prepared sentence frame provides a simple explanation about why the ONE colonial | With partner or small group, complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Give a five-sentence explanation to show why ONE colonial European power colonized North | In a small group/limited support, complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Write a simple editorial explaining why ONE of the colonial European powers colonized North | Complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Write an editorial justifying why ONE of the colonial European powers colonized North America. Write a well-developed editorial justifying and citing evidence for why ONE of the colonial European powers | Complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Write a well-developed editorial justifying and citing evidence for why ONE of the colonial European powers | An ELL can speak and write about grade appropriate complex literary and informational texts and topics | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics and | Deliver short oral presentations and compose written narrative or | Deliver short oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | | experiences. | informational texts about familiar texts, topics, experiences or events.| informational texts about familiar texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | | | | developed with some details. | developed with some specific details. | developed with relevant details, ideas or information. | Sample Content-based Participation Goals – Language Arts Lesson Vignette ELA Standard R.L.6 “What if…” Paragraph: Read aloud a section of the suspenseful short story, “The Tell-Tale Heart” by Edgar Allan Poe. After general discussion about the actions of the main characters, have students complete a “What If…” paragraph. Students put themselves into the position of a minor character of the story. As a minor character, what would their thoughts, feelings, actions, and conversation have been in the same event? What would each have done? Students should be able to explain their responses either orally or in writing. Source: Ohio’s New Learning Standards, ELA Grade 8, page 4 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_8_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, list (in 1-2 word phrases) his/her thoughts/ | With teacher support, complete a Venn diagram that compares and | With limited teacher support, complete a Venn diagram that compares | After completing a pre-writing activity, such as a Venn diagram, write | After completing a pre-writing activity, such as a Venn diagram, write | | feelings/possible actions about the suspense in the story. Using | contrasts a minor character from the text to him/her. Write and tell | and contrasts a minor character to him/her. Using the Venn diagram, | a developed paragraph that considers the similarities and differences | a well-developed paragraph that considers the similarities and | | prepared sentence frames, write and tell 2-3 simple sentences about | in 5-7 sentences the minor character’s thoughts, feelings, and actions, | write a basic paragraph that explains the minor character’s thoughts, | between a minor character and him/her by describing the minor character’s| differences between a minor character and him/her by describing the | | the effects of the different points of view (e.g. The minor | and how they would be similar or different to the student’s thoughts, | feelings, and actions, and explains his/her thoughts, feelings, and | thoughts, feelings and actions and how the student would have thought, | minor character’s thoughts, feelings and actions and how the student | | character, ___, believes (that) ___. I believe ____. The minor | feelings, and actions. Orally share a summary of the written paragraph. | actions. Both specific vocabulary and clear textual evidence will | felt or acted. Limited teacher support may be necessary in the | would have thought, felt or acted. Both specific vocabulary and clear | | character, ___, did (action). If I were the minor character, I would | | support the student’s response. Limited teacher support may be | organization and development of the paragraph. | textual evidence will support the student’s response. | | have (action) ___. | | necessary in the organization and development of the paragraph. | | | | Sample instructional strategies and supports | |---------------------------------------------| | Provide list of key words for students to note while reading. | | Provide opportunities for students to ask questions about words or phrases they don’t understand. | | Pair students with partner in completing sentence frames. | | Provide list of key words for students to note while reading. | | Demonstrate how to use Venn diagram to compare and contrast information. | | Pair students with partner in writing sentences. | | Demonstrate how to use Venn diagram to compare and contrast information. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | Grade 8: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about familiar topics. | Construct a claim about familiar topics and give a reason to support the claim. | Construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 5 Have students illustrate (e.g., graphic organizer, poster, pamphlet, newspaper article, web page) the colonial discontent influenced by Enlightenment ideas that led to the Declaration of Independence and American Revolution. Source: Ohio Social Studies Standards, Grade 8 Model Curricula p. 7 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a partner or teacher support, create a poster that expresses at least 1 claim of the colonists that led to the Declaration of Independence and American Revolution. | With a partner or teacher support, create a pamphlet that expresses one claim, supported with at least two reasons, of the colonists that led to the Declaration of Independence and American Revolution. | With limited teacher support, create a pamphlet or newspaper article that expresses 1-2 claims, supported by 2-3 reasons for each claim, of the colonists that led to the Declaration of Independence and American Revolution. The pamphlet or article will draw conclusions of the colonists’ point of view. | Create a pamphlet or newspaper article that expresses 2-3 claims, supported by 2-3 reasons or facts for each claim, of the colonists that led to the Declaration of Independence and American Revolution. The pamphlet or article contains well-organized paragraphs for each claim and will draw conclusions of the colonists’ point of view. | Create a pamphlet, newspaper article, or web page that expresses 3 claims, supported by 2-3 reasons or facts for each claim, of the colonists that led to the Declaration of Independence and American Revolution. The pamphlet, article, or web page will contain well-organized paragraphs that provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement of the colonists’ point of view. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | | Model both oral and written statements expressing opinions with reasons. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide feedback on initial drafts of pamphlet or article, and allow students to make revisions based on feedback. | | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | Grade 8: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided sources and label collected | Gather information from provided sources and record some data and | Gather information from multiple provided print and digital sources and | Gather information from multiple print and digital sources, using search| Gather information from multiple print and digital sources, using search| | information. | information. | summarize or paraphrase observations, ideas, and information, with | terms effectively; quote or paraphrase the data and conclusions of | terms effectively; and (at Grade 8) evaluate the credibility of each | | | | labeled illustrations, diagrams, or other graphics, as appropriate, and| others, using charts, diagrams, or other graphics, as appropriate; | source; quote or paraphrase the data and conclusions of others, using | | | | cite sources. | and cite sources, using a standard format for citation. | charts, diagrams, or other graphics, as appropriate; and cite sources, | | | | | | using a standard format for citation. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Standards Content Statement: Forces have magnitude and direction. (Page 270.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Teacher posts learning objective: Students will describe friction as a force that affects motion, know the difference between static friction and kinetic friction and explain why friction occurs. Teacher posts/discusses vocabulary: *friction, kinetic friction, static friction, and control, variable*. In groups of three, students will perform experiments using a spring scale to drag ceramic coffee cups *half-filled with pennies or similar objects* (three trials for each) across the floor. Students in each group will cover the bottom of their coffee cup with various materials: poster board, glossy paper, glass, carpet, linoleum, metal, plastic, Styrofoam, sandpaper glued to heavy paper. Students will tape these materials to the bottom of their cup. The spring scale allows each group to measure the frictional force that exists between the moving cup and the floor surface. By changing the bottom surface of the cup students will find out what kinds of surfaces generate more or less friction. Prior to the experiments, teacher will point out to students that they must make sure that the tape does not affect the surface being tested and demonstrate how the spring scale will be used (horizontally) to measure the amount of force that it takes to drag the coffee cup across the floor. Teacher will articulate that the force indicated by the scale is equal to the amount of friction that is being generated by the different materials on the bottom of their cup, because it is the force that must be overcome in order to move the cup. Students in each group will record their data on a data sheet. As an assessment, students will complete the following: 1. Why did you slide the cup three times for each bottom surface of the cup? (consistent results) 2. In this experiment about friction, what is the control? (plain cup) 3. In this experiment about friction, what is the variable? (bottom surface of the cup) 4. Complete a K-W-L Chart about Friction. https://www.teachengineering.org/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen as teacher introduces the learning objective and demonstrates | Listen as teacher introduces the learning objective and demonstrates | Actively listen as teacher introduces the learning objective and | Actively listen as teacher introduces the learning objective and | Actively listen as teacher introduces the learning objective and | | the meaning of the vocabulary with regalia. | the meaning of the vocabulary with regalia. | demonstrates the meaning of the vocabulary with regalia. | demonstrates the meaning of the vocabulary with regalia. | demonstrates the meaning of the vocabulary with regalia. | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Assist in completing the group’s data sheet. Using text and sources in the classroom complete one item under each column in the K-W-L chart. | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute some of the data on the group’s data sheet. Using text and sources in the classroom complete one item under each column in the K-W-L chart. | Engages with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute data on the group’s data sheet. Using text and sources in the classroom complete at least two ideas under each column in the K-W-L chart, using observations, graphics, or illustrations and citing the sources. | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute data on the group’s data sheet. Using text and sources in the classroom completes at least two ideas under each column in the K-W-L chart, using observations, graphics, or illustrations and citing the sources. Paraphrase or quote the data form the experiment and reach a conclusion regarding how types of materials (used as variables) affected friction. | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute data on the group’s data sheet. Using text and sources in the classroom student will be able to complete at least two ideas under each column in the K-W-L chart, using observations, graphics, or illustrations and citing the sources. Paraphrase or quote the data form the experiment and reach a conclusion regarding how types of materials (used as variables) affected friction. Extends learning by further exploring this topic on the internet. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the lesson introduction. Demonstrate how to use the KWL chart. | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the lesson introduction. Demonstrate how to use the KWL chart. | Provide model sentence structures that can be used to describe scientific observations. | Provide model sentence structures that can be used to describe scientific observations. | Lead discussion on the soundness of evidence gained from the experiment and observations to support certain claims friction. | Grade 8: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not. | Analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis. | Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 7 Divide students into southern and northern states. Then in a small group or with a partner, students research issues involved with each state and identify each state’s position as Federalist or Anti-Federalist. The following website may be used to jump start student research: [http://teachingamericanhistory.org/lessonplans/act1/](http://teachingamericanhistory.org/lessonplans/act1/) Then prepare for a debate on the adoption of the U.S. Constitution from your group/partner assigned state. Source: Ohio Social Studies Standards Grade 8 Model Curricula, page 11 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a partner, read a teacher-selected (and highlighted) source that identifies the positions of a Federalist and an Anti-Federalist on the adoption of the U.S. Constitution. Use this source to complete a worksheet where they label if a statement supports the Federalists or the Anti-Federalists. | In a small group, use teacher-selected sources to complete an outline of either the Federalists or Anti-Federalists positions, on the adoption of the U.S. Constitution. Each position will include at least 3 pieces of information. | In a small group, choose 2-3 sources from a selection of teacher-provided sources. Create an outline that includes at least 2-3 pieces of information to support both the Federalists’ and the Anti-Federalists’ positions on the adoption of the U.S. Constitution. Write a basic paragraph that summarizes or paraphrases each side’s position, with appropriate citations. | In a small group, research the positions of both the Federalists and the Anti-Federalists on the adoption of the U.S. Constitution. Create an outline that includes at least 3-5 pieces of information to support each position. Write a developed paragraph/s that summarize and/or paraphrase each side’s position. All evidence will use standard format for citation. | In a small group, research (using credible sources) the positions of both the Federalists and the Anti-Federalists on the adoption of the U.S. Constitution. Creates an outline that includes at least 3-5 pieces of information to support each position. Write a developed paragraph/s that summarize, paraphrase, and quote each side’s position. All evidence will use standard format for citation. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when reading about issues relating to adoption of U.S. Constitution. Explain the difference between claims without supporting reasons and claims with supporting reasons. Give examples. Provide rubric students can use to analyze arguments and supporting reasons. Discuss the difference between claims without supporting reasons and claims with supporting reasons. Have students give examples of each. Provide rubric students can use to analyze arguments and supporting reasons. Provide criteria of well developed analysis of claims and supporting reasons that students can use as self evaluation during the writing process. | Grade 8: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices according to task and audience with emerging | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | control, and begin to use frequently occurring general academic and | audience, with developing ease; use an increasing number of general | audience, with increasing ease; use a wider range of general academic | audience, with ease; use a wide variety of complex general academic and | | | content-specific words and phrases in conversations and discussions. | academic and content-specific words and phrases in speech and short | and content-specific academic words and phrases, and maintain | content-specific academic words to express ideas precisely, and maintain | | | | written texts, and show developing control of style and tone in oral or| consistency in style and tone throughout most of oral or written text. | an appropriate and consistent style and tone throughout an oral or | | | | written text. | | written text. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Standards Content Statement 8.G: [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx) Students will be discovering the Pythagorean Theorem using manipulatives. They will use the theorem to identify right triangles and find the missing side lengths of right triangles. Students will recognize when the use of the Pythagorean Theorem is appropriate, i.e. can only be used with right triangles. Students will be able to find the distance between two points on the coordinate plane. Students will be drawing right triangles on grid paper labeling: legs, hypotenuse, sides a, b, c, and the right angle. Students will recall the Pythagorean Theorem with a partner (, \(a^2 + b^2 = c^2\)) and discuss its mathematical meaning with a partner. [http://www.shodor.org/interactivate/lessons/PythagoreanTheorem/](http://www.shodor.org/interactivate/lessons/PythagoreanTheorem/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use some mathematical vocabulary: triangle, angle, side, length, right | Use mathematical vocabulary (triangle, right triangle, angle, side, | Explain to a partner how to use the Pythagorean Theorem to find the | Demonstrate understanding of the mathematical vocabulary and the | Demonstrate understanding of the mathematical vocabulary and the | | angle, hypotenuse with support of a partner and visual aids. Label | length, and hypotenuse and Pythagorean Theorem) in simple sentence. | length of a side of a right triangle. Independently solve problems | concept of the Pythagorean Theorem and how to solve for missing | concept of the Pythagorean Theorem and how to solve for missing | | right angles, sides, angles, and the hypotenuse with a partner. | With a partner, apply \(a^2 + b^2 = c^2\) in order to find the length | using this theorem. Justify his/her process using mathematical | measurements in triangular problems using clear oral and written | measurements in triangular problems using clear oral, written, concise | | Complete framed sentences such as A ___________ ___________ has one | of a side. | vocabulary and correct notations within this task. | explanations. Demonstrate an understanding that the Pythagorean | responses. Demonstrate an understanding that this theorem is only used | | 90 degree angle. | | | Theorem is only used with right triangles. With a partner write and | with right triangles. Write and present their own problems using this | | | | | present their own problems using this theorem when requested. | theorem when requested. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to information relating to math lesson. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to information relating to math lesson. Discuss the difference between informal language and formal mathematic language forms and vocabulary. | | Discuss the difference between informal language and formal mathematic language forms and vocabulary. Model describing geometric figures with appropriate vocabulary. | Discuss the difference between informal language and formal mathematic language forms and vocabulary. Model describing geometric figures with appropriate vocabulary. | | Provide criteria of a well-written mathematical problem that student can use for self evaluation during the writing process. | Grade 8: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language. | Determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language. | Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words). | Determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Standards Content Statement 8.G http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx Teacher will post the learning objective: Students will understand the relationships of the surface area and the volume of a cylinder and will able to identify and apply the formula in construction problems. Teacher will post/review terms using visual aids) and formulas: *area of a circle* ($A=\pi r^2$), *base*, *circle*, *cylinder*, *circumference* ($C=\pi d$), *diameter*, *Pi* ($\pi = 3.141593$ or $3.14$), *radius*, *volume* ($V=Bh$) …Volume equals area of the base times the height of the cylinder). Then teacher will use a plywood circle prop to show the relationship of the diameter (10 in.) and the circumference (10$\pi=31.415$in.). Using calculators and posted formula have students working in pairs determine the area of the circle, reminding them to square the radius before multiplying by $\pi$. Teacher will check for understanding by walking around the classroom. Then the teacher will draw a cylinder with the base, radius and height labeled while explaining the process of finding volume of a cylinder, followed by a demonstration. Using a 2” diameter 12” inch long PVC pipe with an end cap and approximately one quart of white sand teacher asks students to predict the volume, and then pours the sand into the pipe slowly stopping to ask students how much more sand it will hold until the PVC pipe is full. Students will be ready to apply knowledge to practice working in teams to solve: 1. Find the area of a circle with a radius of 15 “. 2. What is the volume of a cylinder used for storing kerosene that has a diameter of 3’ and is 4’ long? Round to the nearest cubic foot 3. Name an occupation that would be using the volume of a cylinder on a regular basis. http://www.sharemylesson.com/article.aspx?storyCode=50005647 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the vocabulary and the formulas that are posted with the additional visual aids. Mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | | Language uses the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work with partner to complete problems #1 and #2 and complete a framed sentence to respond to #3. A ___________ uses the volume of a cylinder. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work with partner to complete problems #1 and #2 and complete a teacher-made multiple choice question to respond to #3. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and work independently to calculate (using calculators) the volume of a cylinder (multi-step process). Work independently to complete problems #1 and #2 and respond to #3 by writing a simple sentence using general academic and content specific words and phrases. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and works with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work independently to complete problems #1 and #2 and respond to #3 by writing a compound or complex sentence using general academic and content specific words and phrases. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work independently to complete problems #1 and #2 and respond to #3 by writing a complex sentence using general academic and content specific words and phrases. | | --- | --- | --- | --- | --- | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of math activity. | Provide list of key words for students to note when listening to the discussion of math activity. | Have students read aloud their explanations of calculations of volume of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. Have students read aloud their explanations of calculations of volume of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Demonstrate how to use context, reference materials, and knowledge of morphology to help determine meaning of unknown words; have students practice with different academic texts. Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a brief sequence of events in order, and introduce an | Recount a short sequence of events, with a beginning, middle, and an | Recount a more detailed sequence of events or steps in a process, with | Recount a complex sequence of events or steps in a process, with a | | (including context and visual aids) using non-verbal communication and,| informational topic, present one or two facts about it, and provide a | end, and introduce and develop an informational topic with a few facts | a beginning, middle, and an end, and introduce and develop an | beginning, middle, and an end, and introduce and effectively develop | | with limited control, a narrow range of vocabulary and syntactically | concluding statement, with support (including sentences), using, with | and details, and provide a conclusion, using, with developing control, | informational topic with facts and details, and provide a concluding | an informational topic with facts and details, and provide a | | simple sentences. | emerging control, some commonly occurring linking words (e.g., next, | common transitional words and phrases to connect events, ideas, and | section or statement, using, with increasingly independent control, a | concluding section or statement, using a wide variety of transitional | | | because, and, also). | opinions (e.g., after a while, for example, in order to, as a result). | variety of transitional words and phrases to connect events, ideas, | words and phrases to show logical relationships between events and | | | | | and opinions (e.g., however, on the other hand, from that moment on). | ideas. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Content Standards Statement: Forces between objects act when the objects are in direct contact or when they are not touching. (Page 265.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Teacher will post learning objective: Students will understand that magnetic fields exist around magnetic objects attracting and repelling items that exert a magnetic field that can vary in strength. Teacher will post/discuss vocabulary (visual aids): attract, repel, magnetic force fields, horseshoe magnet, bar magnet, iron filings. Teacher will begin by asking students to discuss their experiences with magnets. Ask students to describe what magnets are and how they work; this discussion will assist the teacher in assessing students’ prior knowledge of magnets and magnetism that will be helpful in guiding students to more scientific explanations. Pass out two bar magnets, one horseshoe magnet, iron filings, pieces of white paper, a plastic cup, safety goggles, and 3 sealable plastic bags to groups of three students. Each student will complete questions in his/her Science Journal. Teacher will post the following: 1. Place one bar magnet on your table and try to push it across the table with another magnet without touching it. Next try to pull one bar magnet across the table without touching it. How many combinations worked? Draw the ones that worked. 2. Put each magnet in a plastic bag; placing one magnet flat on the table. Then place the white paper on top of it. Sprinkle the filings on the paper above and around the magnet. Draw what you see in your journals. Carefully pour the filings into the plastic cup and set them aside. 3. Put the two bar magnets on the table with the ends about 2 cm apart. Place the white paper on top of the two magnets. Put on your goggles and sprinkle iron filings on the paper above and around the two magnets. Sketch what you see in your journals. The ends of the magnet are labeled N and S; look and write in your journals which two ends were facing each other. Repeat and record with the horseshoe magnet. 4. Compare the patterns of filings you saw with two of the same ends (S and S or N and N) near each other and the pattern with the two opposite ends (N and S) near each other. 5. Were the patterns and shapes formed by the iron filings the same no matter how many times you did the experiment? 6. What do you think caused the pattern? Have students share their ideas and drawings, and explain that the pattern they saw was the outline of the magnetic field that is around every magnet. Around every magnet there is this invisible magnetic field that attracts items such as iron filings. These filings line up with the field. After students have completed and discussed their findings, refer students to Electromagnetism: History [http://inventors.about.com/od/e/startinventions/a/Electromagnets.htm](http://inventors.about.com/od/e/startinventions/a/Electromagnets.htm) This will help them refine ideas about magnetism and assist them in expressing their ideas in a more scientific way. Source: [http://sciencenetlinks.com/lessons/exploring-magnetic-fields/](http://sciencenetlinks.com/lessons/exploring-magnetic-fields/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | | vocabulary. Student will vary regarding experiences with magnets. Listen| vocabulary. Student will vary regarding experiences with magnets. | vocabulary. Student will vary regarding experiences with magnets. | vocabulary. Student will vary regarding experiences with magnets. | vocabulary. Student will vary regarding experiences with magnets. | | to responses others share about their prior knowledge of using | Student may be able to share about prior knowledge of using magnets | Shares about prior knowledge and facts about magnets, recalling a brief | Shares about prior knowledge and facts about magnets, recalling a brief | Share about prior knowledge and facts about magnets, recalling a brief | | magnets. Actively engage in the experiments with the group of three. | involving magnets. Engage in the experiments with the group of three. | sequence of events involving magnets. Actively engage in the | sequence of events involving magnets. Actively engage in the | sequence of events involving magnets. Actively engage in the | | Draws responses in his/her Science Journal. Complete a (teacher-made) | Draw responses in his/her Science Journal. Share in the group what | experiments with the group of three. Draw responses in his/her Science | experiments with the group of three. Draw responses in his/her Science | experiments with the group of three. Draw responses in his/her Science | | framed sentence using the vocabulary magnet, repel and attract. | happened in each activity using liking words such as then, next, | Journal. Share in the group what happened in each activity using | Journal. Share in the group what happened in each activity using | Journal. Share in the group what happened in each activity using | | Magnets _______ and attract. | because. | liking words such as then, next, because, in order to, as a result. | liking words such as then, next, because, in order to, as a result. | liking words such as then, next, because, in order to, as a result. | Sample instructional strategies and supports | Provide list of key words for students to note when listening to information about magnets. | Provide list of key words for students to note when listening to information about magnets. | Model how to use transitional words to connect sentences in describing events. | Model how to use transitional words to connect sentences in describing events. | Provide criteria of a well-written description of events that students can use for self evaluation during the writing process. | |-----------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|------------------------------------------------------------------------------------------| | | | Provide opportunities for students to practice explaining the magnet-related activities with a partner. | Provide opportunities for students to practice explaining the magnet-related activities with a partner. | | Grade 8: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use an increasing number of intensive pronouns (e.g., myself, | Use intensive pronouns and verbs in the active and passive voices; | | phrases, and verbs, and understand and respond to simple questions. | conjunctions, and prepositional phrases, and produce simple and | (e.g., where, when, why), subordinating conjunctions, and prepositional| ourselves) and verbs in the active and passive voices; place phrases | place phrases and clauses within a sentence, recognizing and correcting | | | compound sentences, with support (including visual aids and | phrases, and produce and expand simple, compound, and a few complex | and clauses within a sentence, recognizing and correcting most | misplaced and dangling modifiers; and produce and expand simple, | | | sentences). | sentences, with support (including modeled sentences). | misplaced and dangling modifiers; and produce and expand simple, | compound, and complex sentences. | | | | | | | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Standards Content Statement: The characteristics of an organism are a result of inherited traits received from parent(s). (Page 262.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Teacher will post the learning objectives (with visual of various organisms): There are two modes of reproduction; sexual and asexual. There are advantages to both sexual and asexual. Teacher will post/discuss relevant vocabulary: asexual, sexual, reproduce, organism, extinct, generation, advantage, disadvantage, heredity, offspring, and genetic variation. Students will work in pairs to read about and compare five aspects of an organism that reproduces sexually with one that reproduces asexually. The reading will focus on the blue-headed wrasse, duck leech, grizzly bear, leafy sea dragon, red kangaroo, sand scorpion, amoeba, salmonella, whiptail lizard, brittle star, meadow garlic and spiny water fleas. After this reading, students in pairs will complete a comparison table with the headings: Sexual, Asexual, Both Sexual and Asexual. Then in pairs students will take a gallery walk around the room and read others’ comparison tables. As a class students will generate a list of general characteristics of each organism for each mode of reproduction, recording and discussing the advantages and disadvantages of both on a T chart. As an assessment students will write a three to five sentence paragraph describing/comparing/contrasting sexual and asexual reproduction. Source: http://learn.genetics.utah.edu/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | | will read the information or the student will have the reading on | will read the information or the student will have the reading on | will read the information or the student will have the reading on | will read the information or the student will have the reading on | will read the information or the student will have the reading on | | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | | partner again | partner again | partner again | partner again | partner again | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Respond to a simple question such as, “What are two types of reproduction? (sexual and asexual).” | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write two to three simple and compound sentences (using available visual resources and modeled sentences) describing, comparing and contrasting sexual and asexual reproduction. | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write to three to four simple, compound and complex sentences (using available visual resources and modeled sentences) describing, comparing and contrasting sexual and asexual reproduction. | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write five compound and complex sentences (expanding simple sentences) with clauses describing, comparing and contrasting sexual and asexual reproduction using an increasing number of academic vocabularies. | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write five compound and complex sentences (expanding simple sentences) with clauses describing, comparing and contrasting sexual and asexual reproduction using an increasing number of academic vocabulary and modifiers. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the use of a comparison table to record information. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the use of a comparison table to record information. Show examples of written descriptive texts and point out various grammatical forms (nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases), Demonstrate the difference between simple and compound sentences. | Show examples of written descriptive texts and point out various grammatical forms (nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases). Demonstrate the difference between simple and compound sentences. | Show examples of written descriptive texts and point out various grammatical forms (relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases. Show and discuss examples of simple, compound and complex sentences. | Provide criteria of a well-written description of scientific information that students can use for self evaluation during the writing process. | An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts. | Use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text. | Use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text. | Sample Content-based Participation Goals – Mathematics (Algebra) Lesson Vignette Algebra Seeing Structure in Expressions A-SSE: Interpret the structure of expressions At the onset of this lesson, each pair of students and/or individual student will be provided the following two questions to answer as a warm-up activity on Quizlet and on the Smart Board: 1. Convert the following statement into a mathematical expression: \[ \text{Difference of five times a number } n \text{ and ten.} \] 2. Convert the following mathematical expression into a statement: \[ \frac{x}{6x-5} \] Additionally, the following academic vocabulary will be made available on Quizlet: factors, coefficients, convert mathematical expression, difference, and statement. Students then will review these vocabulary words on Quizlet to match them to their correct examples. Source: [http://www.shmoop.com/common-core-standards/handouts/a-sse_worksheet_1.pdf](http://www.shmoop.com/common-core-standards/handouts/a-sse_worksheet_1.pdf) Once they have adequate time to review the questions, students will be asked to recognize and define the following terms: factors, coefficients, convert mathematical expression, difference, and statement. After viewing a video about savings accounts, students will complete a multi-step real-life problem about calculating compound interest on a savings account. Sources: [http://www.bankrate.com/finance/video/banking/what-is-savings-account.aspx](http://www.bankrate.com/finance/video/banking/what-is-savings-account.aspx) Ohio Mathematics Standards [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Solve the two warm up problems with a partner. | Solve the two warm up problems with a partner. | Solve the two warm up problems with a partner. | Solve the two warm up problems. | Solve the two warm up problems. | | Write the definitions of the math terms in the history log to serve as a reference tool in their future work with mathematical expressions. | Write the definitions of the math terms in the history log to serve as a reference tool in their future work with mathematical expressions. | Write the definitions of the math terms in the history log to serve as a reference tool in their future work with mathematical expressions. | Write the definitions of the math terms in the history log to serve as a reference tool in their future work with mathematical expressions. | Write the definitions of the math terms in the history log to serve as a reference tool in their future work with mathematical expressions. | | Answer one question about the information provided on the video about savings accounts. | Take notes while listening to the video on savings accounts. | Take notes while listening to the video on savings accounts. | Take notes while listening to the video on savings accounts. | Write a summary of the key ideas of the video. | | Work with a partner to answer the multi-step problem about the structure of savings accounts. | Answer two questions about the information provided on the video about savings accounts. | Use a graphic organizer to record key ideas from the video. | Use a graphic organizer to record key ideas from the video. Write a paragraph summarizing some of the key ideas of the video. | Answer the multi-step problem about the structure of savings accounts. | | Pre-teach selected vocabulary: provide bilingual dictionary or online translation tool if available. Note: the online tool Quizlet is available for students to access. They can hear the problems being recited, as they follow along. Provide list of key words for students to note when listening to information about savings accounts. Use a whiteboard or a Smart Board to guide students on understanding the process for calculating compound interest. | Pre-teach selected vocabulary: provide bilingual dictionary or online translation tool if available. Note: the online tool Quizlet is available for students to access. They can hear the problems being recited, as they follow along. Provide list of key words for students to note when listening to information about savings accounts. | Provide list of key words for students to note when listening to information about savings accounts. Use a whiteboard or a Smart Board to guide students on understanding the process for calculating compound interest. Model how to use a graphic organizer to take notes when listening to or reading information. | Model how to use a graphic organizer to take notes when listening to or reading information. | Provide opportunities for students to practice giving oral explanations of how to calculate compound interest. | **Sample instructional strategies and supports** - Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. - Note: the online tool Quizlet is available for students to access. They can hear the problems being recited, as they follow along. - Provide list of key words for students to note when listening to information about savings accounts. - Use a whiteboard or a Smart Board to guide students on understanding the process for calculating compound interest. - Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. - Note: the online tool Quizlet is available for students to access. They can hear the problems being recited, as they follow along. - Provide list of key words for students to note when listening to information about savings accounts. - Provide list of key words for students to note when listening to information about savings accounts. - Use a whiteboard or a Smart Board to guide students on understanding the process for calculating compound interest. - Model how to use a graphic organizer to take notes when listening to or reading information. - Model how to use a graphic organizer to take notes when listening to or reading information. An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh-questions. | Participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues: building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed. | Participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues: build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed. | Participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues: build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed. | **Sample Content-based Participation Goals – Physical Science Lesson Vignette** Physical Science: Reaction of Matter Students visually compare the inside structure of various balls (tennis ball, golf ball, baseball, basketball/kickball and soccer ball). Then, they determine what makes the ball bounce the highest (and/or travel farthest), compare, analyze the data, draw conclusions and present findings in multiple formats. Source: Ohio Science Standards http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Complete a graphic organizer sketching the insides of various balls presented in class. | Complete a graphic organizer sketching the insides of various balls presented in class. | Complete a graphic organizer sketching and labeling the insides of various balls presented in class. | Complete a graphic organizer sketching and labeling the insides of various balls presented in class using key vocabulary from the lesson. | Completes a graphic organizer sketching the insides of various balls presented in class using key vocabulary from the lesson. | | With a peer and using previously made sketch graphic organizer, answers yes/no questions in complete sentences. For example: 1. Is the outside of the golf ball hard? Is the outside of the kickball flexible? (Answer--Yes, the outside of the baseball is hard.) | With a peer, read prepared “wh” questions about various balls and records peer responses in a chart. For example, student A asks “Which ball has a hard surface?” and writes his/her partner’s response in a chart. After participating in the experiment, “Wh” questions will include | Participate in Think, Pair, Share to talk about the insides of the balls Predict which ball will bounce the highest. Using simple bar graph or line graph, record heights of the various balls when they bounce. | Participate in the experiment and records data in the graph. After being provided a description of a new, unknown ball, refer to their data and determine whether or not this new ball performs similarly or differently as the others. | Participates in the experiment and records data in the graph. Given a description of a new kind of game, including rules and the objective for winning, designs an appropriate ball for the game. Describes the game in a | | 2. Is the baseball filled on the inside? Is the soccer ball empty on the inside? After participating in the experiment with classmates, answer simple data questions, such as: Does the basketball bounce the highest? | Ask questions, like: “Which ball bounces the highest?” Partners change roles throughout task. | Record predictions of the new ball in the short written report and present it to their peers. | Defends characteristics of the ball (size, internal structure, external structure, and so on) in an oral presentation to the class using key vocabulary. | | --- | --- | --- | --- | | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide sentence structures that can be used to respond to simple questions. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide sentence structures that can be used to ask and respond to simple questions. | Provide key vocabulary in a word bank that can be used when discussing or writing about characteristics of the different balls. Demonstrate how to use Think, Pair Share to exchange information. | Model using transition phrases to add ideas to statements in a group discussion (e.g. “Another example is …”). Provide criteria of well-written reports and well-presented oral reports that students can use to self evaluate their presentations. | An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate information about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences or events. | Deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences). | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies (World Geography) Environment and Society CS #7 Students watch a video that provides examples of how cultural characteristics and technological resources influence human interaction with the environment. Possible video link: http://www.pbs.org/wnet/nature/holycow/hinduism.html Students will then be provided information sources of two cultures, so that they can be afforded the opportunity to identify essential attributes of both of them. They use this information to assist them in determining whether or not their cultural characteristics and their technological resources are different from those of other people. They will share their responses through written and expressive form. Essential Questions: How are human societies shaped by and how do they help to shape their environments? Source: Ohio Social Studies Standards – Model Curriculum, http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_World-Geography_Model-Curriculum_April2014.pdf.aspx p.8 - p. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher guidance, list what student knows about treatment of cows in U.S. and India and record responses on a KWL chart. List ideas for “want to know”. Watch video/videos that provide(s) examples of how cultural characteristics and technological resources | With teacher guidance, list what student knows about treatment of cows in U.S. and India and record responses on a KWL chart. List ideas for “want to know”. Watch video/videos that provide(s) examples of how cultural characteristics and technological resources | List prior knowledge about treatment of cows in U.S. and India and record responses on a KWL chart. List ideas for “want to know”. Watch video/videos that provide(s) examples of how cultural characteristics and technological resources influence human | List prior knowledge about treatment of cows in U.S. and India and record in learning logs. Read provided articles regarding treatment of cattle in India and the U.S. and write notes about important facts. Using a structured format write an essay about | List prior knowledge about treatment of cows in U.S. and India and record in learning logs. Read provided articles regarding treatment of cattle in India and the U.S. and write notes about important facts. Write an essay about differences in treatment of | | Influence human interaction with cattle in the U.S. and India. | Make additions to the “L” column in the KWL chart based on what was learned from the video. Use information from additional sources to add information to KWL chart. Write sentences in a comparative writing framework about each of the attributes of both of the cultures and shares them aloud. | | Influence human interaction with cattle in the U.S. and India. | Make additions to the “L” column in the KWL chart based on what was learned from the video. Use information from additional sources to add information to KWL chart. Write a paragraph comparing and contrasting treatment of cattle in India and in U.S. Present orally information from the written paragraph. | | Differences in treatment of cattle in India and the U.S. | Record reading of essay on Audacity so peers can listen. Prepare and give an oral presentation on the differences in treatment of cattle in India and the U.S. Compose a comparative essay. | ### Sample instructional strategies and supports | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. | | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for peer feedback on initial drafts of written reports. Provide opportunities for students to practice giving oral presentations. | Provide feedback on initial drafts of written reports and allow students to make revisions for final draft. Provide criteria for giving an oral presentation. Allow students to practice and give feedback before making final presentation. | An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------------------------------------------------------------------------| | | Express an opinion about a familiar topic. | Construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement. | Construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | | | | | | Construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counterclaim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** **Number and Quantity: The Real Number System** N-RN: Extend the properties of exponents to rational exponents. **Goal #1:** Students can apply properties of exponents to simplify algebraic expressions with fractional exponents. Students will know properties of exponents, operations on fractions, and order of operations. Students will understand that properties of exponents are the same for integer and rational exponents. More specifically they will: - Explain how integer exponent properties apply to rational exponent properties. - Use adding, subtracting, and multiplying fractions - Simplify Algebraic Expressions and Rational Exponents Students will need to know the following academic vocabulary to be successful in learning this goal: rational, index, radical, and radicand, simplify expressions, integer, and exponents. **Goal #2:** Students will use properties of rational exponents to solve real-life problems, such as finding the surface area of rocks in the following problem: Geologists study characteristics of various rocks. One way of comparing different rocks is to compare their sizes. For example, a rock’s surface area $S$ (in square centimeters) can be approximated by the model $S = km^{-3/2}$ where $m$ is the mass (in grams of the rock) and $k$ is a constant. The values of $k$ for several rock formations are given in the table. | Rock Type | Metamorphic Rock | Sedimentary Rock | Igneous Rock | |-------------|------------------|-----------------|--------------| | $k$ | 11.5 | 64.3 | 54.1 | Approximate the surface area of a sedimentary rock that has a mass of 5 kilograms, the surface area of metamorphic rock that has a mass 10 kilograms and the surface area of an igneous rock that has a mass of 2 kilograms. From this information, determine which of the rocks is greatest in size and smallest in size. Source: Ohio Mathematics Standards, p. 53 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a peer, simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | With a peer, simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | Verbally share three or more ideas they know about the algebraic expression with fractional exponents that is written on the Smart Board. | Verbally shares four to seven ideas about the algebraic expression with fractional exponents that is written on the Smart Board. | Verbally share six to seven ideas about the algebraic expression with fractional exponents that is written on the Smart Board. | | With a partner, create 1-2 simple sentence responses the explanation of the mathematical calculations. | Create 3-4 simple sentence responses that explain the mathematical calculations and verbally communicate them to their partner. | Simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | Simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | Simplify the algebraic expression individually by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | | With another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation to their constructive responses. | With another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation to their constructive responses. | Creates 3-4 compound sentence responses that explain the mathematical calculations and verbally communicate them to their partner. | Verbally applies these terms when describing their algebraic expression to another student. Their responses should be stated orally in at least 5-7 complex sentences. | Verbally applies these terms when describing their algebraic expression to another student. Their responses should be stated orally in at least 8-10 complex sentences. | | Uses properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. | Once they share their explanations with another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation and see if they had verbally explained their mathematical calculations correctly. | Once they share their explanations with another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation and see if they had verbally explained their mathematical calculations correctly. | Following this activity, writes a short 6-10 sentence paragraph of what they already know about the different rock formations. They will then share their paragraphs with a peer. | | Record themselves on Audacity explaining which rocks are greatest in size and smallest in size. Their responses should include at least 1-2 simple sentences. | Record themselves on Audacity explaining which rocks are greatest in size and smallest in size. | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas and record answers on the KWL charts. | Following this activity, writes a short 4-5 sentence paragraph of what they already know about the different rock formations. They will then share their paragraphs with a peer. | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. Writes their conclusions in complex sentences. | | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. | Records themselves on Audacity explaining which rocks are greatest in size and smallest in size. Their responses should include at least 3-4 complex sentences. | Orally explain which of the rocks are greatest in size and smallest in size. Their responses should include at least 4-6 complex sentences. | Orally explain which of the rocks are greatest in size and smallest in size. Their responses should include at least 7-10 complex sentences. | . | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Have students access a Quiz let lesson so they can hear academic vocabulary related to math functions. | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Have students access a Quiz let lesson so they can hear academic vocabulary related to math functions. | | Have students access the game mode of Quiz let and so they can test their knowledge of the definitions of math terms. Provide examples of writing that illustrate the use of facts and reasons to support a claim. | | Have students access the game mode of Quiz let and so they can test their knowledge of the definitions of math terms. Provide examples of writing that illustrate the use of facts and reasons to support a claim. | | Have students access the game mode of Quiz let and so they can test their knowledge of the definitions of math terms. Provide feedback on initial drafts of written explanations and allow students to make revisions for final draft. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided print and digital sources, and label collected information, experiences, or events. | Gather information from provided print and digital sources, and summarize data and information. | Carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources. | Carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately. | Carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies (Modern World History)** **Historical Thinking & Skills CS #2** Students create a National History Day project about Ohio, examining primary and secondary sources to analyze historical events to Source: [https://www.ohiohistory.org/learn/education-and-outreach/ohio-history-day](https://www.ohiohistory.org/learn/education-and-outreach/ohio-history-day) (copy and paste link into Internet server) Students select to complete a project in one of the following History Day categories: - Paper, - Exhibit, - Performance, - Documentary (PowerPoint or Video presentations), or - Website When selecting a category it is important to consider the following: - Which category best fits your interests and skills? - Will you have access to the equipment or materials you need to present your entry? - Does your research fit one category better than another? Students will need to know the following academic vocabulary to be successful in completing their research and projects: research, topic, thesis, research sources, secondary source, primary source, presentation, notes, quotes, annotated bibliography, plagiarism, paraphrase, and note cards. It is important to provide students examples of primary sources and secondary sources. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this project. Sources: Ohio History Connection [https://www.ohiohistory.org/OHC/media/OHC-Media/Documents/Intro-Guide.pdf](https://www.ohiohistory.org/OHC/media/OHC-Media/Documents/Intro-Guide.pdf) (copy and paste link into Internet server) Ohio Social Studies Standards, Model Curriculum, Modern World History, p.2 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_Modern-World-History_Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_Modern-World-History_Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Select a research topic which topic/category of research best fits their interests and skills with the assistance of the teacher or peer. | Determine which topic/category of research best fits their interests and skills with the assistance of a peer. They will use the Think-Pair-Share strategy. | Determine which topic/category of research best fits their interests and skills with the assistance of a peer. They will use the Think-Pair-Share strategy. | Refers to learning logs to determine which topic/category best fits their interests and skills for this project. | Refers to learning log to determine which topic/category best fits their interests and skills for this project. | | Select from a limited amount of related resources the teacher has set aside, and begin to gather information about the research topic. | With a partner, brainstorm ideas while using the teacher created ‘Guiding Questions Worksheet’ that refers to the historical events of Ohio that were already taught and studied in class. | With a partner, brainstorm ideas while using the teacher created ‘Guiding Questions Worksheet’ that refers to the historical events of Ohio that were already taught and studied in class. | Research from multiple print and digital sources (at least 6-8). Construct a thesis statement. | Begins to research from multiple print and digital sources. | | Begin to write information in the first two columns of a Five W’s Chart (Who, What, Where, When, Why). These responses could be written as paraphrases and/or as pictorial representations. | Select from a limited amount of related resources the teacher has set aside, so they narrow their focus of their research. | Locate at least 5 on-line and print sources… Begin constructing their thesis statement. | Write information on their note cards. Students will have at least 15 note cards with at least 2-3 paraphrased complex sentences written on them. | Selects at least 8-10 sources selected, so they can begin constructing their thesis statement. | | Begin to write information on note cards categorized into headings under Who, What, Where, When, Why). | Begin to write information on note cards answering Who, What, Where, When and Why. | Write bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. | Write information on note cards answering Who, What, Where, When and Why. | Write information on note cards. Students will have at least 20 note cards with at least 3-4 paraphrased complex sentences written on them. Students will have at least 10 note cards with 1 quote written on them. | | | Write bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. | Use information to construct a PowerPoint presentation or as an exhibit. | Construct a 5-paragraph essay, with 8-10 complex sentences in each paragraph. | Write their bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. They will include an annotated bibliography with their final project. | | | Prepare a video presentation that will be shared with future students who will learn this topic in history class. The video presentation will consist of multiple graphics. Their visuals may consist of a PowerPoint presentation and/or primary artifacts. | Prepare a video presentation that will be shared with future students who will learn this topic in history class. The video presentation will consist of multiple graphics. Their visuals may consist of a PowerPoint presentation and/or primary artifacts. | Construct a 5-7 paragraph essay, with 10-12 complex sentences in each paragraph. | Prepare a video presentation that will be shared with future students who will learn this topic in history class. The video presentation will consist of multiple graphics. Their visuals may consist of a PowerPoint presentation and/or primary artifacts. | **Sample instructional strategies and supports** | Assist students determine meaning of key vocabulary they encounter; provide | Do a pre-assessment to determine students’ knowledge of key vocabulary. | Discuss strategies for determining reliability of sources of information. | Discuss strategies for determining reliability of sources of information. | Discuss strategies for determining reliability of sources of information. | | | | |---|---| | bilingual dictionary or online translation tool if available. Have students work with partners to gather information from different resources. Model how to record information in a 5-W chart. | Assist students determine meaning of unknown vocabulary they encounter; provide bilingual dictionary or online translation tool if available. Have students work with partners to gather and record information from different resources. | | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. | | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. Provide criteria of a well-written research summary that student can use for self-evaluation. | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis. | Analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis. | Analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis. | **Sample Content-based Participation Goals Social Studies** **Lesson Vignette** **Social Studies (American History)** **Historical Thinking & Skills CS #4** *This lesson consists of two parts. In order for students to successfully complete the second part of the lesson, students must create their own project, explained below:* Students will gather primary and secondary resources on a specific event to analyze an historical event to determine what might have happened if the participants had chosen alternative courses of action (e.g., What if Truman had not ordered atomic bombs dropped on Japan?). Students will use this information to reach a conclusion of what is the best course of action to solve an issue or problem by completing a project. This project will be completed as one of the types of projects: - Paper, - Exhibit, - Performance, - PowerPoint or Video presentations, or - Website Students will need to know the following academic vocabulary to be successful in completing their analysis: research, topic, thesis, research sources, secondary source, primary source, presentation, notes, quotes, annotated bibliography, plagiarism, paraphrase, and note cards. It is important to provide students examples of primary sources and secondary sources. Once students complete their projects, they will be charged to review a peer’s project and determine the stance he/she has taken. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this project. Sources: Ohio History Connection [https://www.ohiohistory.org/learn/education-and-outreach](https://www.ohiohistory.org/learn/education-and-outreach) (copy link and paste into Internet server) Ohio Social Studies Standards, Model Curriculum, American History [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_American-History_Model_Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_American-History_Model_Curriculum_April2014.pdf.aspx) p.1 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Review a PowerPoint presentation created by another level 1 or level | Review a PowerPoint presentation that was created by another Level 2 | Review a PowerPoint presentation or an exhibit that was created by | Review a final draft of a 5-paragraph essay that was created by another | Reviews a final draft of a 5-7 paragraph essay that was created by | | 2 students. | student. | another Level 3 student. | Level 4 student. | proficient-trial mainstreamed student to review. | | With the aid of a 5 W’s Chart, identify the point his/her classmate is | With the aid of a 5 W’s Chart, identify the point his/her classmate is | With the aid of a 5 W’s Chart, identify the point the classmate is | Determine whether the evidence is sufficient to support the claim in | determine whether the evidence is sufficient to support the claim in | | making in the thesis statement and project. | making in their thesis statement and project. | making and the reasons to support the claim. | the essay, and cite textual evidence to support the analysis. | the essay, and cite textual evidence to support the analysis | | Answer WHO, WHAT, WHERE, WHEN, and WHY. These responses could be | Answers WHO, WHAT, WHERE, WHEN, and WHY. These responses could be | Answers WHO, WHAT, WHERE, WHEN, and WHY. These responses could be | | | | written as paraphrases and/or as pictorial representations. | written as paraphrases and/or as simple sentences. | written as simple and/or compound sentences. | | | | Once the student has the 5 W’s Chart completed, he/she verbally | Once the student has the 5 W’s Chart completed, he/she verbally | | | | | summarizes their findings to the author of the PowerPoint presentation.| summarizes their findings to the author of the PowerPoint presentation.| | | | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide list of key words for students to note when viewing the | Provide list of key words for students to note when viewing the | Provide list of key words for students to note when viewing the | Guide the students in developing a rubric to use when reading | Guide the students in developing a rubric to use when reading | | PowerPoint presentation. | PowerPoint presentation. | PowerPoint presentation. | persuasive texts to determine whether the evidence is sufficient to | persuasive texts to determine whether the evidence is sufficient to | | Assist students determine meaning of key vocabulary they encounter; | Assist students determine meaning of key vocabulary they encounter; | Provide rubric specifically to rate the rates the student’s analysis. | support the claim in the essay. | support the claim in the essay. | | provide bilingual dictionary or online translation tool if available. | provide bilingual dictionary or online translation tool if available. | | Demonstrate how to cite textual evidence to support the analysis of | Demonstrate how to cite textual evidence to support the analysis of | | Provide rubric specifically created for the Level 1 student to rate | Provide rubric specifically created for the Level 2 student to rate | | a persuasive text. | a persuasive text. | | the rates the student’s analysis. | the student’s analysis. | | | | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to task and audience with emerging control | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task and | Adapt language choices and style according to purpose, ask, and | | reading, and being read to. | and use some frequently occurring general, academic, and content | audience, with developing ease, use an increasing number of general | audience; use a wider range of complex general, academic, and content | audience with ease, use a wide variety of complex general academic and | | | specific words in conversation and discussion. | academic and content-specific words and expressions in speech and | specific words and phrases and maintain a formal style in speech and | content-specific words and phrases, and employ both formal and more | | | | written text, and show developing control of style and tone in oral or | writing as appropriate. | informal styles effectively, as appropriate. | | | | written text. | | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA Language: Knowledge of Language. SS #3 Students will compare/contrast different styles of writing to evaluate how language functions in different contexts. For instance, students will write a letter to a friend then use the same information to write to a teacher, parent, administrator, and/or mayor by using digital media. Some examples of methods include: blogging, texting, posting on their Facebook page, or Tweeting while using proper style manuals to guide writing. In this lesson, students will have previously read an article about the dangers of cell phones. They will then be asked whether or not there should be a minimum age for children to carry cell phones. In specific letters addressed to their best friend, parents, teacher, administrator, and mayor, they will express their view and try to sway each of the recipients of the letters to share his/her point of view. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this assignment. Source: Ohio English Language Arts Standards, Model Curriculum, Grades -9-10, p. 36-37 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | | view in their learning logs. | view in their learning logs. | view in their learning logs. | view in their learning logs. | view in their learning logs. | | Receives guided support when beginning their writing because the | With a partner of similar ability, have them elaborate on their initial| With an advanced-leveled student, have them elaborate on their | With an intermediate-leveled student, have them, elaborate on their | With another proficient-trial mainstream student, have them elaborate | | | | | | on | | **teacher will provide them guiding questions to answer.** | **ideas. They revise their ideas, generate new ones, and develop at least two specific pieces of information from the article to defend his/her position.** | **initial ideas. They will revise their ideas, generate new ones, and develop at least four specific pieces of information from the article to defend his/her position.** | **initial ideas. They will revise their ideas, generate new ones, and develop at least five specific pieces of information from the article to defend his/her position.** | **their initial ideas. They will revise their ideas, generate new ones, and develop at least five specific pieces of information from the article to defend his/her position.** | | --- | --- | --- | --- | --- | | With a partner, elaborates on their initial ideas. | Writes their information in at least 5-7 simple and/or compound sentences for each recipient of a letter. | Intermediate students will write their information in at least 7-9 compound and/or complex sentences for each recipient of a letter. | Advance students will write their information in at least 9-11 compound and/or complex sentences for each recipient of a letter. | These students will write their information in at least 11-15 complex sentences for each recipient of a letter. | | Revises their ideas, generates new ones, and develops at least one specific pieces of information from the article to defend his/her position. | The teacher will review with all students the manner in which to format written communication to peers and to adults. | The teacher will review with all students the manner in which to format written communication to peers and to adults. | The teacher will review with all students the manner in which to format written communication to peers and to adults. | The teacher will review with all students the manner in which to format written communication to peers and to adults. | | Writes at least 3-5 simple sentences for each recipient of a letter. | After one intermediate, advanced, or proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. | After one intermediate, advanced, or proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. | After one intermediate, advanced, or proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. | After one proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. | | The teacher will review with all students the manner in which to format written communication to peers and to adults. | After making suggested revisions by a peer and teacher, he/she begins to decide which form of digital media they will use for each recipient and will begin writing it. | After making suggested revisions by a peer and teacher, the intermediate student will begin to address each recipient by deciding which form of digital media they will receive and will begin writing it. | After making suggested revisions by a peer and teacher, the intermediate student will begin to address each recipient by deciding which form of digital media they will receive and will begin writing it. | After making suggested revisions by a peer and teacher, the proficient-trial mainstream student will begin to address each recipient by deciding which form of digital media they will receive and will begin writing it. | ### Sample instructional strategies and supports | **Provide guiding questions to assist with writing process.** | **Provide guiding questions to assist with writing process.** | **Lead discussion on differences between informal and formal language used in communication with different audiences.** | **Lead discussion on differences between informal and formal language used in communication with different audiences.** | **Provide criteria of a well-written informal and formal letters that students can use as self-evaluation during the writing process.** | | --- | --- | --- | --- | --- | | Provide and discuss words and phrases that can be used for informal and formal letter writing. | Provide and discuss words and phrases that can be used for informal and formal letter writing. | Lead discussion on differences between informal and formal language used in communication with different audiences. | Lead discussion on differences between informal and formal language used in communication with different audiences. | Provide criteria of a well-written informal and formal letters that students can use as self-evaluation during the writing process. | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Determine the meaning of frequently occurring words, phrases, and | Determine the meaning of general academic and content specific words | Determine the meaning of general academic and content specific words | Determine the meaning (including the figurative and connotative | | phrases, and formulaic expressions in texts about familiar topics, | expressions in texts about familiar topics, experiences, or events, | and phrases and frequently occurring expressions in texts about | and phrases, figurative language, and a growing number of idiomatic | meanings) of general, academic, and content specific words and phrases, | | experiences, or events, relying heavily on context, visual aids, and | using context, visual aids, reference materials, and knowledge of | familiar topics, experiences, or events, using context, some visual | expressions in texts about a variety of topics, experiences, or events, | figurative language (example, irony, hyperbole), and idiomatic | | knowledge of morphology in their native language. | morphology in their native language. | aids, reference materials, and a developing knowledge of English | using context, increasingly complex visual aids, reference materials, | expressions in texts about a variety of topics, experiences, and events,| | | | morphology (e.g., affixes, roots, and base words). | and an increasing knowledge of morphology. | using context, complex visual aids, reference materials and consistent | | | | | | knowledge of morphology. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA Reading: Literature, Craft and Structure SS #4 The purpose is to determine the meaning of words and phrases by working with idioms (orally or in writing). The teacher introduces idioms by showing a YouTube video on idioms. Students working within a group or individually will pick idioms and use various methods to exhibit their understanding of the metaphorical meanings of idioms. For more information, visit www.idiomsite.com. Source: Ohio English Language Arts Standards, Model Curriculum, Grades 9-10, P.4-5 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Select one idiom from the video with teacher support. | Select two idioms from the video. | Selects 4-6 idioms from the video. | Select 5-7 idioms from the video. | Selects 7-9 idioms from the video. | | Create a picture of what each idiom looks like using Microsoft Paint | Create a picture of what each word looks like using Microsoft Paint | Create a picture of what each word looks like using Microsoft Paint | Determine the metaphorical meanings of the idioms by writing the | Determines the metaphorical meanings of the idioms by writing the | | and converts the images into a slide show. | and converts the images into a slide show. | and converts the images into a slide show. | definitions on the graphic organizer. | definitions on a graphic organizer. | | Orally use the idiom in a simple context sentence to show understanding| Complete cloze sentences by selecting the correct idiom from the list | Write simple context sentences using each of the idioms. | Compose complex context sentences of 5-7 idioms they viewed in the | Composes complex context sentences of 8-10 idioms they viewed in the | | of its meaning. | (provided by the teacher) and reads their sentences with a peer. | Share these sentences orally and in written form with their partner. | video. | video. | | Determine the | Determine the | The partner is asked to | With a peer, read each other’s sentences and selects 4-6 of the idioms | With a peer, reads each other’s sentences and selects 7-9 of the idioms| | | | | | | |---|---|---|---|---| | | metaphorical meaning of the idiom, and writes a context sentence to show understanding of its meaning with a peer. | match the sentence to its image. Post the idioms they discover to the wall of idioms, so other students can refer to them at a later time. | used in their sentences to create a narrative they are to write together. Share their final product with peers through the use of digital storytelling. | used in their sentences to create a narrative they are to write together. Shares their final product with peers through the use of digital storytelling. | **Sample instructional strategies and supports** | | | | | | |---|---|---|---|---| | Help students get meaning of idioms; provide bilingual dictionary or online translation tool if available. Have students work with a partner on creating a picture of the idiom. | Help students get meaning of idioms; provide bilingual dictionary or online translation tool if available. Have students work with a partner on creating pictures of the idiom. Demonstrate how to use context and knowledge of morphology to help figure out meaning of unknown words in a text. | Help students get meaning of idioms; provide bilingual dictionary or online translation tool if available. Demonstrate how to use context and knowledge of morphology to help figure out meaning of unknown words in a text. | Demonstrate how to use context and knowledge of morphology to help figure out meaning of unknown words in a text. | Lead a discussion on the use of figurative language (example, irony, hyperbole), and show examples in different texts. Provide rubric that can be used to self evaluate their narratives during the writing process. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate basic information about an event or topic, with support (including context and visual aids) about an event or topic, using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences. | Recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because). | Recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result). | Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | Recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | **Sample Content-based Participation Goals – Science (Biology)** **Lesson Vignette** **Biology: Evolution** In this natural selection simulation lab, students will control the mutations and environment of a population of rabbits in cooperative learning groups. The cooperative learning groups will consist of students with varying English language levels. Each student will have their own duty assigned to them. Examples include recorders, reporters, timekeepers, facilitators, and resource managers. They will create four hypotheses and design an experiment to test each one. Concluding the simulation, students will answer the following questions: - Based upon your evidence from the simulation what conclusion are you able to make about each of the three different types of phenotypes in rabbits? - What happens to animals that cannot compete as well with other animals in the wild? - Sometimes animals that are introduced into an area that they never lived in before outcompete and endanger resident species, why do you think this happens? - If only one species is considered the "fittest", why do we still have so many variations among species? Why do some birds have very long pointy beaks, while other birds have short flat beaks? - How do you think diseases can affect natural selection? - How does this simulation mimic natural selection? In what ways does this simulation fail to represent the process of natural selection? A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this simulation... Sources: PHET Interactive Simulations, University of Colorado Boulder http://phet.colorado.edu/en/contributions/view/3396 (Contributor: Melissa Savage) Ohio Science Standards http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. With a partner, act as reporter in a cooperative learning group, and takes notes from the conversation evolving from the guiding questions. Complete the following sentence frames based on the hypotheses generated by the group: I hypothesize that (select a rabbit phenotype) rabbits will be (more/less) likely to survive under (type of selective factor) within the (select type of environment) environment, because (explain how their trait will help them to survive or not). | Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. With a partner, act as reporter in a cooperative learning group, and takes notes from the conversation evolving from the guiding questions. Complete the following sentence frames based on the hypotheses generated by the group: I hypothesize that (select a rabbit phenotype) rabbits will be (more/less) likely to survive under (type of selective factor) within the (select type of environment) environment, because (explain how their trait will help them to survive or not). During the course of the simulation lab, record responses to the questions in individual learning logs using paraphrases and/or simple sentences. | Act as the resource manager of the cooperative group during the simulation lab. Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. Take an active part in the group discussion and development of hypotheses. During the course of the simulation lab, ask and answer question regarding the resources needed to carry out the simulations. Record responses to the questions in individual learning logs complex sentences or communicating verbally in simple and/or compound sentences. Respond in both written form and orally to four of the six questions asked at the end of the simulation. | Act as the facilitator of the cooperative group during the simulation lab. Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. Take an active part in the group discussion and development of hypotheses. During the course of the simulation lab, ask and answer questions to facilitate carrying out the simulations by the group. Respond in both written form and orally to the six questions asked at the end of the simulation using a variety of sentence structures and appropriate vocabulary. Verbally record the lab report in digital storytelling and will use screen shots of the simulation lab to assist them in sharing their results to others. Provide examples of informal language used during group discussions and formal language used for lab reports. | Share the role of reporter with Level 1 and Level 2 students so that they can utilize appropriate academic vocabulary. Once students begin to create their hypotheses, do not provide the proficient-trial mainstreamed student the sentence frame the other students were using. Take an active part in the group discussion and development of hypotheses. Respond in both written form and orally to the six questions asked at the end of the simulation using a variety of sentence structures and appropriate vocabulary. Verbally record the lab report in digital storytelling and will use screen shots of the simulation lab to assist them in sharing their results to others. Provide examples of informal language used during group discussions and formal language used for lab reports. | **Sample instructional strategies and supports** | Have Level 5 and English proficient students assist with explanation of meaning of key vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the role of recorder in cooperative group activities. | Have Level 5 and English proficient students assist with explanation of meaning of key vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the role of recorder in cooperative group activities. | Model sharing information and asking questions during a group discussion Provide sample sentence structures that would be appropriate for reporting results of scientific experiments. | Provide sample sentence structures that would be appropriate for reporting results of scientific experiments Lead discussion on differences between informal language used in group discussions and formal language used for lab reports. | Provide rubrics that students can use for both self evaluation and peer evaluation of reports of lab results. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions (but, or, and), and prepositions, and understand and respond to simple questions. | Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions, and produce simple and compound sentences, with support (including modeled sentences) | Use simple phrases (e.g., noun, verb, adjectival, adverbial, and prepositional) and clauses (e.g., independent, dependent, relative, adverbial), and produce and expand simple compound and a few complex sentences, with support (including modeled sentences). | Use increasingly complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses, and produce and expand simple, compound, and complex sentences. | Use complex phrases and clauses, and produce and expand simple, compound, and complex sentences. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** **ELA** Writing: Production and Distribution of Writing, SS #4 The Production and Distribution of Writing is a multistage, reflective process that requires planning and revising and may occur collaboratively, individually and with the aid of technology. Effective writers make conscious, independent and/or collaborative decisions about the type of writing they produce and its distribution. They also use technology to share information and to create individual and collaborative texts. In this lesson, students are directed to write a personal narrative of an obstacle they have faced and endured. The teacher will pose a question that tests students’ understanding of key vocabulary. In this lesson, students are asked, “What obstacle has you overcome that attributes to the person you are today?” They will begin by completing a 3x3 personal narrative writing frame. This is a simple visual that helps students see the structure of a grade appropriate essay and plan out its beginning, middle, and ending. They will post their writing to a class Blog for peer review in response to a class assignment. They could be required to include links to other online sites on the same topic within the body of the Blog. More information about teaching this strategy can be found at [http://cnx.org/content/m18050/latest/](http://cnx.org/content/m18050/latest/). Additionally, students will enlist partners to read their writing back to them (or they can record their reading) and listen for awkward pauses, confusion, mispronunciation and logic-/word-choice issues. Students will make revisions based on the feedback. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this assignment. Source: Ohio English Language Arts Standards, Model Curriculum, Grades -9-10, p. 36-37 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Demonstrate comprehension of the question “What challenging event has made you the person | Demonstrate comprehension of the question “What challenging event has made you the person | Based on the question “What challenging event has made you the person you are today, brainstorm ideas into | Based on the question “What challenging event has made you the person you are today, brainstorm ideas into | Based on the question “What challenging event has made you the person you are today, brainstorm ideas into | | **you are today?** | **you are today?** | **the 3x3 personal narrative writing frames that are written in their learning logs.** | **the 3x3 personal narrative writing frames that are written in their learning logs.** | **the 3x3 personal narrative writing frames that are written in their learning logs.** | |-------------------|-------------------|-------------------------------------------------|-------------------------------------------------|-------------------------------------------------| | Brainstorm ideas in the format of simple sentences into the 3x3 personal narrative writing frames that are written in their learning logs. | Brainstorm ideas in the format of simple sentences into the 3x3 personal narrative writing frames that are written in their learning logs. | With a partner, elaborate on initial ideas with each other. Read responses aloud to a partner and ask for feedback. Make revisions based on feedback. Organize ideas in a simple outline and to develop a topic sentence. After getting feedback from the teacher, begin to write a draft to be posted on a blog, using a range of sentence structures and vocabulary. | With a partner, elaborate on initial ideas with each other. Read responses aloud to a partner and ask for feedback. Make revisions based on feedback. Organize ideas in an outline with topic sentence and supporting details. After getting feedback from the teacher, begin to write a draft to be posted on a blog, using a wide range of sentence structures and vocabulary. | With a partner, elaborate on initial ideas with each other. Read responses aloud to a partner and ask for feedback. Make revisions based on feedback. Organize ideas in an outline with topic sentence and supporting details. After getting feedback from the teacher, write a draft to be posted on a blog, using a wide range of sentence structures and vocabulary. | ### Sample instructional strategies and supports | **Provide and discuss words and phrases that can be used to write a personal narrative.** | **Provide and discuss words and phrases that can be used to write a personal narrative.** | **Provide examples of sentences that include different kinds of phrases and clauses.** | **Provide examples of sentences that include different kinds of phrases and clauses.** | **Provide criteria of well-written personal narratives that students can use for self evaluation during writing process.** | |------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------| | Lead the class discussion and records students’ ideas on a classroom poster of a 3x3 writing frame. | Lead the class discussion and records students’ ideas on a classroom poster of a 3x3 writing frame. | Demonstrate how to change simple sentences into compound and complex sentences. | Demonstrate how to change simple sentences into compound and complex sentences. | Provide criteria of well-written personal narratives that students can use for self evaluation during writing process. | | Model how to give feedback to students written drafts. | Demonstrate how to use outline for formulating ideas. | | | | | | Model how to give feedback to students written drafts. | | | | Grades Eleven and Twelve: Content-based Participation Goals and Teaching Strategies for ELLs based on new ELP Standards Grades 11-12, Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts. | Use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text. | Use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text. | Sample Content-based Participation Goals—Science Lesson Vignette Science (Chemistry) Source: Ohio Science Standards, Chemistry, p. 297 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) Watch Khan Academy video: “Introduction to the Atom” or any other video that introduces the evolution of atomic models/theory. Here are some possible video links: - [https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/introduction-to-the-atom/v/introduction-to-the-atom](https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/introduction-to-the-atom/v/introduction-to-the-atom) (copy and paste link into Internet server) - [http://education-portal.com/academy/lesson/early-atomic-theory-dalton-thompson-rutherford-and-millikan.html#lesson](http://education-portal.com/academy/lesson/early-atomic-theory-dalton-thompson-rutherford-and-millikan.html#lesson) - [https://www.youtube.com/watch?v=IO9WS_HNmyg&list=PLfWuBca_SOriViaErgwQP18HRZ82AJe7](https://www.youtube.com/watch?v=IO9WS_HNmyg&list=PLfWuBca_SOriViaErgwQP18HRZ82AJe7) It is best to choose a video with reliable closed-captioning and a transcript which you can copy and print. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Match bold vocabulary (i.e., proton, neutron, electron) or phrases with pre-taught simple definitions and/or illustrations; draw picture of atom. | Given completed graphic organizer for a single idea from video (diagram, Cornell notes template) participate in jigsaw activity. Listen to others’ presentations; highlight main idea on graphic organizer. | Given partially completed graphic organizer (diagram, Cornell notes template) participate in jigsaw activity to take notes on one central idea from the video: 1.) How did scientists formulate the idea of an atom? 2.) What are the names and characteristics of the parts of an atom? 3.) How are elements grouped to create the | Given blank graphic organizer (diagram, Cornell notes template) participate in jigsaw activity to take notes on one central idea from the video: 1.) How did scientists formulate the idea of an atom? 2.) What are the names and characteristics of the parts of an atom? 3.) How are elements grouped to create the | Participate in jigsaw activity to take notes on one central idea from the video: 1.) How did scientists formulate the idea of an atom? 2.) What are the names and characteristics of the parts of an atom? 3.) How are elements grouped to create the | | Using completed organizer complete paragraph frame about one central idea from video. | Given partially completed graphic organizers, listen to others’ presentations. | Using completed organizer compose single paragraph response about one central idea of the video. | Using completed organizer, compose paragraph responses--including pre-taught vocabulary and ideas from the video/transcript-- about all three central ideas. | Present group notes to class; listen to others’ presentations. Compose paragraph responses--including pre-taught vocabulary and ideas from the video/transcript-- about all three central ideas. | |---|---|---|---|---| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. | Demonstrate use of graphic organizer to record information. Have students work with partner in completing paragraph frame. | Model how to take notes during a presentation. Provide opportunities for students to ask questions about something they didn’t understand during a presentation. | Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. | Provide feedback on initial drafts of paragraph responses and allow students to make revisions based on feedback. | An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh-questions. | Participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed. | Participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues; build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed. | Participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues; build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed. | **Sample Content-based Participation Goals—Math** **Math (Functions): Interpreting Functions F-IF, F-BF** Source: Ohio Mathematics Standards, Model Curriculum, Functions http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Functions_Model_Curriculum_March2015.pdf.aspx Students participate in “The Function Game” to create an input, output table and to identify a function. Teacher (or class leader) has a function in his or her head. The function is kept secret from the rest of the class (ex: \( y = x^2 \)). Leader posts input-output chart on the board and calls on class member to supply input values. When student gives input, leader responds by saying output value and writing the value on the board. (Leader uses graphing calculator or spreadsheet to program each function to cut down on mistakes and avoid giving hints.) Continue until a student indicates that he knows the function; at that point, the leader gives the input, and the student provides an output value. Input-output continues until majority of class understand the function. Teacher calls on as many students as possible to ensure that all understand the function. Source: http://betterlesson.com/lesson/452395/the-function-game | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given a partially completed input-output chart for the function, supply input values to be solved by the class. | Given a blank input-output chart for the function, supply input and output values to be solved by the class; record function when revealed. | Listening to classmates, record input-output values during class discussion. | Participate in class game after seeing 1-2 classmates give input model. | Participate fully in the game (even as leader), giving both input and output values. | | Listening to classmates, record missing input-output values during class discussion and Record function when revealed. | May voluntarily participate in class game. | Participate in class game after seeing several classmates give input and/or output model. | Independently or with some prompting, state complex functions with correct algebraic terms and vocabulary (2 or more variables and 2 or more functions). | State the equation for the function, using all of the correct algebraic terms, vocabulary (ex: “equals”, “squared”, “divided by”). | | Given the function and one value, state “yes” or “no” to tell whether the corresponding value is correct. | Listening to classmates, record input-output values during class discussion. Then, given the function and one value, state “yes” or “no” to tell whether the corresponding value is correct. | With some support, state more complex functions with correct algebraic terms and vocabulary (2 or more variables and 2 or more functions). | With support and/or prompting, state the thought process which he used to discover the function using multiple simple sentences, several pre-taught vocabulary and algebraic terms. | Using complex sentences, explain the thought process which he used to discover the function, “First I multiplied by 3, but that answer was wrong, so . . .”. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available | Model sharing information and asking questions during a group discussion. | Model using transition phrases to add ideas to statements in a group discussion (e.g. “Another example is …”). | Provide time for sharing information and asking questions with a partner or in a small group setting. | | Have students work with partner to record missing input-output values during class discussion. | Have students work with partner to record missing input-output values during class discussion. | | | | An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate information about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences). | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Sample Content-based Participation Goals—Science Lesson Vignette Science (Environmental Science) Earth Systems: Interconnected Spheres of Earth Choose a specific location in the world. Research and analyze the patterns of climate change throughout the geologic record, historic data (human records) and present-day data for the location. Be able to explain the interpretation and analysis of the data. Create a graphical representation of the pattern and discuss with the class. Source: Ohio Science Standards, Environmental Science, p. 306 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Working with the teacher or with a partner, choose a known location and find several pictures of location. | In teacher guided small group, use teacher-selected sources to research climate change in a pre-determined location. | Independently or with a partner, use mostly teacher-selected sources to research climate in a location. (Students may select from a list of predetermined locations.) | In a small group, use multiple sources to research climate change in a student-selected location; teacher may provide list of sources. | Independently or with a partner, find multiple sources to research climate change in a student-selected location. | | Lists 5-7 adjectives to describe the location. | Following a teacher model, enter figures, color-coding and labels for a line or bar graph. | If able, use Excel or other graphing software, present a graph of the data; otherwise, following a model, create a line or bar graph by hand to represent data. Use teacher model for labeling. | Using Excel or other graphing software, present a graph of the data. | Using Excel or other graphing software, present a graph of the data. | | Locate a graphic representation of one aspect of climate in the student’s location (ex: temperature, precipitation) | Using teacher-prepared sentence frames, prepare a 5-7 sentence presentation about research, supported by visual aids (ex., | As part of group, prepare and deliver 3-5 minute oral presentation, supported by visual aids (ex., Power Point, Prezi. | Prepare and deliver 3-5 minute oral presentation, supported by visual aids (ex., Power Point, Prezi. | Using complete sentences and citing | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | transfer data to a simple line or bar graph (by hand or with software) to show one change in climate for twelve months in that location. | PowerPoint, Prezi.) Using simple sentences and/or phrases, answer classmates’ prepared questions about presentation. Using a sentence model, ask at least one question about another presentation in the class. | Following a teacher model and/or graphic organizer for prewriting, prepare a 5-7 sentence presentation about research, supported by visual aids (ex., PowerPoint, Prezi.) Using simple sentences and/or phrases, answer classmates’ prepared questions about presentation. Using a sentence model, ask at least one question about another presentation in the class. | Using simple sentences and/or phrases, answer classmates’ questions about presentation. Using complete sentences, ask at least one question about another presentation in the class. | resources, answer classmates’ questions about presentation. Using complete sentences, ask at least two questions about classmates’ presentation. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | If available, allow students to use bilingual dictionary or online translation tool to assist with meaning of unknown words. Demonstrate how to transfer data to a simple line or bar graph (by hand or with software). | Model the oral sharing of information. Provide time for students to practice oral presentations with partner. Model asking questions during and after oral presentations. | Model the oral sharing of information. Provide time for students to practice oral presentations with partner. Model asking questions during and after oral presentations. | Provide opportunities for students to practice oral presentations. Give feedback and allow students to make improvements in final presentations. | Provide criteria for well-written informational text that students can use for self evaluation during writing process. | An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about a familiar topic. | Construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement. | Construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counterclaim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented. | Sample Content-based Participation Goals—Math Lesson Vignette **Math (Geometry):** Similarity, Right Triangles, and Trigonometry G-SRT Source: Ohio Mathematics Standards, Model Curriculum, Geometry [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Geometry_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Geometry_Model_Curriculum_March2015.pdf.aspx) Students will be able to use similar right triangles to prove the Pythagorean Theorem, and then work on identifying common student errors when using the theorem. Given a diagram of a large right triangle that includes two internal, right triangles (created by drawing an altitude to the hypotenuse), and the class will prove the Pythagorean Theorem. The class will work in small groups to prove that $a^2 + b^2 = c^2$. After groups have met, volunteers from each group will explain how their group proved the theorem to the whole class. Students will then review an example student paper where the student has made mistakes in finding one side of the right triangle. Students will identify the mistake, explain how the mistake was made, and tell the correct answer. Source: [http://betterlesson.com/lesson/448030/prove-it-part-2](http://betterlesson.com/lesson/448030/prove-it-part-2) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given labeled diagram and of the triangle(s) to be discussed, copy labels onto a blank copy of the diagram using pre-taught vocabulary. Join a teacher-selected group; observe as group works to prove theorem. | Given a blank copy of the diagram and word bank, listen to teacher lecture/classroom discussion and labels the triangle(s) using pre-taught vocabulary. Join a teacher-selected group; observe as group | Given a blank copy of the diagram, listen to teacher/classroom discussion and labels the triangle(s) using pre-taught vocabulary. Join a teacher-selected group; observe and/or use simple sentences and | Participate in the lesson, With a partner, share spokesperson duties for a small group. With model sentences and/or clauses using “because,” defend at least one individual answer from the | Participate fully in the lesson, even as the spokesperson of a small group. Speak in complete sentences and/or clauses using “because,” using pre-taught vocabulary. | | Work with a partner to partially complete worksheet. Given word bank with “correct” and “incorrect”, identify correct and incorrect calculations on a worksheet. Tell correct answer for at least one problem. | and/or use single words and phrases to prove theorem Work with a partner to partially complete worksheet. Given word bank with “correct” and “incorrect”, identify correct and incorrect calculations on a worksheet. Tell correct answer for several questions. Explain mistakes in a simple sentence by following model (i.e., “A² equals ___.” or “The altitude equals __________.”) | phrases to prove theorem. Given word bank with “correct” and “incorrect”, independently identify correct and incorrect calculations on a worksheet. Tell correct answer for several questions. Using paragraph frames, student can produce claims and complex supporting statements, like “The problem is (not) correct because A² equals __________.” | worksheet. Speak in phrases and clauses, using pre-taught vocabulary. | | --- | --- | --- | --- | | **Sample instructional strategies and supports** | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available Provide sample sentence structures to express opinions (I believe that _____ is correct.) | Model the stating of a claim with supporting reasons. | Provide opportunities for students to share completed paragraph frames with partners. | Provide opportunities for students to practice giving their presentations. Give feedback that can be used to make improvements for final presentation. | Provide criteria of a well-presented claim with supporting reasons that students can use to evaluate each other’s presentations. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided print and digital sources, and label collected information, experiences, or events. | Gather information from provided print and digital sources, and summarize data and information. | Carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources. | Carry out both short and more sustained research projects to answer a question: gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately. | Carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately. | **Sample Content-based Participation Goals--Social Studies** **Lesson Vignette** **Social Studies (Economics & Financial Literacy):** Economic Decision Making and Skills CS#2 Have students simulate stock market investments by researching market patterns, company earning statements, stock market reports and economic indicators to develop an investment strategy. From the beginning of the course until the end of the course, students can work individually or in small teams to invest a simulated sum of money into a portfolio of stocks and then track their progress over time. Learning from this simulation should be linked to personal finance decisions. Stock Market Game www.stockmarketgame.org Classroom teams compete to develop an investment strategy, invest simulated money and compete for an award for largest portfolio growth during the contest period. Source: Ohio Social Studies Standards, Model Curriculum, Economics and Financial Literacy http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_Economics-and-Financial-Literacy_Model-Curriculum_April2014.pdf.aspx p.3 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Select a familiar company or product (Coke, Microsoft). With teacher support, read a stock report and calculate the number of stocks he can buy with a pretend sum of money. | Select a familiar company or product (Coke, Microsoft). With teacher support and/or model calculator, read a stock report and calculate the | Find two different stock market reports about one company or product with which he or she is familiar. Using a top-hat or Venn diagram, compare research sources. | Selecting from a broad teacher-created list (so that the same companies are not repeated over and over), research 2-3 companies or products, creating a graphic organizer to compare market patterns, company | Selecting from a broad teacher-created list (so that the same companies are not repeated over and over), research at least 3 companies or products, creating a graphic organizer to compare market patterns, company earning statements, stock | | Following a model of a line graph, track value of the stocks through the duration of the class. Add data to graph at regular intervals (daily, weekly, or the like). At the end of the course, present graph and results to the class. Use a paragraph frame to support presentation, ex: “I began with ____________ dollars. I bought _______________. I ended with ____________ dollars. So, I (gained, lost) ____________ dollars.” | number of stocks he can buy with a pretend sum of money. Following a model of a line graph, track value of the stocks through the duration of the class. Add data to graph at regular intervals (daily, weekly, or the like). If he chooses, sell some of their stock and buy stock from an additional, familiar product or company, still recording the total value of their stock using graphs. At the end of the course, present graph and results to the class. Using paragraph frames or other graphic organize; prepare a 2-3 paragraph report telling about the initial investment, effect of buying and/or selling during the class, and their results. Support presentation with visual representation of the data that they accumulated through the year. | Given a paragraph frame, write a 5-7 sentence paragraph telling the differences and similarities of the reports; identify the more reliable source. Present comparison and organizer to the class. Using the preferred source, select two companies or products with which he is familiar (Coke, Microsoft) and make a simulated purchase with the pretend sum of money. If he chooses, sell some of the stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using graphs. Track value of the stocks through the duration of the class. Add data to the line graph at regular intervals (daily, weekly, or the like). At the end of the course, present graph and results to the class. Using paragraph frames or other graphic organizer, prepare a 3-5 paragraph report justifying the initial investment, the effect of buying and/or selling during the class, presenting results, and how to invest for a future goal (e.g., college, car). Support presentation with visual representation of the year’s data and citations for at least two stock reports. | earning statements, stock market reports and economic indicators. Present research to the class in a 3-5 minute presentation accompanied by visuals and graphic organizers. Cite sources. After viewing classmates’ presentations, create a portfolio of at least three different stocks with the pretend sum of money. If he chooses, sell some of the stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using graphs. Track value of the stocks through the duration of the class. Add data to the line graph at regular intervals (daily, weekly, or the like). At the end of the course, present graph and results to the class. With optional, pre-writing organizer, prepare a 5-7 paragraph report justifying the initial investment, the effect of buying and/or selling during the class, presenting results, and describing a future investment goal (e.g., college, car). Presentation must be supported with visual representation of the year’s data and citations for at least two stock reports. | market reports and economic indicators. Choose stocks of different types (i.e. banking, retail, technology, or other). Present research to the class in a 3-5 minute presentation accompanied by visuals and graphic organizers. Cite sources. After viewing classmates’ presentation, create a portfolio of at least three different stocks with their pretend sum of money. If he chooses, sell some of their stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using line graphs. Track value of their stocks through the duration of the class, adding data to the line graph at regular intervals (daily, weekly, or the like). At the end of the course, present graph and results to the class. Prepare a 5-7 paragraph report analyzing a future investment goal (e.g., college, car), planning stock to buy, and estimating the amount of time it would take to achieve the goal. Presentation must be supported with visual representation of the year’s data and citations for at least three stock reports. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate how to create and use a line graph to track value of the stocks through the duration of the class. Have students work with partner to monitor stocks and use line graph to track value. | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate how to create and use a line graph to track value of the stocks through the duration of the class. Have students work with partner to monitor stocks and use line graph to track value. | | Provide opportunities for students to share completed paragraph frames with partners. | | Provide opportunities for students to practice giving their presentations. Give feedback that can be used to make improvements for final presentation. | | Provide criteria of a well-written research summary that students can use to evaluate each other’s presentations. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis. | Analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis. | Analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis. | **Sample Content-based Participation Goals—Math Lesson Vignette** **Math (Statistics):** Making inferences and justifying conclusions S-IC Source: Ohio Mathematics Standards, Model Curriculum, Statistics [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Statistics-and-Probability_Model-Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Statistics-and-Probability_Model-Curriculum_March2015.pdf.aspx) Students participate in a reenactment of a real world statistical study in the 1850’s AND learn about flaws and fallacies in statistical thinking. After role play, the students gather in groups of three. Each person in the group is handed a different scenario to present to the other two. The students are instructed that for the next 25 minutes, they will be members of a student council on academics. Their job is to assess the validity of the statistical data being presented. (All of the scenarios have issues!) Students may discuss each scenario for 8 minutes. At the end of the group discussion time, whole class analyzes the scenarios (projected at the front of the classroom) As the whole class brings up reasons to invalidate the data for each problem, teacher lists points on the board (PARTIAL list of flaws and fallacies in statistical thinking is created) The students will use this list in their homework, so they should take careful notes. Source: [http://cc.betterlesson.com/lesson/448252/role-play-plus-flaws-and-fallacies-in-statistical-thinking](http://cc.betterlesson.com/lesson/448252/role-play-plus-flaws-and-fallacies-in-statistical-thinking) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With an English dominant partner, assume role of a cholera victim in the enactment. Join teacher-selected group of four students. Given one simplified statistical scenario (including margin notes, | With an English dominant partner, assume a mostly silent role--cholera victim, contaminated well, clean well--in the reenactment. Repeat model responses. Join teacher-selected small group of four students. | Assume a silent or responsive role in the reenactment. If speaking, use a sentence frame to express relevant information (ex., “I drink water from the ____________ well.) Given simplified scenarios (margin notes, | Assume a silent or responsive role in the reenactment. Following at least one peer, speak to express relevant information. Join a group of three students. After at least one other | Assume any role in the reenactment. Join a group of three students and participate in discussion, including presenting his scenario to group-mates, and identifying the predicate flaw. | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Given simplified statistical scenarios (including margin notes, illustrations, definitions of highlighted words) complete cloze sentence to highlight the faulty predicate in each of the scenarios. Copy some of the flaws from the board. | Given simplified statistical scenarios (including margin notes, illustrations, definitions of highlighted words), complete a cloze sentence to highlight the faulty predicate in each of the scenarios. Copy some of the flaws from the board. | Given simplified statistical scenarios (including margin notes, illustrations, definitions of highlighted words), join a group of three students. After at least one other student models the presentation, present his scenario. Complete cloze sentences to highlight the faulty predicate in each of the scenarios; later—using cloze sentences for a prompt—participate in whole class discussion of flaws. Copy most of the flaws from the board. | Student models the presentation, present his scenario and identify the flaw/fallacy. Participate in whole class discussion of flaws. Student may need some modeling or prompting when he or she gives response. Copy most of the flaws from the board. | Participate in whole class discussion of flaws. Copy flaws from the board. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Review and provide feedback on students’ first drafts of complete cloze sentences; allow students to make corrections. | Lead class discussion on how to identify and analyze evidence provided to support a claim. Model sharing information and asking questions during a group discussion. | Lead class discussion on how to identify and analyze evidence provided to support a claim. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to task and audience with emerging control | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | and use some frequently occurring general, academic, and content | audience, with developing ease, use an increasing number of general | audience; use a wider range of complex general, academic, and | audience with ease, use a wide variety of complex general academic and | | | specific words in conversation and discussion. | academic and content-specific words and expressions in speech and | content specific words and phrases and maintain a formal style in | content-specific words and phrases, and employ both formal and more | | | | written text, and show developing control of style and tone in oral or | speech and writing as appropriate. | informal styles effectively, as appropriate. | | | | written text. | | | Sample Content-based Participation Goals--Social Studies Lesson Vignette Social Studies (Government) Civic Participation & Skills CS #4 Source: Ohio Social Studies Standards, Model Curriculum, High School American Government, p.5* http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Social-Studies Divide students into three to four groups to engage in a discussion of how to resolve a contentious issue, issues ranging from very local (within the school (ex: should students be allowed to carry their cell phones) to national (ex: should the United States intervene in a civil war in another country). All students label individual index cards with the words Persuasion, Compromise, Consensus Building and Negotiation. Have the groups take turns observing as one group discusses their issue for several minutes. As the dynamics of the discussion proceed, have the observers hold up one of the four index cards containing the word or words representing what process they see taking place in the first group’s discussion at that time. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using role-play, illustration, and/or translation create meaning for | Read a list of at least 10 phrases and sentences (ex: “Let’s work | Read a list of at least 10 phrases and sentences (ex: “Let’s work | Work independently to create individual note cards. | Participate fully in activity. Works independently to create individual | | these new vocabulary concepts: persuasion, compromise, consensus, and | together”, “All people should…”, and “What do you think?” “Meet me | together”, “All people should…”, and “What do you think?” “Meet me | note cards. Listen with other students as one group discusses a local | note cards. Discuss and/or observe local and national issues. Hold up | | negotiation. Record with memory aid (ex.: personal dictionary entry, | half-way”, etc.). With a teacher, sort the words into group: | half-way”, etc.). With a teacher, sort the words into group: | problem. With a partner as a model, hold up cards and the discussion | index cards independent of group mates. Speaks to resolve issue | | vocabulary quadrants) and practice | ● words for persuasion | ● words for persuasion | proceeds. Join a group that is | | | Transfer the new words to individual index cards. With partner, hold up cards as the discussions proceed. | ● words for compromise ● words for consensus building ● words for negotiation | | --- | --- | | Join a group that is discussing a local, familiar issue. Given a list of words and phrases pertinent to the issue, participate in group discussion. With prompting and or modeling, speak in simple sentences and phrases. | ● words for compromise ● words for consensus building ● words for negotiation | | Discussing a one of the non-local issues. Given a list of words and phrases pertinent to the issue, participate in group discussion. Speaks with 2-3 simple, compound or complex sentences. | using several sentences: simple, compound, and complex. | **Sample instructional strategies and supports** | Model how to ask questions during oral presentations when a word or phrase is not understood. | Model how to ask questions during oral presentations when a word or phrase is not understood. | | --- | --- | | Provide opportunities for students to practice model sentences and phrases that can be used in a discussion about a certain issue. | Provide opportunities for students to practice model sentences and phrases that can be used in a discussion about a certain issue. | | Discuss differences in language used in informal and formal discussions. Elicit from students language use that would be inappropriate for formal discussions about a topic. | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Determine the meaning of frequently occurring words, phrases, and | Determine the meaning of general academic and content-specific words | Determine the meaning of general academic and content-specific words | Determine the meaning, (including the figurative and connotative | | phrases, and formulaic expressions in texts about familiar topics, | expressions in texts about familiar topics, experiences, or events, | and phrases and frequently occurring expressions in texts about | and phrases, figurative language, and a growing number of idiomatic | meanings) of general, academic, and content specific words and phrases, | | experiences, or events, relying heavily on context, visual aids, and | using context, visual aids, reference materials, and knowledge of | familiar topics, experiences, or events, using context, some visual | idiomatic expressions in texts about a variety of topics, experiences, | figurative language (example, irony, hyperbole), and idiomatic | | knowledge of morphology in their native language. | morphology in their native language. | aids, reference materials, and a developing knowledge of English | or events, using context, increasingly complex visual aids, reference | expressions in texts about a variety of topics, experiences, and events,| | | | morphology (e.g., affixes, roots, and base words). | materials, and an increasing knowledge of morphology. | using context, complex visual aids, reference materials and consistent | | | | | | knowledge of morphology. | Sample Content-based Participation Goals—English Language Arts Lesson Vignette **English Language Arts** Reading: Literature, Craft & Structure--SS #4 Students choose a word or phrase from and assigned passage of *The Canterbury Tales* (ex: “The Wife of Bath :) that is interesting, confusing, descriptive, or relates to a literary element (figurative language) and write it on a sticky note. The sticky notes are posted around the classroom. Students then take blank sticky notes and silently read and comment on others’ observations. Students then share their quotations and their favorite comments with the class. For ELLs, grade-level texts may not be appropriate. Choose appropriate reading-level text For Level 1 ELL, this could mean a picture book with high-interest content. ELLs who read at a level higher than Level I access the text through simplified editions. These publishers offer simplified, abridged versions of many required high school texts: - **Oxford University Press (Bookworms Library)** - Steck-Vaughn Short Classics Note: If available and if student is literate in his or her first language, student may read a translated version of the class text. Source: Ohio English Language Arts Standards, Model Curriculum, Grades 11–12 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide the meaning of his or her name in own language. | Participate in guided reading of a simplified or illustrated version of the assigned reading or a leveled complimentary text (a poem, for example). | Given a simplified or illustrated version of the assigned reading or a leveled complimentary text (a poem, for example), choose a word or phrase from the text. | After guided reading of non-leveled text, students participate fully. Students choose a word or phrases the assigned text and write it on a stick note. | Given class reading assignment, participate fully in vignette lesson. Use English dictionary, bilingual dictionary to support comprehension of written text. | | Print own name and illustrate the meaning. | Given teacher-created list of words or phrases from assigned text, student will select one that is interesting. | Use English dictionary, bilingual dictionary to support comprehension of written text. | Use English dictionary, bilingual dictionary to support comprehension of written text. | After one or two classmates have already modeled the sharing activity, share his or her quotation and a favorite comment until | | Present in front of class, using a sentence frame: “My name is__________. It means _________________.” | Through role-play, illustration, and/or use of a dictionary, gain understanding of the word. | Paired with a partner, silently read and comment on a few other students’ selections; using partner comments as a model, writes his or her own sticky note observations. | With teacher or partner, read one example of another student’s sticky note. Following teacher or peer model, use blank sticky notes to comment on other students’ selections. | | | Circulate illustration through class or small group and receive peer comments on stick notes. | Illustrate the word or phrase. | Share his or her quotation and a favorite comment after watching several classmates do the sharing activity. | Share his or her quotation and a favorite comment after watching several classmates do the sharing activity. | | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide opportunity for students to practice with a partner before presenting to whole class. | Provide opportunity for students to practice with a partner before presenting to whole class. | In small group setting, read aloud sections of the poem or other text that students are reading. Provide opportunities for students to ask about words and phrases they don’t understand. | Demonstrate examples of how context, knowledge of morphology and other clues can help determine the meaning of unfamiliar words. | Identify idiomatic expressions in students’ assigned readings and lead discussion of their meanings. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate basic information about an event or topic, with support (including context and visual aids) about an event or topic, using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences. | Recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because). | Recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result). | Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | Recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among Events and ideas. | Sample Content-based Participation Goals—English Language Arts Lesson Vignette English Language Arts Writing: Texts types & purposes, SS #3 Students podcast personal Web page/Facebook page narratives. Podcasting skills include collaboration, writing, speaking, presentation, communication, technology, auditory, storytelling and information. In addition, students enhance their media literacy and oral fluency. Examples include This I Believe (NPR), Laws of Life and Digital Writing Workshop (Troy Hicks). Source: Ohio English Language Arts Standards, Model Curriculum, Grades 11-12, p. 23 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given a list of adjectives, engage in role-play, illustration, and/or translation create meaning for new vocabulary. Use list or an English dictionary, bilingual dictionary, or peer interaction to find | Given a model (pre-formatted “I Am . . .” poem, like http://www.readwritethink.org/files/resources/lesson_images/lesson39/I-Am-poem.pdf), use writing process (pre-writing, drafting, revising, editing, and publishing) to compose | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to compose a personal credo of one paragraph. Include a clear topic sentence telling one important quality that he | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to compose a personal credo of at least 200 words. Record an auditory copy of his or her credo (using Audacity or other school | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to compose a personal credo of 300-500 words. Record an auditory copy of his or her credo (using Audacity or other school | | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to creatively organize a list of adjectives that describe self. (Note: advanced students may find adjectives that match the letters of their names to make an acrostic.) | Record an auditory copy of his or her credo (using Audacity or other school supported software). If desired, post an audio version of the whole or partial poem on school or public website. | | --- | --- | | With a partner or peer, practice reading his credo to improve fluency. | With a partner or peer, practice reading his poem to improve fluency. | | Record an auditory copy of his or her credo (using Audacity or other school supported software). If desired, post an audio version of the whole or partial poem on school or public website. | Record an auditory copy of his or her credo (using Audacity or other school supported software). If desired, post an audio version of the credo on a school or public website; may submit credo to a Laws of Life contest or NPR program. | **Sample instructional strategies and supports** | Show and discuss examples of podcasts on websites. | Show and discuss examples of podcasts on websites. Have students work in pairs to support each other in developing personal poems/credos. | | --- | --- | | Share examples of written texts that illustrate main idea and supporting details. | Provide opportunities for students to practice giving auditory version of credo; provide feedback to assist with making improvements. | | Provide criteria of a well-written personal credo that students can use for self evaluation during writing process. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, | Use simple phrases (e.g., noun, verb, adjectival, adverbial, | Use increasingly complex phrases (e.g., noun, verb, adjectival, | Use complex phrases and clauses, and produce and expand simple, | | phrases, verbs, conjunctions (but, or, and), and prepositions, and | and conjunctions, and produce simple and compound sentences, with | prepositional) and clauses (e.g., independent, dependent, relative, | adverbial and participial, prepositional, absolute) and clauses, and | compound, and complex sentences. | | understand and respond to simple questions. | support (including modeled sentences). | adverbial), and produce and expand simple, compound, and a few complex | produce and expand simple, compound, and complex sentences. | | | | | sentences, with support (including modeled sentences). | | | Sample Content-based Participation Goals—English Language Arts Lesson Vignette **English Language Arts** Language: Conventions of Standard English, SS #1 & 2 Students take a core sentence without any modifiers and increasingly make the sentence more specific. Have students look at a range of five sentences and discuss which one provides the most specific information. Note: may need some explicit instruction and/or models to help them arrange their modifier in a “natural” sounding order. Here is an example website: [http://www.grammar- quizzes.com/adj_order.html](http://www.grammar- quizzes.com/adj_order.html) Source: Ohio English Language Arts Standards, Model Curriculum, Grades 11-12 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given a simple, present tense written sentence with up to 8 words, | Given a written model simple, compound and complex sentences, change | Given a written model simple, compound and complex sentences, change | Given a written model simple, compound and complex sentences, change | Students fully participate in model vignette. For example, “Mr. Wilson called on the girl.” Add additional words, phrases, and clauses to create new or more specific meaning. | | supply the missing word. Here is an example pattern: noun + action | highlighted words to create new meaning. | highlighted phrases to create new meaning. | highlighted phrases or clauses sentence to create new meaning. | | | verb + preposition + adjective (article) + noun. | For example, “Mr. Wilson called on the girl in the back row who always raises her hand.” | For example, “Mr. Wilson called on the girl in the back row who always raises her hand.” | For example, “Mr. Wilson called on the girl in the back row who always raises her hand.” | | | Complete a few sentence frames with this sentence. For each repetition, write the missing word in the blank. Example: Students and | Share new sentences with the group and participate in a discussion of the meanings of each other’s sentences. | Share new sentences with the group and participate in a discussion of the meanings of each other’s sentences. | Share new sentences with the group and participate in a discussion of the meanings of each other’s sentences. | | | **teachers walk to the school.** | **Record example parts of speech and their names (i.e., “nouns”) in notebook, journal, or other note-taking method.** | **Record definitions of parts of sentences (i.e., independent clause, dependent clause, phrase) in notebook, journal, or other note-taking method** | **Record definition/examples of noun, verb, adjectival, adverbial and participial, prepositional, absolute phrases and of relative clause in in notebook, journal, or other note-taking method.** | **Record definition/examples of noun, verb, adjectival, adverbial and participial, prepositional, absolute phrases and of relative clause in in notebook, journal, or other note-taking method.** | |---|---|---|---|---| | 1. ___________ and teachers walk to the school. 2. Student’s ______ teachers walk to the school. 3. Students and teachers _____ to the school. | Respond to “wh” questions with complete sentences, supplying different missing words each time; for example: “Who walks to the school?” “To where do the students and teachers walk?” Note: Activities can be done in a congo line/station format to engage kinesthetic learners. Teachers should limit correcting subject-verb agreement at this level. Simply model the correct agreement (use of suffix “s”) | | | | ### Sample instructional strategies and supports | **Model making changes with other sentences.** Have students work in pairs. | **Model making changes with other sentences.** Have students work in pairs. | **Provide and discuss examples of texts that contain compound and complex sentences.** | **Provide and discuss examples of texts that contain complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses.** | **Provide and discuss examples of texts that contain complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses.** | As indicated in a previous section, among Ohio’s ELLs are students with limited formal schooling (LFS). They have a special challenge in accessing Ohio’s New Learning Standards because they do not have the same advantages as many of their peers. Students with more experience in the classroom have acquired and developed learning strategies they can apply to their new learning and thus are likely to progress more rapidly than those who have had little or no exposure to formal education. An area where this is particularly obvious is literacy. Students who have had experiences with books have developed a set of skills that allows them to use books, even though in a new language, more rapidly than those who have not had this experience. For example, students who are familiar with books know that words carry meaning and that pictures give clues to content, and they are able to apply this previous knowledge to more rapidly extend their comprehension of new printed material. In contrast, non-literate students of any age need to start by establishing an awareness of the connection between oral language and print, and progress through all the stages of literacy learning. In addition to lacking the tools of literacy, students with no previous educational experience have not developed knowledge of or comfort with classrooms and classroom routines. Thus, these students enter the classroom filled with anxiety and a lack of self-confidence. Students with limited or no school experience need to quickly learn appropriate school behaviors and expectations. For example, students must learn where to sit, when to sit, how to volunteer information, what information to volunteer and when to change classes. They also must learn that the teacher asks questions even though he or she already knows the answers, and that they must answer the questions anyway. They need to learn time management skills such as arriving in class on time, reaching the bus on time and assessing how much time is necessary to complete a learning task. Because of the lack of previous school schema, LFS students need to be specifically taught the skills and knowledge about the schooling situation that other students bring with them. The major areas in which LFS students need special assistance or direct instruction include orientation to the American school setting and structure, behavioral knowledge and academic information. The following provide examples of specific knowledge and competencies that may need to be directly taught to LFS students. **Knowledge and Competencies Related to American School Culture** - **Knowledge of American school facilities and their functions** - Lockers - Drinking fountains • Cafeteria □ • Library □ • Gymnasium □ • Student services (nurse, librarian, counselor, buses) ➢ Understanding of American school policies and procedures • Class schedules • Reports cards □ • Grades □ • Tornado, fire drills and lock down drills □ • Clothing and equipment for physical education classes □ • Variety and purposes of tests • Test-taking techniques □ • Rules relating to plagiarism and cheating ➢ Understanding of expressions of respect in American schools • How to take turns appropriately • How to interrupt appropriately □ • Respect for others’ possessions (e.g., do not touch or remove things from someone’s desk without permission) □ • Appropriate time for silence in different school settings □ • Appropriate ways to get the teacher’s attention in class □ • Appropriate ways to demonstrate appreciation of others □ • Appropriate ways to demonstrate respect for other speakers □ • Norms of personal space ➢ Understanding of expected classroom behavior in American schools • Use eye contact during oral communication with others □ • Make an effort to actively participate in class discussions □ • Raise one’s hand to speak □ • Ask and answer questions appropriately • Follow seating arrangements (may be assigned by the teacher) □ • Follow procedures for moving about in the classroom, sharpening pencils, etc. □ • Follow the teacher’s directions; ask for clarification if needed □ • Use materials appropriately; follow clean-up procedures □ Ask permission to leave the classroom □ • Follow procedures for lining up ➢ Understanding of expected out-of-classroom behavior in American schools • Follow hallway rules (e.g., pass through the hall quietly, keep hands to one’s self, pass through halls in the expected time, use a pass if required) • Follow cafeteria procedures for lining up, ordering food, eating etiquette, cleaning up □ • Use the restroom appropriately (turn off faucets, keep the restroom clean) □ • Follow the bell schedule □ • Follow procedures for tardiness and absence • Follow the rules for taking the bus (e.g., be at the appropriate pick-up spot, be on time, follow bus behavior guidelines, follow procedures when the bus is missed) • Demonstrate appropriate playground behavior (e.g., show appropriate norms for competition, interaction with fellow player Basic Academic Knowledge for Effective Communication in American School Settings In addition to making sure that ELLs have the cultural and social knowledge required for achieving English proficiency in American schools, teachers also need to make sure that ELLs have the basic background knowledge needed to achieve English proficiency in American academic settings. For example, students who are new to U.S. schools may need help in gaining an understanding of the following: • The U.S. system of measurements (e.g., time, money, distance) □ • American holidays and holiday customs □ • Famous American historical and literary figures □ • Grade-appropriate knowledge of American icons, American poems and other literature □ U.S. history • Local, state and national systems of government □ Local, state and national geography □ • American fauna and flora WEB-BASED RESOURCES Common Core for ELLs, Classroom Video Modules (Colorin, Colorado) http://www.colorincolorado.org/common-core/classroom/instruction/ English as New Language Standards, Second Edition. (National Board for Professional Teaching Standards, 2010) http://www.nbpts.org/sites/default/files/documents/certificates/nbpts-certificate-emc-enl-standards.pdf English Language Proficiency (ELP) Standards with Correspondences to K–12 English Language Arts (ELA), Mathematics, and Science Practices, K–12 ELA Standards, and 6-12 Literacy Standards. (April 2014). Council of Chief State School Officers http://www.elpa21.org/standards-initiatives/elp-standards ELP Standards Resources. (Updated June 2014). WestEd. https://wested.app.box.com/ELPStandardsResources Foundational Literacy Skills for English Learners. (2012). California Department of Education. http://www.cde.ca.gov/sp/el/er/documents/sheapdaliteracy.pdf#search=Foundational%20Skills%20for%20ELLs&view=FitH&pagemode=none INFOhio, Ohio’s PreK-12 Digital Library http://www.infohio.org/ Ohio’s New Learning Standards - English Language Arts (Adopted June 2010). Ohio Department of Education http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/ELA-Standards.pdf.aspx Ohio’s English Language Arts Model Curricula. (Adopted March 2011). Ohio Department of Education http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/English Ohio’s New Learning Standards - Mathematics (Adopted June 2010). Ohio Department of Education http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx Ohio’s English Mathematics Model Curricula. (Adopted March 2011). Ohio Department of Education http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Mathematics Ohio’s New Learning Standards – Science (Adopted July 2011). Ohio Department of Education http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Ohio’s New Learning Standards – Social Studies (Adopted June 2010). Ohio Department of Education http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Social-Studies/SS-Standards.pdf.aspx Ohio’s Social Studies Model Curricula. (Adopted March 2011). Ohio Department of Education http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Social-Studies Proficiency Level Descriptors for English Language Proficiency Standards. (2013). Council of Chief State School Officers https://wested.app.box.com/ELPStandardsResources/1/1238544451/12217258688/1 Collier, V.P. (1989). How long? A synthesis of research on academic achievement in second language. *TESOL Quarterly*, 23, 509-531. CCSSO. (2014). *English Language Proficiency (ELP) Standards with Correspondences to K–12 English Language Arts (ELA), Mathematics, and Science Practices, K–12 ELA Standards, and 6–12 Literacy Standards*. Washington, DC: Council of Chief State School Officers. Retrieved from [http://www.elpa21.org/standards-initiatives/elp-standards](http://www.elpa21.org/standards-initiatives/elp-standards) CCSSO. (2013). *Proficiency Level Descriptors for English Language Proficiency Standards*. Washington, DC: Council of Chief State School Officers. Retrieved from [https://wested.app.box.com/ELPStandardsResources/1/1238544451/12217258688/1](https://wested.app.box.com/ELPStandardsResources/1/1238544451/12217258688/1) CCSSO. (2012). *Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards*. Washington, DC: Author. Retrieved November 3, 2012, from [http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html](http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html). Echevarria, J., Vogt, M.E., & Short, D. (2013). *Making Content Comprehensible for English Learners: The SIOP Model, Fourth Edition*. Boston: Pearson Allyn & Bacon. National Research Council (NRC). (2012). *Science framework for K-12 science education: Practices, crosscutting concepts, and core ideas*. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Retrieved May 15, 2013, from [http://www.nap.edu/catalog.php?record_id=13165#](http://www.nap.edu/catalog.php?record_id=13165#). [Chapter 3 available at http://www.nap.edu/openbook.php?record_id=13165&page=41.] Ohio Department of Education. (2010). *Ohio English Language Proficiency Standards for Limited English Proficient Students*. Columbus, Ohio: Author. Perie, M. (2008). A guide to understanding and developing performance-level descriptors. *Educational Measurement: Issues and Practice*, 27(4), 15–29. Teachers of English to Speakers of Other Languages. (TESOL, Inc.) (1997). *ESL Standards for Pre-K Students*. Alexandria, VA: Author. CONTENT-BASED PARTICIPATION GOALS FOR ELLS BASED ON THE NEW ELP STANDARDS Ordered by Content Areas CONTENT-BASED PARTICIPATION GOALS FOR ELLS BASED ON THE NEW ELP STANDARDS LANGUAGE ARTS DRAFT Grade K: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), use a very limited set of strategies to identify a few key words in read-alouds and oral presentations (information or stories presented orally). | With prompting and support (including context and visual aids), use an emerging set of strategies to identify some key words and phrases in read-alouds and oral presentations. | With prompting and support (including context and visual aids), use a developing set of strategies to identify main topics in read-alouds and oral presentations, and ask and answer questions about key details. | With prompting and support (including context and visual aids), use an increasing range of strategies to identify main topics, answer questions about key details or parts of stories from read-alouds, picture books, and oral presentations, and retell events from stories. | With prompting and support (including context and visual aids), use a wide range of strategies to identify main topics, answer questions about key details in read-alouds, picture books, and oral presentations, and retell familiar stories | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students listen to the story, *The Little Red Hen*. Then, they identify key idea and details using a retelling glove. Source: Ohio English Language Arts Model Curriculum Strand--Reading: Literature Topic: Key Idea and Details p. 1-2. http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_EL.A_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | After listening to multiple read alouds of the story, match the animal word upon hearing the word to a picture card or replica of the character in the story (hen, pig, cat, and dog). | After listening to a few read alouds of the story, use a retelling glove* to identify key ideas (characters and setting). Use the glove to retell the story to peer/teacher. Identify the setting and 2-3 characters. | After listening to a read-aloud of the story, use the retelling glove* to identify key ideas (characters, setting, problem, and solution). Use the glove to retell the story to peer/teacher. Identify all characters, the setting, and the problem with support as needed. | After listening to a read-aloud of the story, use the retelling glove* to identify key ideas (characters, setting, problem, and solution). Identify all characters, setting, problem, and solution with support as needed. | After listening to a read-aloud of the story, answer questions about the story. Retell the story expressing key ideas and details using the retelling glove and/or visual cards as needed. | * **Retelling glove:** a colorful, stretchy glove with visual cues used to retell a story. Different elements of a story are written with a fine-tipped marker on each finger of the glove. After reading a story, students put on the glove and discuss the different elements of the story by referring to cues on the glove. For more ideas on using retelling gloves, refer to the following website link: http://www.smekenseducation.com/use-the-retelling-glove-for-summarizing-stories.html Sample instructional strategies and supports | Provide native language support if available. Refer to pictures of animals when reading the story aloud. | Demonstrate the use of a retelling glove. Have students practice retelling story with a partner. | Provide a sample graphic organizer that students can use to provide information about the story. | Provide a sample graphic organizer that students can use to provide information about the story. | Have students practice asking and answering questions about the story in pairs. | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), recognize the meaning of some frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), answer questions to help determine the meaning of some words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), answer and sometimes ask questions about the meaning of words and phrases in simple oral presentations and read-alouds about a variety of topics, experiences, or events. | With prompting and support (including context and visual aids), answer and ask questions about the meaning of words and phrases in simple oral presentations and read-alouds about a variety of topics, experiences, or events. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** The teacher provides experiences that explore understanding of word and word categories by using the book *A House is a House for Me* by Mary Ann Hoberman. The story focuses on habitats and shelter. After listening to the read aloud a few times, students will be exposed to the word “shelter/house/habitat”. New vocabulary (shelter/house) and word categories will be discussed. Source: Ohio English Language Arts Model Curriculum: Strand: Language; Topic: Vocabulary acquisition and usage, p. 35 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_ELAs_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_ELAs_Model_Curriculum_March-2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Students point to pictures in the text by responding to the question, “What animal lives in a web?” When viewing a picture of a web, the student will point to a picture of a spider. | Create a graphic organizer to help identify items from the story that have a house. For example: pea and pea pod corn and a husk bee and a hive Use picture cards as needed. | Complete the sentence frame A _______ is a house for a ________. Begin to discuss different types of house dwellings (apartment, house, trailer, duplex.). | Take turns answering questions about shelter and protection. Discuss details about different habitats, locations of habitats, and reasons people, animal, and things may live in various habitats. | Take turns asking and answering questions about shelter and protection. Discuss details about different habitats, locations of habitats, and reasons people, animal, and things may live in various habitats. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension Provide a model of a chart that can be used to record key information. | Lead whole class discussion on different kinds of houses/shelters. | Provide opportunities for students to practice communication skills in small group settings. | Provide opportunities for students to practice communication skills in small group settings. | Grade K: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 3.] | [Standard introduced at Level 3.] | Retell several events from experience or a familiar story, with support (including visual aids, context), with developing control of some frequently occurring linking words (e.g., *and*, *then*). | Retell a simple sequence of events from experience or a familiar story, with support (including visual aids, context), with increasingly independent control of frequently occurring linking words. | Retell a short sequence of events from experience or a familiar story, with a beginning, middle, and end, with support (including visual aids), using frequently occurring linking words. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students create an autobiography book using photos, drawings, and writing depicting their life history. They share their personal history through stories and pictures. Sources: Ohio English Language Arts Model Curriculum, K. Writing http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_ELAModel_Curriculum_March-2015.pdf.aspx Ohio Social Studies Model Curriculum, Personal Histories, Content Elaboration, pg 2 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Kindergarten-Social-Studies-Model-Curriculum_April2014.pdf.aspx - | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | NA | NA | Use photographs to retell a sequence of events from an experience such as a vacation. In the retelling, students will use linking words either orally or in writing. | Create an autobiography book retelling a sequence of events using photos and drawings. In the retelling, students will use linking words either orally or in writing. | Create an autobiography book of life events (birth to current) using photos and/or drawings. Student will use linking words to sequence events. | Sample instructional strategies and supports | | | Model using autobiography book to retell a past experience. Point out use of key vocabulary and linking words. Provide opportunities for students to practice retelling in small group settings | Model using autobiography book to retell a series of events. Point out use of key vocabulary and linking words. Provide opportunities for students to practice retelling in small group settings | Provide students opportunities to practice telling about events in their personal history and give feedback for making improvements. | Grade K: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns and verbs, and understand and respond to simple questions, with support (including context and visual aids). | Recognize and use frequently occurring nouns and verbs and short phrases; respond to yes/no and wh-questions; and produce a few simple sentences in shared language activities, with support (including context, visual aids). | Recognize and use frequently occurring regular plural nouns (-s, -es), verbs, and prepositions; use and respond to question words; and produce simple sentences in shared language activities, with support (including context, visual aids). | Recognize and use frequently occurring regular plural nouns, verbs, and prepositions; use and respond to question words; and produce and expand simple sentences in shared language activities, with support (context, visual aids). | Use frequently occurring regular plural nouns, verbs, prepositions, and question words; ask and answer questions using interrogatives; and produce and expand simple sentences, in shared language activities and with increasing independence. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students participate in a noun sort and shared writing experience Students sort with a partner noun picture cards into different categories Source: Ohio English Language Arts Model Curriculum Strand: Language Topic:: Conventions of Standard English, pp.34-35 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_EL_A_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Kindergarten_EL_A_Model_Curriculum_March-2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Sort picture cards in categories of person, place, thing, and animal. | Sort picture cards in categories of person, place, thing, and animal. | Sort picture cards in categories of person, place, thing, and animal. | Sort picture cards in categories of person, place, thing, and animal. | Sort nouns word cards independently into categories of singular and plural nouns... | | Participate in writing a shared story as a class using nouns from the sort. As a class circle all nouns in blue. | Participate in writing a shared story as a class using nouns from the sort. | With a partner, develop an oral story using some of the nouns from the sort. | With a partner, develop an oral story using some of the nouns from the sort. Retell the story to other classmates. After the retelling, answer questions about the retelling. | Write a shared story as a whole group. Select words from the sort to use in the story writing. After being given a copy of the story with some blank spaces, fill in the missing nouns using the words from the sort. Circle singular words in red and plural words in purple. | | Repeat orally sentences using several of the nouns. (“A lion is an animal,”) | State orally three sentences using nouns from the shared story. (“A lion roared in the night.”) | | | | Sample instructional strategies and supports | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension | Pre-teach selected vocabulary. Use bilingual resource (if available) and pictures to aide comprehension | Model the development of an oral story. | Model the development of an oral story. Retell the story to whole class, elicit and answer questions about the story. | As a practice, tell a story to the students; during the story telling, have the students raise their right hand when they hear a singular noun, and their left hand when they hear a plural noun. | Grade 1: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), use a very limited set of strategies to identify a few key words in read-alouds, picture books, and oral presentations. | Use an emerging set of strategies to identify key words and phrases in read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to identify main topics, answer questions about key details from read-aloud texts, simple written texts, and oral presentations, and retell some key details or events from stories. | Use an increasing range of strategies to identify main topics; ask and answer questions about an increasing number of key details in read-alouds, written texts, and oral presentations; and retell familiar stories or episodes of stories. | Use a wide range of strategies to identify main topics; ask and answer questions about key details in read-alouds, written texts, and oral presentations; and retell stories, including key details. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students listen to a read aloud of *Near One Cattail: Turtles, Logs, and Leaping Frogs* (Jennifer Dirrubio). Then, they identify adaptive features that help animals survive in that environment. Source: Ohio Science Standards, Grade 1, page 36 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Ohio Resource Center, Science Bookshelf, Life Science http://www.ohiorc.org/bookshelf/detail.aspx?id=21&gid=2 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recall one animal from the story. Using pictures and simple words, identify one need of that animal (E.g., draw a picture of a frog eating mosquitoes). | Recall one animal that lives in the wetlands. In simple words and phrases, students state the needs/characteristics of that animal. Record in science journal. | Recall some of the animals that live in the wetlands. In small groups, discuss how the wetlands meet the needs of one animal in the story. Create a chart to record information. | Engage in a discussion regarding the needs of some of the different plants and animals featured in the book. In small groups, describe in simple terms how the wetlands are meeting those needs. Share out. | Engage in a discussion regarding the needs of the different plants and animals featured in the book. In small groups, describe how the wetlands are meeting those needs. Share out. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual resource (if available) and pictures to aid comprehension. | Pre-teach selected vocabulary; provide bilingual resource (if available) and pictures to aid comprehension. | Provide a model of a chart that can be used to record key information. | After reading the informational selection, in a large group setting asks students to identify main ideas and key details. | Demonstrate examples of questions that can be used to clarify information provided in an oral reading, | Grade 1: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information or feelings about familiar topics or experiences. | Communicate simple messages about familiar topics, experiences, events, or objects in the environment. | Deliver short simple oral presentations and compose short written texts about familiar topics, stories, experiences, or events. | Deliver short simple oral presentations and compose written texts about a variety of texts, topics, experiences, or events, using simple sentences and drawings or illustrations. | Deliver oral presentations and compose written texts which include a few descriptive details about a variety of texts, topics, experiences, or events. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). Source: English Language Arts Model Curriculum, Grade 1, Writing, Research to Build Knowledge, Standard Statement 7, pg 25 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_EL_A_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_EL_A_Model_Curriculum_March-2015.pdf.aspx) Scholastic lessons for How-To Books [http://www.scholastic.com/teachers/lesson-plan/how-books/](http://www.scholastic.com/teachers/lesson-plan/how-books/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use pictures and body gestures demonstrate how to carry out a familiar and simple task (brushing teeth, calling a friend, checking a book out from the school library). Place pictures in appropriate sequence and practice saying new vocabulary words. | Use pictures and key words to demonstrate how to carry out a familiar and simple task (brushing teeth, calling a friend, checking a book out from the school library). Place pictures in appropriate sequence and talk about them using key words and phrases. | Use pictures and key words to demonstrate how to carry out a familiar and simple task (brushing teeth, calling a friend, checking a book out from the school library). Place pictures in appropriate sequence. Write about them in a journal using simple sentences. Share with partner. | Referring to various resources (books, magazines, and videos), follow teacher guidelines to write about a three-step task (e.g making a sandwich). Present to class using visual aides. | Referring to various resources (books, magazines, and videos), follow teacher guidelines to write about a three to five step task (e.g making pancakes). Present to class using visual aides. | Sample instructional strategies and supports | Demonstrate how to search “how to” topics on Internet and how to use PowerPoint to share information. | Demonstrate how to search “how to” topics on Internet and how to use PowerPoint to share information. | Demonstrate how to search “how to” topics on Internet and how to use PowerPoint to share information. Have students work with a partner to develop PowerPoint presentation. | Have students work with a partner to develop PowerPoint presentation. Allow students to practice giving PowerPoint presentations in small group settings. | Allow students to practice giving PowerPoint presentations in small group settings. | Grade 1: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 3.] | [Standard introduced at Level 3.] | Show a developing awareness of the difference between appropriate language for the playground and language for the classroom. | Show awareness of differences between informal, ‘playground speech’ and language appropriate to the classroom; use some words learned through conversations, reading, and being read to. | Shift appropriately between informal, ‘playground speech’ and language appropriate to the classroom most of the time; use words learned through conversations, reading, and being read to. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Listen to a read aloud of *Yo! Yes*. By Chris Raschka. Demonstrate an awareness of informal speech and formal speech. Source: Adapted from English Language Arts Model Curriculum Grade 1, Language, Knowledge, Standard 3, pg 34) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | | | Participate in a classroom discussion about the informal speech used in the book. Create a t-chart comparing the informal language in the books and the formal equivalent (e.g. Yo, What’s up! /Hello, how are you?) | Participate in a classroom discussion about the informal speech used in the book. Write an alternate dialog for the part of story, pretending that one of the characters is a teacher/doctor. | Participate in a classroom discussion about the informal speech used in the book. Write an alternate dialog for the part of the story, pretending that one of the characters is a teacher/doctor. | Sample instructional strategies and supports | | | Demonstrate how to use a T-chart to illustrate differences. Have students work with partners to complete the T-chart. | Have students work with partners in writing alternate dialog. | Provide opportunities for peer feedback on initial drafts. | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (including context and visual aids), recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | With prompting and support (including context and visual aids), answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events. | Answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events, using sentence-level context and visual aids. | Answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events, using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms. | Answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events, using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as –ed, -ing, and some common prefixes). | Sample Content-based Participation Goals – English Language Arts Lesson Vignette While reading *Julius, Baby of the World* by Kevin Henkes, students use context clues to help define story vocabulary. Source: English Language Arts Model Curriculum, Grade 1, Language, Vocabulary Acquisition and Use, Standard 4, pg 34 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx) ReadWriteThink, Classroom Resources, Lesson Plans, Julius, the Baby of the World | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the teacher read the story. Follow oral directions to draw a picture of a mouse. (e.g. Draw the ears. Draw the eyes.) | Listen to the teacher read the story. With teaching prompting, use illustrations and simple clues in the story to guess the meaning of a few new words (e.g. fur, diaper) | Listen to the teacher read the story. With teaching prompting, use illustrations and simple clues in the story to answer questions about the meanings of a larger range of new words (e.g. fur, diaper, disgusting, insulting) | Listen to the teacher read the story. With teaching prompting, use illustrations and context clues to answer questions about the meanings of words (e.g insulting, chimed, constantly). Give an example of another situations in which that word might be used. | Listen to the teacher read the story. With teaching prompting, use illustrations and context clues to answer questions about the meanings of words (e.g insulting, chimed, constantly). Give an example of another situations in which that word might be used. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual resource if available and illustrations to aid comprehension. | Demonstrate how to use illustrations and context clues to determine meaning of words. | Demonstrate how to use illustrations and context clues to determine meaning of words. Have students work with partners on using clues to determine meanings of unknown words. | Have students work with partners on using clues to determine meanings of unknown words. | Provide opportunities for students to share their examples in small groups. | Grade 1: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | | [Standard introduced at Level 2.] | Retell an event, and present simple information, with support (including visual aids, modeled sentences) using, with emerging control, some frequently occurring linking words. | Retell (in speech or writing) a simple sequence of events in the correct order, and present simple information, with support (including modeled sentences), using, with developing control, some frequently occurring linking words (e.g., *and, so*) and temporal words (e.g., *first, then*). | Recount two or three events in sequence, and present simple information about a topic, using, with increasingly independent control, some temporal words (e.g., *next, after*) to signal event order and some frequently occurring linking words (*and, so*) to connect ideas. | | | | | Recount a more complex sequence of events in the correct order, using temporal words to signal the event order, and introduce a topic and provide some facts about it, using frequently occurring conjunctions and connecting words. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students practice the concepts of time and hours by talking about the book *The Grouchy Lady Bug*, (Eric Carle) and writing about the events in their day Source: English Language Arts Model Curriculum, Grade 1, Reading Literature: Key Ideas and Details, Standard 1, pg 1 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_1_ELA_Model_Curriculum_March-2015.pdf.aspx #ORC 4328 from the National Council of Teachers of Mathematics, Illuminations: Grouchy Lessons of Time) http://www.ohiorc.org/standards/commoncore/mathematics/resources.aspx?id=5171 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | | After reading the story, use visual aids to sort the activities that the ladybug did by morning, afternoon, and evening. Using pictures and words complete a chart about what one would do during different times of the day. Share with partner. | After reading the story, sort the activities that the ladybug did by morning, afternoon, and evening. Write simple sentences about what one would do during different times of the day. Share with partner. | After reading the story, review the activities that the ladybug did morning, afternoon, and evening. Following the prompt, “Yesterday was no ordinary day…. ” write a creative story including at least one event that happened during the morning, afternoon, and evening. Share with small group or class. | After reading the story, review the activities that the ladybug did morning, afternoon, and evening. Following the prompt, “Yesterday was no ordinary day…. ” write a creative story including a complex sequence of events. Share with small group or class. | Sample instructional strategies and supports | | Demonstrate the use of a graphic organizer to share information. Have students work with partners in completing the chart. | Demonstrate the use of a graphic organizer to share information. | Provide examples of creative stories written by other students. Discuss the use of transitional phrases to connect ideas. | Provide feedback on initial drafts of story and allow students to make revisions for final draft. | Grade 2: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and | Use an emerging set of strategies to identify the main topic or | Use a developing set of strategies to identify the main topic or | Use an increasing range of strategies to determine the main idea or | Use a wide range of strategies to determine the main idea or message, | | phrases in read-alouds, simple written texts, and oral presentations. | message/lesson (of a story) and some key words and phrases in | message, answer questions about and retell some key details in read- | message, and identify or answer questions about some key details that | and tell how key details support the main idea in read-alouds, written | | | read-alouds, simple written texts, and oral presentation. | alouds, simple written texts, and oral presentations. | support the main idea/message in read-alouds, written texts, and oral | texts, and oral communications; and retell a variety of stories. | | | | | presentations; and retell a variety of stories. | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Using the story “Danny and The Dinosaur” the teacher has students answer questions such as “who, what, where, when, why, and how” to demonstrate understanding of key details in text. Source: Ohio English Language Arts Model Curriculum 2.1 page 1) Literature: Key idea and details (also refer to page 10) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-2-ELA-Model-Curriculum-March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | After listening to a teacher read aloud multiple times, sort story | After listening to a story read aloud, sort picture cards by two of | After listening to the story, complete story map graphic organizer on | After listening to the story, write 3-5 complete sentences summarizing | Write 5 or more sentences summarizing key ideas and details. Share | | pictures cards by two of the five areas who, what, where, when, and | the five areas who, what, where, when, and why. Complete graphic | story elements to indicate key ideas and details. Use a combination of | the story and use as an aide for a retelling. Include key ideas and | retellings during a formal presentation incorporating a PowerPoint. | | why to indicate key ideas and details orally to the teacher. | organizer and illustrate categories sharing orally with a partner. | illustrations and sentences for detail recall and share with a small | details in the retelling. | | | | | group. | | | | | | | | | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual resource (if available) and pictures to aid comprehension. | After reading the story, in a large group setting asks students to identify main ideas and key details. Provide a model of a chart that can be used to record key information. | Provide a model of a chart that can be used to record key information. Have students work with a partner to complete graphic organizer. | Model how to take notes while listening to a story. | Provide time for sharing drafts with peers and getting their feedback before completing final draft of PowerPoint. | Grade 2: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount two events in sequence, and communicate simple information | Recount two events in sequence, and communicate simple information | Recount a sequence of events, using temporal words (before, after, | Recount a coherent sequence of events, using temporal words to signal | | (including context and visual aids), using non-verbal communication | about a topic, with support (including visual aids and modeled | about a topic, with support (including visual aids and modeled | soon), and introduce an informational topic and present facts about | event order clearly, and introduce an informational topic and present | | and, with limited control, a narrow range of vocabulary and syntactically | sentences), using, with emerging control, frequently occurring linking | sentences), using, with emerging control, frequently occurring linking | it, using, with increasingly independent control, linking words (e.g., | facts about it using linking words (e.g., because, and, also) to | | simple sentences. | words (e.g., and, then). | words (e.g., and, then). | because, and, also) to connect ideas or events. | connect ideas and provide a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings. They use temporal words to signal event order, and provide a sense of closure. Sources: Ohio English Language Arts Model Curriculum, Writing, Text Types and Purposes pg 22 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-2-ELA_Model_Curriculum_March-2015.pdf.aspx http://www.uen.org/Lessonplan/preview.cgi?LPid=13889 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Illustrate a memory about the best day of school. Use basic vocabulary | Write about the best day of school, recounting two events. Use key | Write about the best day of school, recounting two events. Use complete| Write about the best day of school, recounting 2-4 events in the correct| Following teacher guidelines. write a coherent paragraph about the best | | words to label and discuss picture.. | words and modeled sentences. Illustrate and share with a partner.. | sentences and correct sequence. Share with class. | sequence. use temporal words and linking words correctly. Share with | day of school. The paragraph must include a topic sentences, 3 details,| | | | | class. | and a concluding sentence. Edit and revise in pairs. | Sample instructional strategies and supports | Model the telling about a past event. Afterwards, highlight and discuss | Provide examples of sentence structures that can be used to tell about | Provide opportunities to practice their telling of their best day at | Model using transition phrases to connect sentences and paragraphs. | Provide feedback on initial drafts of both oral and written narratives, | | key words in the narrative. Retell the past event and have students | a past event. | school; provide feedback to help students improve language use and | Provide opportunities for students to practice pronouncing certain | and allow students to make revisions for final oral and written | | listen for the key words. | | fluency. | words and phrases. | recounting. | Grade 2: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Understand and use a small number of frequently occurring nouns and verbs, and respond to simple questions with support (including context and visual aids). | Recognize and use some frequently occurring collective nouns (e.g., *group*), verbs, adjectives, adverbs, and conjunctions, and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences). | Use some collective nouns, frequently occurring adjectives, adverbs, and conjunctions, and the past tense of some frequently occurring irregular verbs, and produce and expand simple and some compound sentences, with support (including modeled sentences). | Use collective nouns, an increasing number of adjectives, adverbs, and conjunctions, and the past tense of frequently occurring irregular verbs, and produce and expand simple, compound, and (at Grade 3) a few complex sentences. | Use collective and commonly occurring abstract nouns (e.g., *childhood*), the past tense of frequently occurring irregular verbs, coordinating and commonly used subordinating conjunctions, adjectives, and adverbs, and produce and expand simple, compound, and (at Grade 3) some complex sentences. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students demonstrate an understanding of regular and irregular verbs after reading *Penguins* by Penepe Arlon. They use the verbs correctly in speech and writing. Sources: Ohio English Language Arts Model Curriculum, Grade 2, pg 32 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_2_ELA_Model_Curriculum_March-2015.pdf.aspx Scholastic Common Core Book Lists–Grades 2-3 Nonfiction http://commoncore.scholastic.com/teachers/books/literature | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Students will learn a few common action verbs from the book. Demonstrate understanding of selected action words in the book by performing the actions during a game of “Simon Says”. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Demonstrate understanding of a number of verbs in a story using simple sentences. Write a few simple verbs in sentences. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Match regular past tense verbs with present tense verbs and drag them to a T-Chart. Write sentences about a penguin using regular past tense verbs. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Determine if the past tenses of the verbs are regular or irregular and drag them to a T-Chart. Write a short story about a penguin using both regular irregular verbs provided by the teacher. | Using Smart board technology, read the eBook *Penguins* by Penelope Arlon. Determine if a wide range of past tense verbs are regular or irregular and drag them to a T-Chart. Students will write a story about a penguin using a wide range of vocabulary and sentence structures. | Sample instructional strategies and supports | Provide list of key words for students to note when listening to the story. | Provide list of key words for students to note when listening to the story. Have students work with a partner in writing sentences with the selected verbs. | Model how to use a T-chart to compare and contrast. Have ELL work with partner to complete TChart. | In whole group setting, lead the students in the development of a story about a past event, demonstrating the use of past tense and conjunctions. | Provide criteria of a well-written story that student can use for self evaluation. | Grade 3: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases from read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify some key words and phrases identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to identify the main topic or message answer questions retell some key details from read-alouds, simple written texts, and oral presentations. | Use an increasing range of strategies to determine the main idea or message identify or answer questions about some key details that support the main idea/message retell a variety of stories from read-alouds, written texts, and oral presentations. | Use a wide range of strategies to determine the main idea or message tell how key details support the main idea retells a variety of stories from read-alouds, written texts, and oral communications. | Sample Content-based Participation Goals Language Arts Lesson Vignette Teacher reads “Charlotte’s Web” to students using visual aids and expression to add to understanding. Students retell “Charlotte’s Web” using a graphic organizer to identify the main idea, details, characters, and theme of the story. Source: Ohio’s English Language Arts RL 3.2 Model Curriculum Standard Statement 2, page 1 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Match pictures to a few key words from “Charlotte’s Web” after listening to the teacher read it. E.g. - “pig, spider, web, word”, with bilingual assistance if available. | Complete a graphic organizer with 3 boxes to identify the beginning, middle and end after listening to the teacher read “Charlotte’s Web”. Student may use a combination of words and pictures. | Complete a graphic organizer to identify the main idea of “Charlotte’s Web” and identify some important details with visual supports as needed. | Retell “Charlotte’s Web” using a graphic organizer showing the main idea, important details and characters, and correct sequence of events with limited support. | Retell “Charlotte’s Web” by completing a graphic organizer with main idea, important details, characters, correct sequence and identify the theme independently. | Sample teaching strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Demonstrate how to use a graphic organizer with another story. | Have student work with a partner. | Provide time to practice retelling in a small group setting. | Allow student to redo retelling after receiving feedback on a practice presentation. | Grade 3: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about a familiar topic. | Express an opinion about a familiar topic or story. | Express an opinion about a familiar topic or story, giving one or more reasons for the opinion. | Express opinions about a variety of topics, introducing the topic and giving several reasons for the opinion. | Express opinions about a variety of topics, introducing the topic, giving several reasons for the opinion, and providing a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write an opinion piece on whether students should wear school uniforms supporting this point of view with reasons. Introduce the topic, state the reasons and provide a concluding statement. Source: Ohio’s English Language Arts W.3.1 Model Curriculum Standard Statement, page 21 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Use a sentence frame (e.g., “I ___ school uniforms.”) to express an opinion and illustrate the sentence. | Write an opinion and give a reason for it (e.g., “I don’t want school uniforms, because I like my clothes.”) using a teacher provided outline. Support with illustration. | Write a paragraph stating an opinion and support the opinion with 3 reasons based on a teacher provided outline. Begin to use linking words and phrases such as “because, since, for example”. | Provide a clear introduction with a clear opinion on the topic, at least 3 reasons supporting the opinion using a logical construction with linking and sequence words giving a concluding sentence. | Independently write a well-developed opinion piece with a strong introduction, clear supporting reasons, and well chosen vocabulary with an effective conclusion. | Sample teaching strategies and supports | Provide sample sentence structures to express opinions (I like, ____ I don’t like _____, I prefer ________). | Model both oral and written statements expressing opinions with reasons. | Have ELL work with partner on writing an opinion piece with supporting reasons. | Provide opportunities for peer feedback on initial drafts. | Provide criteria of a well-written opinion piece that student can use for self evaluation. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount two events in sequence, and communicate simple information | Recount a short sequence of events, and present a few pieces of | Recount a sequence of events, using temporal words (before, after, | Recount a coherent sequence of events, using temporal words to signal | | (including context and visual aids), using non-verbal communication | about a topic, with support (including visual aids and modeled | information about a topic, with support (including modeled sentences), | soon), and introduce an informational topic and present facts about it,| event order clearly, and introduce an informational topic and present | | and, with limited control, a narrow range of vocabulary and syntactically | sentences), using, with emerging control, frequently occurring linking | using, with developing control, common linking words (e.g., and, but, | using, with increasingly independent control, linking words (e.g., | facts about it using linking words (e.g., because, and, also) to | | simple sentences. | words (e.g., and, then). | next, after) to connect ideas or events. | because, and, also) to connect ideas or events. | connect ideas and provide a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write and present a book report with appropriate facts and relevant descriptive details, speaking clearly at an understandable rate. Source: Ohio English Language Arts SL3.4 Model Curriculum Standard Statement 4, page 31 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_3_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use visuals, basic words and 1-2 simple learned sentences to write and tell about a favorite book. | Write about 2 important events from the book using pictures, props, and modeled sentences. Present to class or small group. Students will begin using common linking words. | Write about several important events in correct sequence. Present the book report to the class or a small group, speaking clearly and demonstrating developing control over grammar. Demonstrate use of common linking words and fluency. | Write about several important events in the book in correct sequence. Present to the class or a small group by speaking clearly and demonstrating developing control over grammar. Demonstrate use of common linking words and fluency. | Write then orally present a clear, coherent, and creative book report which is logically organized and contains very few grammar errors and an effective concluding statement. | Sample teaching strategies and supports | Read aloud a book, and then have ELL discuss the book with a partner. | Have student work with a partner in writing about events in a story. | Provide ELLs opportunity to listen to reports from peers. | Provide opportunities to practice giving reports in small group settings | Provide feedback on students’ practice of giving oral reports. | Grade 4: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in read-alouds, simple written texts, and oral presentations. | Use an emerging set of strategies to identify the main topic and retell a few key details of read-alouds, simple written texts, and oral presentations. | Use a developing set of strategies to determine the main idea or theme, and retell a few key details of read-alouds, simple written texts, and oral presentations; and retell familiar stories. | Use an increasing range of strategies to determine the main idea or theme, and explain how some key details support the main idea or theme in read-alouds, written texts, and oral presentations; and summarize part of a text. | Use a wide range of strategies to determine two or more main ideas or themes, and explain how key details support in read-alouds, written texts, and oral presentations; and summarize a text. | Sample Content-based Participation Goals - English Language Arts Lesson Vignette As part of their Earth Science curriculum, students read *Hurricanes: Earth’s Mightiest Storms* by Patricia Lauber. Write a summary including the main idea and key details using a teacher-prepared outline then share this information in a small group. Source: Ohio English Language Arts RI 4.2 Model Curricula, p.12 and Science ESS, Solar System [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_4_ELA_Model_Curriculum_March-2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_4_ELA_Model_Curriculum_March-2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a picture dictionary, match pictures with simple weather words such as “rain, thunder, lightning, hurricane” with assistance from a teacher. | Use a simplified version of the outline to identify at least one main topic and 2 key details with bilingual or translation support (if available) then share this information in a small group. | Use a simplified version of the outline to identify 2 key topics and supporting details using a bilingual dictionary (if available) then share this information in a small group. | Use the teacher prepared outline to identify main ideas and key details, and write a simple summary with some teacher assistance then share the summary in a small group. | Independently complete the outline, identifying 2 or more main ideas and relate how the details support the main idea then write and share a grade appropriate summary of the text. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Model the use of an outline to show main idea and details of another written text. | Have ELL work with a partner. | Provide feedback on students’ draft outlines. | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | Grade 4: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, events, or objects in the environment. | Deliver short oral presentations and compose written texts about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, including a few details. | Deliver short oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, including some details. | Deliver oral presentations and compose written narrative or informational texts about a variety of texts, topics, and experiences, developing the topic with details and examples. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette After reading and discussing 2 poems, “Fog” by Carl Sandberg and “They Were my People” by Grace Nichols, students compare the different structural elements of the poems, e.g., verse, rhythm, meter, using a teacher supplied chart, then share their examples of each poetic device in a short oral presentation to a small group. Source: Ohio English Language Arts RL 4.5, Model Curriculum, page 3 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-4-ELA-Model-Curriculum-March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With bilingual and translation help to understand the poem “Fog”, show comprehension by drawing a picture with key words labeled such as “fog, cat, and city”. | Use a differentiated chart to write about 1 or 2 key differences in the 2 poems with some bilingual and translation support. Then share an example of 1 poetic device in a small group. | Use a differentiated chart to write 2-3 key differences between the poems with minimal support. Then share examples of 2 poetic devices in a small group. | Complete the teachersupplied regular chart comparing the 2 poems, giving 3-4 details using structural element vocabulary with some assistance if needed. Then share these examples in a small group. | Complete the chart comparing the 2 poems giving details with examples in a grade appropriate way and using grade appropriate academic terms. Then share these examples in a small group. | Sample instructional strategies and supports Read poems aloud and point out features of each poem. Provide bilingual dictionary or online translation tool if available to assist understanding of key words and phrases. Provide examples of charts used to show different structural elements of other poems. Have ELL work with partner to complete chart. Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. Allow students to practice giving oral reports and provide feedback for improvements. Grade 4: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a simple sequence of events in order, and communicate simple | Recount a short sequence of events in order, and introduce an | Recount a more detailed sequence of events, with a beginning, middle, | Recount a more detailed sequence of events, with a beginning, middle, | | (including context and visual aids), using non-verbal communication | information about a topic, with support (including visual aids and | informational topic, present one or two facts about it, and provide a | and an end, and introduce and develop an informational topic with facts| and an end, and introduce an informational topic, develop it with facts| | and, with limited control, a narrow range of vocabulary and syntactically | modeled sentences), using, with emerging control, frequently occurring | concluding statement, with support (including modeled sentences), | and details, and provide a conclusion, using, with increasingly | and details, and provide a concluding statement or section, using a | | simple sentences. | linking words (e.g., *and, then*). | using, with developing control, an increasing range of temporal and | independent control, transitional words and phrases to connect events, | variety of linking words and phrases to connect ideas, information, or | | | | other linking words (e.g., *next, because, and, also*). | ideas and opinions (e.g., *after a while, for example, in order to, as | events. | | | | | a result*). | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write a narrative about a time they went to their favorite place. They are to include sensory details and sequencing words. After revising and editing, they share their stories with an audience (classmates, parents or buddies) during a “Writers’ Cafe”. Source: Ohio English Language Arts Model Curriculum Writing 4.3, p. 25 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_4_EL_A_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Draw a picture and write words or a simple sentence about a favorite | Write 3 sentences showing sequence of activities at their favorite place| Write a short paragraph showing a sequence of activities at their | Write a 3 paragraph coherent narrative with a clear beginning, middle | Write and edit a multi-paragraph narrative with coherence, details, | | place. E.g., “I like the zoo. I like the lion.” Student will read their| with visual supports and modeled sentences. E.g., “I went to the park. | favorite place, using some descriptive language and linking words. | and end that contains details, transitional words, and has a clear | good word choice and a strong conclusion with grade appropriate | | story during the “Writers’ Cafe”*. | I played on the swings. Then I went down the slide.” Then share orally | Provide a concluding statement with some support. Then share orally | conclusion with some editing assistance. Then share and discuss orally | sentence structure. Then share and discuss orally during a “Writers’ | | | during a “Writers’ Cafe”* | during a “Writers’ Cafe”* | during a “Writers’ Cafe”* | Cafe”* | *Writers’ Café: An online writing community where writers can post their work, get reviews, befriend other writers, and other activities. For more information click on the following website link http://www.writerscale.org/ Sample instructional strategies and supports | Provide and discuss words and phrases that can be used to describe a | Review words to connect events (e.g. then, after that, first, finally). | Provide students the opportunity to share descriptions in small groups.| Share and discuss examples of narratives that exemplify good writing | Provide feedback on students’ initial drafts. | | place in a picture or photo. | | | techniques. | | Grade 5: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, events, or objects in the environment. | Deliver short oral presentations and compose written texts about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, and experiences, including a few details. | Deliver short oral presentations and compose written narratives or informational texts about a variety of texts, topics, and experiences, including some details. | Deliver oral presentations and compose written narrative or informational texts about a variety of texts, topics, and experiences, developing the topic with details and examples. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette After reading and discussing 2 poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, students individually determine the theme and how the poet writes about the topic citing evidence from the text using a T-chart. They then share their answers, including evidence, in small groups. Source: Ohio English Language Arts RL 5.2, Model Curriculum, page 1 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With bilingual and translation support (if available), demonstrate understanding of the poem “Dust of Snow”, by drawing a picture with key words labeled such as “crow, snow, shook, heart, mood”. With assistance, practice reading the poem aloud. | Draw a picture and write 2-3 sentences about the poem “Dust of Snow” with bilingual and translation support (if available). Share their writing in a small group using phrases, pictures, and gestures to communicate the idea and details of the poems. | Show developing understanding of the themes of both poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, by individually completing the T-chart with teacher support. Then share their ideas in a small group by using sentences and complete explanations of ideas in the poems. | Demonstrate understanding of the themes of both poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, by individually completing the T-chart with minimal teacher support. Then share and discuss evidence supporting the themes and ideas and why the poet made certain word choices. | Independently demonstrate understanding of the themes of both poems, “Dust of Snow” by Robert Frost and “Words Free as Confetti” by Pat Mora, using evidence from the text to complete the T-chart. Then discuss and defend these ideas in a small group setting. | Sample instructional strategies and supports | Read poems aloud and point out features of each poem. Provide bilingual dictionary or online translation tool if available to assist understanding of key words and phrases. | Read poems aloud and point out features of each poem. Provide bilingual dictionary or online translation tool if available to assist understanding of key words and phrases. | Model how to use a T-chart to compare and contrast. Have ELL work with partner to complete T chart. | Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. | Provide feedback on initial drafts of T-chart and allow for students to make revisions. | Grade 5: Standard 9 An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a simple sequence of events in order, and communicate simple | Recount a short sequence of events in order, and introduce an | Recount a more detailed sequence of events, with a beginning, middle, | Recount a more detailed sequence of events, with a beginning, middle, | | (including context and visual aids), using non-verbal communication | information about a topic, with support (including visual aids and | informational topic, present one or two facts about it, and provide a | and an end, and introduce and develop an informational topic with facts| and an end, and introduce an informational topic, develop it with facts| | and, with limited control, a narrow range of vocabulary and syntactically | modeled sentences), using, with emerging control, frequently occurring | concluding statement, with support (including modeled sentences), | and details, and provide a conclusion, using, with increasingly | and details, and provide a concluding statement or section, using a | | simple sentences. | linking words (e.g., and, then). | using, with developing control, an increasing range of temporal and | independent control, transitional words and phrases to connect events, | variety of linking words and phrases to connect ideas, information, or | | | | other linking words (e.g., next, because, and, also). | ideas and opinions (e.g., after a while, for example, in order to, as | events. | | | | | a result). | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students write a narrative about their favorite memories from 5th grade including sensory details, reasons and sequencing words. Then share their narrative with a small group of 4th graders as orientation at the end of the year. Source: Ohio English Language Arts Model Curriculum Writing 5.3, p. 26 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Draw a picture and write words or a simple sentence about a favorite | Write 3 sentences and draw pictures about their favorite memory showing| Write a short paragraph about the memory with an introduction, | Write a 3 paragraph coherent narrative with a clear beginning, middle | Write and edit a multi-paragraph narrative with coherence, details, | | memory or activity from 5th grade. E.g., “I like gym. Recess is fun.” | sequence using modeled sentences. E.g., “We went to the museum. We saw| sequence of events with linking words, and conclusion with support to | and end that contains details, transitional words, and has a clear | good word choice and a strong conclusion with grade appropriate | | Read these sentences to the 4th graders. | a dinosaur exhibit. We ate lunch. It was a fun day.” Then share orally | edit. Then share orally with the 4th graders. | conclusion with some peer and teacher editing assistance. Then share | sentence structure. Then share and discuss orally during an orientation| | | with 4th graders. | | orally with 4th graders. | for 4th graders. | Sample instructional strategies and supports | Provide and discuss words and phrases that can be used to describe a | Review words to connect events (e.g., then, after that, first, finally).| Provide students the opportunity to share narratives in small groups. | Share and discuss examples of narratives that exemplify good writing | Provide feedback on students’ initial drafts. | | memory or past activity. | | | techniques. | | Grade 5: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Recognize and use some frequently occurring nouns, pronouns, verbs, | Use some relative pronouns (e.g., who, whom, which, that), relative | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | | phrases, and verbs; and understand and respond to simple questions | prepositions, adjectives, adverbs, and conjunctions; and produce | adverbs (e.g., where, when, why), and prepositional phrases; produce | (e.g., where, when, why), subordinating conjunctions, and prepositional | (e.g., where, when, why), prepositional phrases, subordinating | | with support (including context and visual aids). | simple sentences in response to prompts, with support (including | and expand simple and compound sentences, with support (including | phrases; and produce and expand simple, compound, and a few complex | conjunctions, and the progressive and perfect verb tenses; and produce | | | visual aids and modeled sentences). | modeled sentences). | sentences. | and expand simple, compound, and complex sentences. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Students participate in a Tall Tales Genre Study to determine features of Tall Tales. Following mini lessons in good sentence structure, they write a tall tale of their own, edit their writing and publish their story in book form. Their tall tales are shared during a “Paul Bunyan Picnic” at the end of the unit. Source: Ohio English Language Arts Model Curriculum R.L., Genre, p. 6 and 5.6, p. 26 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_EL_A_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Student watches a short video of a Tall Tale then participates in a | Student watches a short video of a Tall Tale then participates in a | Student reads Tall Tales and watches videos of Tall Tales. Participate | Student reads Tall Tales and watches videos of Tall Tales. Participate | Student reads Tall Tales and watches videos of Tall Tales. Participate | | mini lesson where the teacher demonstrates sentences with a simple | mini lesson where the teacher demonstrates sentences with a simple | in a mini lesson where the teacher demonstrates how to stretch a | in a mini lesson where the teacher demonstrates how to stretch a | in a mini lesson where the teacher demonstrates how to stretch a | | subject and verb. Student will create a Tall Tale consisting of one or | subjects and verbs. Student will create a Tall Tale consisting of 3 - | simple sentence into a more interesting sentence with the addition of | simple sentence into a more interesting sentence with the addition of | simple sentence into a more interesting sentence with the addition of | | two pages with a title, pictures, words and simple practiced sentences | 4 pages with a title, pictures, words and simple sentences with | relative clauses, adverbs and prepositional phrases. Then create a | relative clauses, coordinating conjunctions, adverbs and prepositional | relative clauses, coordinating conjunctions, adverbs, perfect tenses | | with teacher or peer support and use of translation. E.g.-“The bear | support from the teacher. E.g. - “The bear made a big mountain. He dug| multiple page Tall Tale using interesting sentences such as those | phrases. Then create a multiple page Tall Tale using interesting | and prepositional phrases. Then create a multiple page Tall Tale using | | made a big mountain.” Share their story at the picnic using pictures, | a tunnel with his claws.” Share their story at the picnic using | modeled but the teacher. Share the Tall Tale at the picnic. | simple, compound and some complex sentences such as those modeled by | interesting simple, compound and complex sentences such as those | | words, phrases, and simple sentences. | pictures, gestures, and simple sentences. | | the teacher. Engage in peer editing. Share the Tall Tale at the picnic.| modeled by the teacher. Engage in peer editing. Share the Tall Tale at | | | | | | the picnic. | | Sample instructional strategies and supports | |---------------------------------------------| | Provide and discuss words and phrases that can be used to write a tall tale. | | Review words to connect events (e.g., then, after that, first, finally). | | Provide students the opportunity to share narratives in small groups. | | Share and discuss examples of narratives that exemplify good writing techniques. | | Provide feedback on students’ initial drafts. Allow students opportunity to practice oral story telling in small groups. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not. | Analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis. | Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA Standards: Reading Strand (Informational Texts) 6 and 7 and Writing Strand 1, and 4 Reading Standard 6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Reading Standard 7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Writing Standard 1: Write arguments to support claims with clear reasons and relevant evidence. Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Source: Ohio English Language Arts Model Curriculum, Grade Six http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_6_ELA_Model_Curriculum_March-2015.pdf.aspx The goal of the lesson is for students to read several selections and watch videos in order to answer reading comprehension questions and compare and contrast ideas presented in the different sources of information. As an entire class, discuss the facts that students have learned this week about the Titanic that they did not already know when we started reading about the ship on Day 1. Watch video that discusses the sinking of the Titanic and students will complete questions as the video is playing. (United Streaming – “Science Investigations: Buoyancy and the Titanic”) After the video, discuss the correct answers to the While-viewing questions. Students will then read two different selections about the crash of the Titanic and what happened to the passengers. (Titanic Past and Present and Disaster Strikes) They will then need to compile the information to answer reading comprehension questions on a handout. The handout will be collected at the end of the class period. Students will share their opinion about the crash and support their opinion with a fact from one of the selections that they read today during class. (E.g.. The crash could have been avoided – they did not take the warnings seriously.) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With teacher support, listen for and write the answers to 1-2 while-viewing questions. After watching the videos and listening to class discussion, complete the remainder of answers to questions, copying answers from the board. | With teacher support, listen for and write the answers to 2-4 while-viewing questions. After watching the videos and listening to class discussion, complete the remainder of answers to questions, copying answers from the board. | With limited teacher support, listen for and write the answers to most of the while-viewing questions. After watching the videos and listening/participating to class discussion, complete any remaining unanswered questions, | Independently, listen for and write the answers to the while-viewing questions. After watching the videos and participating in the class discussion, analyze the arguments from the videos that identify why the Titanic sank and | Independently, listen for and write the answers to the while-viewing questions. After watching the videos and participating in the class discussion, analyze the arguments from the videos that identify why the Titanic sank and | | Level | Description | |-------|-------------| | 1 | As a “ticket out the door” write or tell one reason why the Titanic sank. | | 2 | As a “ticket out the door” writes or tells one reason why the Titanic sank and supports the reason with at least one piece of evidence. | | 3 | copying answers from the board. As a “ticket out the door” writes or tells two reasons why the Titanic sank and supports each reason with at least one piece of evidence. | | 4 | support each reason with 2-3 pieces of cited evidence. As a “ticket out the door” write or tell his/her analysis. | | 5 | discusses if these arguments are reasonable and sufficient. Support his/her discussion with 2-3 pieces of cited evidence. As a “ticket out the door” write or tell his/her analysis. | **Sample instructional strategies and supports** | Strategy | Description | |----------|-------------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when viewing the video. | | | Provide list of key words for students to note when viewing the video. Have students work with a partner to write “ticket out the door”. | | | Provide list of key words for students to note when viewing the video. Model asking questions during a group discussion. | | | Have students work with a partner to write “ticket out the door”. Provide rubric students can use to analyze arguments and supporting reasons. | | | Provide rubric students can use to analyze claims and supporting reasons. | | Grade 6: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words and simple | Determine the meaning of frequently occurring words, phrases, and | Determine the meaning of general academic and content-specific words | Determine the meaning of general academic and content-specific words | Determine the meaning (including the figurative and connotative | | phrases in texts about familiar topics, experiences, or events, | expressions in texts about familiar topics, experiences, or events, | and phrases and frequently occurring expressions in texts about familiar| and phrases, and a growing number of idiomatic expressions in texts | meanings) of general academic and content-specific words and phrases, | | relying heavily on context, visual aids, and knowledge of morphology | using context, visual aids, reference materials, and knowledge of | topics, experiences, or events, using context, visual aids, reference | about a variety of topics, experiences, or events, using context, | idiomatic expressions, and figurative language (e.g., metaphor, | | in their native language. | morphology in their native language. | materials, and a developing knowledge of English morphology (e.g., | reference materials, and an increasing knowledge of morphology. | personification) in texts about a variety of topics, experiences, or | | | | affixes, roots, base words). | | events, using context, reference materials, and knowledge of morphology.| | **Johnson’s poem. With support, complete definition and image of select vocabulary:** sing, hope (unborn), weary, forever (stand), stand (at last). | **Johnson’s poem. With support, complete definition and image of select vocabulary:** full of the (hope, faith), past, present, hope (unborn), weary, forever (stand), stand (at last). | **complete vocabulary chart: full of the (hope, faith), past, present, hope (unborn), weary, forever (stand), stand (at last).** | **complete vocabulary chart: full of the (hope, faith), past, present, hope (unborn), weary, forever (stand), stand (at last). Add other words that contribute to mood, tone, and theme of poem. Make connections between figurative language and the theme of hope and unity despite hardships.** | **complete vocabulary chart by choosing words that contribute to mood, tone, and theme of poem. Make connections between figurative language and the theme of hope and unity despite hardships.** | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the poem. Model use of vocabulary chart to record word, definition, and example. Have students work with a partner in completing vocabulary chart. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the poem. Model use of vocabulary chart to record word, definition, and example. Have students work with a partner in completing vocabulary chart. | Model sharing information and asking questions during a group discussion. Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Model sharing information and asking questions during a group discussion. | Provide examples of figurative language (metaphors, similes, adages, proverbs). | Grade 7: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts. | Use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text. | Use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Ohio English Language Arts Standards: Reading Strand: (Literature) 2 and 3; Writing Strand 4 and 6 Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_7_ELAs_Model_Curriculum_March2015.pdf.aspx Students choose a novel from suggested reading list for seventh-graders. While reading, students will complete the signpost chart. After finishing the text, students will complete the post-reading questions, including summarize the book, explain to which character he or she best relates, and identify the central message) For some ELLs, grade-level texts may not be appropriate. Choose appropriate reading-level text For Level 1 ELL; this could mean a picture book with high-interest content. It is important to allow the ELL to have input when choosing the text/novel. A recommended novel for ELLs is “Inside Out and Back Again” by Thanhha Lai. See also, book trailer at https://www.youtube.com/watch?v=erjRxbX4CzM or short reading by author: https://www.youtube.com/watch?v=KEkjwu2WEiA “Notice & Note” by Beers and Probst http://www.heinemann.com/products/E04693.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | (Use Inside Out and Back Again by Thanhha Lai. If possible, pair with another student reading same novel.) While reading, identify 1-2 repeated word/ideas (Again & Again signpost-central message) to record on the signpost worksheet. | (With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is optimal. OR use Inside Out and Back Again by Thanhha Lai. Pair with another student reading same novel. ) | With teacher support, chooses appropriate, leveled novel (which may not be on list); a novel with a CD is helpful, but not necessary. With limited teacher support, complete signpost chart while reading novel. After reading, complete | Choose novel, with teacher approval. While reading, complete all of signpost chart. After reading, use graphic organizers as a pre-writing strategy. Cite specific textual support in order to support answers to all three questions: summary, | Choose novel. While reading, complete all of signpost chart. After reading, independently use graphic organizers as a pre-writing strategy. Cite specific textual support in order to write a well-developed answer in paragraph form to all three questions: | | With teacher assistance, complete a story map or plot diagram. With teacher support, summarize the novel using 2-3 simple sentences. | While reading, choose 2-3 signposts to record on the signpost worksheet ((Again & Again (central message) and Memory Moment (flashback)). With support, complete graphic organizers (story map or plot diagram) and decide on the novel’s central message (use Again & Again from signpost chart) and write three to five sentence summary, using simple and compound sentences. Write one sentence to identify the central message. Using one graphic organizer and written response, present with partner the novel to class. | and use graphic organizers to write answers to the three questions: summary, character, and central idea. Answers will contain specific details from the novel and use basic paragraph format (5-7 sentences). Then, create a poster or other visual to aid in a short presentation to the class. | character, and central idea. Write developed paragraph to answer each question. Then, create a poster or other visual to aid in a short presentation to the class. | summary, character, and central idea. Then, independently create a visual (poster, power point, prezi, etc.) to enhance presentation to the class. | | --- | --- | --- | --- | --- | | **Sample instructional strategies and supports** | Provide list of key words for students to note while reading. Show the Inside Out and Back Again book trailer on YouTube [https://www.youtube.com/watch?v=erjRxbX4CzM](https://www.youtube.com/watch?v=erjRxbX4CzM). Read aloud sections of the book; then lead discussion of the central ideas of each section. Demonstrate use of signpost worksheet. | Provide list of key words for students to note while reading. Show the Inside Out and Back Again book trailer on YouTube [https://www.youtube.com/watch?v=erjRxbX4CzM](https://www.youtube.com/watch?v=erjRxbX4CzM). Read aloud sections of the book; then lead discussion of the central ideas of each section. Demonstrate use of story map and plot diagram. | Demonstrate the use of a graphic organizer to record information from the story. Model the use of details to support a central idea. Have students work with partner to create poster and short presentation. | Model the use of details to support a central idea. Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | | | | | | Provide time for sharing draft presentations with peers and getting their feedback before completing final presentation. | An ELL can speak and write about grade appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics and experiences. | Deliver short oral presentations and compose written narrative or informational texts about familiar texts, topics, experiences or events. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics and experiences, developed with some details. | Deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics and experiences, developed with some specific details. | Deliver oral presentations and compose written narratives or informational texts about a variety of texts, topics and experiences, developed with relevant details, ideas or information. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** **ELA Standards R.L.2 and R.L.3** After completing a novel, students (individually or in small groups) design and produce a book trailer for the novel. The book trailer is like a movie trailer: an advertisement of the book and a persuasive piece to entice other students to read it. The book trailer incorporates technology because students produce a video or slide show with sound. The book trailer should contain information such as theme, plot events, characters, settings and genres. Source: Ohio’s New Learning Standards: ELA, Grade 7 Curriculum Model, page 2 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_7_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_7_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is optimal. With teacher assistance, while reading, complete a plot diagram. Using the completed organizer, with teacher/partner support, write 2-3 simple sentences to summarize the book, using framed sentences.(E.g.: The novel ____ written by ______ is about ____. The main character/s is/are _____.) and provide one sentence/reason why others should read the novel. (E.g.: I liked this | With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is optimal. With teacher assistance, while reading, complete a plot diagram. Using the completed organizer, write simple sentences to summarize the book, using his/her own words and provides two reasons why others should read the novel. If possible, publish final work using technology. | With teacher approval, choose appropriate, leveled novel (which may not be on list); a novel with a CD is helpful, but not necessary. With limited teacher assistance, while reading, complete a plot diagram. Using the completed organizer, write a basic, objective summary of the book, using his/her own words and attempt to make connections between elements of the story. Provide two reasons, with support, why others should read the novel. Publish his/her final work using technology. | With teacher approval, choose appropriate novel. While reading, independently complete a plot diagram. Using the completed organizer, write an objective summary of the book, using his/her own words and attempt to make connections between elements of the story. Using the objective summary, create a video or slide show to entice other students to read the novel. Details from the novel will support the student’s opinions. | With teacher approval, choose appropriate novel. While reading, the independently completes a plot diagram. Using the completed organizer, write an objective summary of the book, using his/her own words, making connections between elements of the story. Using the objective summary, create a video or slide show to entice other students to read the novel. Details, appropriately cited from the novel, will support the student’s opinions. | | Sample instructional strategies and supports | |---------------------------------------------| | Pair students with partner reading same novel. | | Provide list of key words for students to note while reading. | | Read aloud sections of the book; then lead discussion of the central ideas of each section. | | Pair students with partner reading same novel. | | Provide list of key words for students to note while reading. | | Provide sentence structures and have student practice using structures to share information. | | Demonstrate and model use of plot diagram. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | Grade 7: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about familiar topics. | Construct a claim about familiar topics and give a reason to support the claim. | Construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA R.L. 7 and W.7.1: Read the novel, “The Outsiders”, in small groups, or as a class. After class discussions and the completion of the novel, students watch the movie of the novel. Then they write an essay that compares and contrasts the novel to the movie production. Source: Ohio ELA Model Curriculum, Grade 7 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-7-ELA-Model-Curriculum-March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade-7-ELA-Model-Curriculum-March2015.pdf.aspx) | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher assistance, complete one part of a plot diagram each class session after reading the novel as a class. Complete similar plot diagram while viewing movie. After viewing, listen, in a small group, and complete one piece of information for a similarity and a difference between the novel and the performance on a comparison/contrast organizer. State orally or in writing whether s/he prefers the novel or the movie. | Answer some of the content questions or completes part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listen in small group and completes two pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, state orally or in writing whether s/he prefers the novel or the movie and provides one reason to support opinion. | Answer some of the content questions and complete part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listens/participate in small group discussion and complete 2-3 pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, state orally or in writing whether s/he prefers the novel or the movie and provides one reason to support opinion. | Answer most of the content questions and complete part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listens/participate in small group discussion and complete at least 3 pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, write a paragraph about whether s/he prefers the novel or the movie and provides three reasons to support opinion. | Answer most of the content questions and complete part of a plot diagram each class session after reading the novel as a class. Complete a plot diagram while viewing movie. After viewing, listens/participate in small group discussion and complete at least 3 pieces of information for similarities and differences between the novel and the performance on a comparison/contrast organizer. Using the organizer, write a paragraph about whether s/he prefers the novel or the movie and provides three reasons to support opinion. | | | | provides two reasons to support opinion. Some details should be cited from the original works. | provide two reasons to support opinion. Some details should be cited from the original works. | provide 2-3 reasons to support opinion. Some details should be cited from the original works. Paraphrases, quotes, and other details should be cited, using standard format for citation, from the original works. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Demonstrate use of plot diagram. Pair students with partner to complete plot diagram. Provide list of key words for students to note while reading and watching the movie. Show movie with subtitles in English. | Demonstrate use of plot diagram. Pair students with partner to complete plot diagram. Provide list of key words for students to note while reading and watching the movie. Show movie with subtitles in English. | Pair students with partner to complete plot diagram. Show movie with subtitles in English. Provide sentence structures for giving opinion and supporting reason. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide feedback on students’ written work to assist with improvements for final report. | Grade 8: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts. | Use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text. | Use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text. | Sample Content-based Participation Goals – English Language Arts Lesson Vignette Ohio English Language Arts Standards R.1.2, R.1.3, W.4, W.6 Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/ELA-Standards.pdf.aspx Biography/Autobiography Reading Project: Choose a biography or autobiography. While reading, students complete the signpost chart (from Notice & Note). Once they have finished, they complete following: summarize the text, identify the central message, and discuss the author’s contribution to society. Students will present a “book share” to the class. For ELL students, grade level text may not be appropriate. Choose appropriate reading level text. For the level one ELL student, this could mean a picture book with content and high interest. It is important to allow the ELL to have input in book choice. Notice & Note by Beers & Probst http://www.heinemann.com/products/E04693.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Read “Through My Eyes”, by Ruby Bridges. If possible, pair with another student reading same novel. While reading, choose 1-2 signposts on which to focus to record on the signpost worksheet. For support, watch the Disney movie, Ruby Bridges. With teacher assistance/partner, complete a story map or plot diagram. With teacher support, summarize the novel | Read “Through My Eyes”, by Ruby Bridges. If possible, pair with another student reading same novel. While reading, choose 2-3 signposts on which to focus to record on the signpost worksheet -- include Again and Again (central message). For support, watch the Disney movie, Ruby Bridges. (Includes Again and Again that helps to identify central message). Work with | With teacher support, choose appropriate, leveled novel (which may not be on list); a novel with a CD is helpful, but not necessary. With limited teacher support complete signpost chart while reading novel. After reading, complete and use graphic organizers to write answers to the three questions: summary, central idea, and contribution to society. Answers will | Choose novel, with teacher approval. While reading the complete all of signpost chart. After reading, use graphic organizers as a prewriting strategy. Cite specific textual support in order to support answers to all three questions: summary and central idea. Write a developed paragraph to answer each question. Answers will contain specific details from the text. Create a poster or | Choose novel. While reading, completes all of signpost chart. After reading, independently use graphic organizers as a prewriting strategy. Cite specific textual support in order to write well-developed answers in paragraph form to all three questions: summary, central idea, and contribution to society. Independently create a visual (poster, power point, prezi, etc.) to enhance presentation | | Using two to three simple sentences. | Partner to complete graphic organizers (story map or plot diagram) and decide on the novel’s central message (use Again & Again from signpost chart). With teacher support, write three to five sentence summary, using simple and compound sentences. Write one sentence to identify the central message. Using one graphic organizer and written response, present with partner novel to class. | Contain specific details from the text and use basic paragraph (five to seven sentences) format. Create a poster or other visual to aid in a short presentation to the class. | Other visual to aid in a short presentation to the class. | To the class. | | --- | --- | --- | --- | --- | **Sample instructional strategies and supports** | Pair students with partner reading same novel. Provide list of key words for students to note while reading. Read aloud sections of the book; then lead discussion of the central ideas of each section. | Pair students with partner reading same novel. Provide list of key words for students to note while reading. Provide sentence structures and have student practice using structures to share information. | Demonstrate and model use of plot diagram. Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide opportunities for students to practice sharing information about the novel. | An ELL can speak and write about grade appropriate complex literary and informational texts and topics | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics and | Deliver short oral presentations and compose written narrative or | Deliver short oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | | experiences. | informational texts about familiar texts, topics, experiences or events.| informational texts about familiar texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | | | | developed with some details. | developed with some specific details. | developed with relevant details, ideas or information. | Sample Content-based Participation Goals – Language Arts Lesson Vignette ELA Standard R.L.6 “What if…” Paragraph: Read aloud a section of the suspenseful short story, “The Tell-Tale Heart” by Edgar Allan Poe. After general discussion about the actions of the main characters, have students complete a “What If…” paragraph. Students put themselves into the position of a minor character of the story. As a minor character, what would their thoughts, feelings, actions, and conversation have been in the same event? What would each have done? Students should be able to explain their responses either orally or in writing. Source: Ohio’s New Learning Standards, ELA Grade 8, page 4 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_8_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, list (in 1-2 word phrases) his/her thoughts/feelings/possible actions about the suspense in the story. Using prepared sentence frames, write and tell 2-3 simple sentences about the different points of view (e.g. The minor character, ___, believes (that) ___. I believe ____. The minor character, ___, did (action). If I were the minor character, I would have (action) ___. | With teacher support, complete a Venn diagram that compares and contrasts a minor character from the text to him/her. Write and tell in 5-7 sentences the minor character’s thoughts, feelings, and actions, and how they would be similar or different to the student’s thoughts, feelings, and actions. | With limited teacher support, complete a Venn diagram that compares and contrasts a minor character to him/her. Using the Venn diagram, write a basic paragraph that explains the minor character’s thoughts, feelings, and actions, and explains his/her thoughts, feelings, and actions. Orally share a summary of the written paragraph. | After completing a pre-writing activity, such as a Venn diagram, write a developed paragraph that considers the similarities and differences between a minor character and him/her by describing the minor character’s thoughts, feelings and actions and how the student would have thought, felt or acted. Both specific vocabulary and clear textual evidence will support the student’s response. Limited teacher support may be necessary in the organization and development of the paragraph. | After completing a pre-writing activity, such as a Venn diagram, write a well-developed paragraph that considers the similarities and differences between a minor character and him/her by describing the minor character’s thoughts, feelings and actions and how the student would have thought, felt or acted. Both specific vocabulary and clear textual evidence will support the student’s response. | | Sample instructional strategies and supports | |---------------------------------------------| | Provide list of key words for students to note while reading. | | Provide opportunities for students to ask questions about words or phrases they don’t understand. | | Pair students with partner in completing sentence frames. | | Provide list of key words for students to note while reading. | | Demonstrate how to use Venn diagram to compare and contrast information. | | Pair students with partner in writing sentences. | | Demonstrate how to use Venn diagram to compare and contrast information. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for students to practice sharing information about the novel. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to task and audience with emerging control | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task and | Adapt language choices and style according to purpose, ask, and | | reading, and being read to. | and use some frequently occurring general, academic, and content | audience, with developing ease, use an increasing number of general | audience; use a wider range of complex general, academic, and content | audience with ease, use a wide variety of complex general academic and | | | specific words in conversation and discussion. | academic and content-specific words and expressions in speech and | specific words and phrases and maintain a formal style in speech and | content-specific words and phrases, and employ both formal and more | | | | written text, and show developing control of style and tone in oral or | writing as appropriate. | informal styles effectively, as appropriate. | | | | written text. | | | Sample Content-based Participation Goals – English Language Arts Lesson Vignette ELA Language: Knowledge of Language. SS #3 Students will compare/contrast different styles of writing to evaluate how language functions in different contexts. For instance, students will write a letter to a friend then use the same information to write to a teacher, parent, administrator, and/or mayor by using digital media. Some examples of methods include: blogging, texting, posting on their Facebook page, or Tweeting while using proper style manuals to guide writing. In this lesson, students will have previously read an article about the dangers of cell phones. They will then be asked whether or not there should be a minimum age for children to carry cell phones. In specific letters addressed to their best friend, parents, teacher, administrator, and mayor, they will express their view and try to sway each of the recipients of the letters to share his/her point of view. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this assignment. Source: Ohio English Language Arts Standards, Model Curriculum, Grades –9-10, p. 36-37 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | Utilizes provisional writing where they will write spontaneously for | | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | two to five minutes to generate or extend ideas about their point of | | view in their learning logs. | view in their learning logs. | view in their learning logs. | view in their learning logs. | view in their learning logs. | | Receives guided support when beginning their writing because the | With a partner of similar ability, have them elaborate on their initial| With an advanced-leveled student, have them elaborate on their initial | With an intermediate-leveled student, have them, elaborate on their | With another proficient-trial mainstream student, have them elaborate | | teacher will provide them guiding questions to answer. | ideas. They revise their ideas, generate new ones, and develop at | ideas. They will revise their ideas, generate new ones, and | initial ideas. They will revise their ideas, generate new ones, and | on their initial ideas. They will revise their ideas, generate new | | | | | | ones, and | | | | | | | | With a partner, elaborates on their initial ideas. | least two specific pieces of information from the article to defend his/her position. | | Revises their ideas, generates new ones, and develops at least one specific pieces of information from the article to defend his/her position. | Writes their information in at least 5-7 simple and/or compound sentences for each recipient of a letter. The teacher will review with all students the manner in which to format written communication to peers and to adults. After one intermediate, advanced, or proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. After making suggested revisions by a peer and teacher, he/she begins to decide which form of digital media they will use for each recipient and will begin writing it. | | Writes at least 3-5 simple sentences for each recipient of a letter. | develop at least four specific pieces of information from the article to defend his/her position. Intermediate students will write their information in at least 7-9 compound and/or complex sentences for each recipient of a letter. The teacher will review with all students the manner in which to format written communication to peers and to adults. After one intermediate, advanced, or proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. After making suggested revisions by a peer and teacher, the intermediate student will begin to address each recipient by deciding which form of digital media they will receive and will begin writing it. | | The teacher will review with all students the manner in which to format written communication to peers and to adults. | develop at least four specific pieces of information from the article to defend his/her position. Advance students will write their information in at least 9-11 compound and/or complex sentences for each recipient of a letter. The teacher will review with all students the manner in which to format written communication to peers and to adults. After one intermediate, advanced, or proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. After making suggested revisions by a peer and teacher, the intermediate student will begin to address each recipient by deciding which form of digital media they will receive and will begin writing it. | | After the teacher assesses the student’s work, he/she begins to decide which form of digital media they will use for each recipient and will begin writing it. | develop at least five specific pieces of information from the article to defend his/her position. These students will write their information in at least 11-15 complex sentences for each recipient of a letter. The teacher will review with all students the manner in which to format written communication to peers and to adults. After one proficient-trial mainstream student assesses the student’s work, the teacher will also assess the student’s work. After making suggested revisions by a peer and teacher, the proficient-trial mainstream student will begin to address each recipient by deciding which form of digital media they will receive and will begin writing it. | **Sample instructional strategies and supports** | Provide guiding questions to assist with writing process. Provide and discuss words and phrases that can be used for informal and formal letter writing. | Provide guiding questions to assist with writing process. Provide and discuss words and phrases that can be used for informal and formal letter writing. | Lead discussion on differences between informal and formal language used in communication with different audiences. | Lead discussion on differences between informal and formal language used in communication with different audiences. | Provide criteria of a well-written informal and formal letters that students can use as self-evaluation during the writing process. | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Determine the meaning of frequently occurring words, phrases, and | Determine the meaning of general academic and content specific words | Determine the meaning of general academic and content specific words | Determine the meaning (including the figurative and connotative | | phrases, and formulaic expressions in texts about familiar topics, | expressions in texts about familiar topics, experiences, or events, | and phrases and frequently occurring expressions in texts about | and phrases, figurative language, and a growing number of idiomatic | meanings) of general, academic, and content specific words and phrases, | | experiences, or events, relying heavily on context, visual aids, and | using context, visual aids, reference materials, and knowledge of | familiar topics, experiences, or events, using context, some visual | expressions in texts about a variety of topics, experiences, or events, | figurative language (example, irony, hyperbole), and idiomatic | | knowledge of morphology in their native language. | morphology in their native language. | aids, reference materials, and a developing knowledge of English | using context, increasingly complex visual aids, reference materials, | expressions in texts about a variety of topics, experiences, and events,| | | | morphology (e.g., affixes, roots, and base words). | and an increasing knowledge of morphology. | using context, complex visual aids, reference materials and consistent | | | | | | knowledge of morphology. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** **ELA** Reading: Literature, Craft and Structure SS #4 The purpose is to determine the meaning of words and phrases by working with idioms (orally or in writing). The teacher introduces idioms by showing a YouTube video on idioms. Students working within a group or individually will pick idioms and use various methods to exhibit their understanding of the metaphorical meanings of idioms. For more information, visit www.idiomsite.com. Source: Ohio English Language Arts Standards, Model Curriculum, Grades 9-10, P.4-5 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Select one idiom from the video with teacher support. | Select two idioms from the video. | Select 4-6 idioms from the video. | Select 5-7 idioms from the video. | Selects 7-9 idioms from the video. | | Create a picture of what each idiom looks like using Microsoft Paint | Create a picture of what each word looks like using Microsoft Paint | Create a picture of what each word looks like using Microsoft Paint | Determine the metaphorical meanings of the idioms by writing the | Determines the metaphorical meanings of the idioms by writing the | | and converts the images into a slide show. | and converts the images into a slide show. | and converts the images into a slide show. | definitions on the graphic organizer. | definitions on a graphic organizer. | | Orally use the idiom in a simple context sentence to show understanding| Complete cloze sentences by selecting the correct idiom from the list | Write simple context sentences using each of the idioms. | Compose complex context sentences of 5-7 idioms they viewed in the | Composes complex context sentences of 8-10 idioms they viewed in the | | of its meaning. | (provided by the teacher) and reads their sentences with a peer. | Share these sentences orally and in written form with their partner. | video. | video. | | | | | With a peer, read each other’s sentences and | With a peer, reads each other’s sentences and | | | Determine the metaphorical meaning of the idiom, and writes a context sentence to show understanding of its meaning with a peer. | The partner is asked to match the sentence to its image. Post the idioms they discover to the wall of idioms, so other students can refer to them at a later time. | selects 4-6 of the idioms used in their sentences to create a narrative they are to write together. Share their final product with peers through the use of digital storytelling. | selects 7-9 of the idioms used in their sentences to create a narrative they are to write together. Shares their final product with peers through the use of digital storytelling. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Help students get meaning of idioms; provide bilingual dictionary or online translation tool if available. Have students work with a partner on creating a picture of the idiom. | Help students get meaning of idioms; provide bilingual dictionary or online translation tool if available. Have students work with a partner on creating pictures of the idiom. Demonstrate how to use context and knowledge of morphology to help figure out meaning of unknown words in a text. | Help students get meaning of idioms; provide bilingual dictionary or online translation tool if available. Demonstrate how to use context and knowledge of morphology to help figure out meaning of unknown words in a text. | Demonstrate how to use context and knowledge of morphology to help figure out meaning of unknown words in a text. | Lead a discussion on the use of figurative language (example, irony, hyperbole), and show examples in different texts. Provide rubric that can be used to self evaluate their narratives during the writing process. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun phrases, verbs, conjunctions (but, or, and), and prepositions, and understand and respond to simple questions. | Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, and conjunctions, and produce simple and compound sentences, with support (including modeled sentences) | Use simple phrases (e.g., noun, verb, adjectival, adverbial, and prepositional) and clauses (e.g., independent, dependent, relative, adverbial), and produce and expand simple compound and a few complex sentences, with support (including modeled sentences). | Use increasingly complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses, and produce and expand simple, compound, and complex sentences. | Use complex phrases and clauses, and produce and expand simple, compound, and complex sentences. | **Sample Content-based Participation Goals – English Language Arts** **Lesson Vignette** **ELA** Writing: Production and Distribution of Writing, SS #4 The Production and Distribution of Writing is a multistage, reflective process that requires planning and revising and may occur collaboratively, individually and with the aid of technology. Effective writers make conscious, independent and/or collaborative decisions about the type of writing they produce and its distribution. They also use technology to share information and to create individual and collaborative texts. In this lesson, students are directed to write a personal narrative of an obstacle they have faced and endured. The teacher will pose a question that tests students’ understanding of key vocabulary. In this lesson, students are asked, “What obstacle has you overcome that attributes to the person you are today?” They will begin by completing a 3x3 personal narrative writing frame. This is a simple visual that helps students see the structure of a grade appropriate essay and plan out its beginning, middle, and ending. They will post their writing to a class Blog for peer review in response to a class assignment. They could be required to include links to other online sites on the same topic within the body of the Blog. More information about teaching this strategy can be found at [http://cnx.org/content/m18050/latest/](http://cnx.org/content/m18050/latest/). Additionally, students will enlist partners to read their writing back to them (or they can record their reading) and listen for awkward pauses, confusion, mispronunciation and logic-/word-choice issues. Students will make revisions based on the feedback. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this assignment. Source: Ohio English Language Arts Standards, Model Curriculum, Grades -9-10, p. 36-37 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Demonstrate comprehension of the question “What challenging event has | Demonstrate comprehension of the question “What challenging event has | Based on the question “What challenging event has made you the person you are today, | Based on the question “What challenging event has made you the person you are today, | Based on the question “What challenging event has made you the person you are today, | An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Determine the meaning of frequently occurring words, phrases, and | Determine the meaning of general academic and content-specific words | Determine the meaning of general academic and content-specific words | Determine the meaning (including the figurative and connotative | | phrases, and formulaic expressions in texts about familiar topics, | expressions in texts about familiar topics, experiences, or events, | and phrases and frequently occurring expressions in texts about | and phrases, figurative language, and a growing number of idiomatic | meanings) of general, academic, and content specific words and phrases, | | experiences, or events, relying heavily on context, visual aids, and | using context, visual aids, reference materials, and knowledge of | familiar topics, experiences, or events, using context, some visual | expressions in texts about a variety of topics, experiences, or events, | figurative language (example, irony, hyperbole), and idiomatic | | knowledge of morphology in their native language. | morphology in their native language. | aids, reference materials, and a developing knowledge of English | using context, increasingly complex visual aids, reference materials, | expressions in texts about a variety of topics, experiences, and events,| | | | morphology (e.g., affixes, roots, and base words). | and an increasing knowledge of morphology. | using context, complex visual aids, reference materials and consistent | | | | | | knowledge of morphology. | Sample Content-based Participation Goals—English Language Arts Lesson Vignette **English Language Arts** Reading: Literature, Craft & Structure—SS #4 Students choose a word or phrase from and assigned passage of *The Canterbury Tales* (ex: “The Wife of Bath :) that is interesting, confusing, descriptive, or relates to a literary element (figurative language) and write it on a sticky note. The sticky notes are posted around the classroom. Students then take blank sticky notes and silently read and comment on others’ observations. Students then share their quotations and their favorite comments with the class. For ELLs, grade-level texts may not be appropriate. Choose appropriate reading-level text For Level 1 ELL, this could mean a picture book with high-interest content. ELLs who read at a level higher than Level I access the text through simplified editions. These publishers offer simplified, abridged versions of many required high school texts: - **Oxford University Press (Bookworms Library)** - Steck-Vaughn Short Classics Note: If available and if student is literate in his or her first language, student may read a translated version of the class text. Source: Ohio English Language Arts Standards, Model Curriculum, Grades 11-12 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide the meaning of his or her name in own language. | Participate in guided reading of a simplified or illustrated version of the assigned reading or a leveled complimentary text (a poem, for example). | Given a simplified or illustrated version of the assigned reading or a leveled complimentary text (a poem, for example), choose a word or phrase from the text. | After guided reading of non-leveled text, students participate fully. Students choose a word or phrases the assigned text and write it on a stick note. | Given class reading assignment, participate fully in vignette lesson. Use English dictionary, bilingual dictionary to support comprehension of written text. | | Print own name and illustrate the meaning. | Given teacher-created list of words or phrases from assigned text, student will select one that is interesting. | Use English dictionary, bilingual dictionary to support comprehension of written text. | Use English dictionary, bilingual dictionary to support comprehension of written text. | After one or two classmates have already modeled the sharing activity, share his or her quotation and a favorite comment until | | Present in front of class, using a sentence frame: “My name is__________. It means _______________” | Through role-play, illustration, and/or use of a dictionary, gain understanding of the word. | Paired with a partner, silently read and comment on a few other students’ selections; using partner comments as a model, writes his or her own sticky note observations. | With teacher or partner, read one example of another student’s sticky note. Following teacher or peer model, use blank sticky notes to comment on other students’ selections. | | | Circulate illustration through class or small group and receive peer comments on stick notes. | Illustrate the word or phrase. | Share his or her quotation and a favorite comment after watching several classmates do the sharing activity. | Share his or her quotation and a favorite comment after watching several classmates do the sharing activity. | | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide opportunity for students to practice with a partner before presenting to whole class. | Provide opportunity for students to practice with a partner before presenting to whole class. | In small group setting, read aloud sections of the poem or other text that students are reading. Provide opportunities for students to ask about words and phrases they don’t understand. | Demonstrate examples of how context, knowledge of morphology and other clues can help determine the meaning of unfamiliar words. | Identify idiomatic expressions in students’ assigned readings and lead discussion of their meanings. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate basic information about an event or topic, with support (including context and visual aids) about an event or topic, using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences. | Recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because). | Recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result). | Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | Recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | Sample Content-based Participation Goals—English Language Arts Lesson Vignette English Language Arts Writing: Texts types & purposes, SS #3 Students podcast personal Web page/Facebook page narratives. Podcasting skills include collaboration, writing, speaking, presentation, communication, technology, auditory, storytelling and information. In addition, students enhance their media literacy and oral fluency. Examples include This I Believe (NPR), Laws of Life and Digital Writing Workshop (Troy Hicks). Source: Ohio English Language Arts Standards, Model Curriculum, Grades 11-12, p. 23 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given a list of adjectives, engage in role-play, illustration, and/or translation create meaning for new vocabulary. Use list or an English dictionary, bilingual dictionary, or peer interaction to find | Given a model (pre-formatted “I Am . . .” poem, like http://www.readwritethink.org/files/resources/lesson_images/lesson391/I-am-poem.pdf), use writing process (pre-writing, drafting, revising, editing, and publishing) to compose | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to compose a personal credo of one paragraph. Include a clear topic sentence telling one important quality that he | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to compose a personal credo of at least 200 words. Record an auditory copy of his or her credo (using Audacity or other school | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to compose a personal credo of 300-500 words. Record an auditory copy of his or her credo (using Audacity or other school | | Given a model, use writing process (pre-writing, drafting, revising, editing, and publishing) to creatively organize a list of adjectives that describe self. (Note: advanced students may find adjectives that match the letters of their names to make an acrostic.) | Record an auditory copy of his or her credo (using Audacity or other school supported software). If desired, post an audio version of the whole or partial poem on school or public website. | | --- | --- | | With a partner or peer, practice reading his credo to improve fluency. | With a partner or peer, practice reading his poem to improve fluency. | | Record an auditory copy of his or her credo (using Audacity or other school supported software). If desired, post an audio version of the whole or partial poem on school or public website. | Record an auditory copy of his or her credo (using Audacity or other school supported software). If desired, post an audio version of the credo on a school or public website; may submit credo to a Laws of Life contest or NPR program. | **Sample instructional strategies and supports** | Show and discuss examples of podcasts on websites. | Show and discuss examples of podcasts on websites. Have students work in pairs to support each other in developing personal poems/credos. | | --- | --- | | Share examples of written texts that illustrate main idea and supporting details. | Provide opportunities for students to practice giving auditory version of credo; provide feedback to assist with making improvements. | | Provide criteria of a well-written personal credo that students can use for self evaluation during writing process. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use frequently occurring verbs, nouns, adjectives, adverbs, prepositions, | Use simple phrases (e.g., noun, verb, adjectival, adverbial, | Use increasingly complex phrases (e.g., noun, verb, adjectival, | Use complex phrases and clauses, and produce and expand simple, | | phrases, verbs, conjunctions (but, or, and), and prepositions, and | and conjunctions, and produce simple and compound sentences, with | prepositional) and clauses (e.g., independent, dependent, relative, | adverbial and participial, prepositional, absolute) and clauses, and | compound, and complex sentences. | | understand and respond to simple questions. | support (including modeled sentences). | adverbial), and produce and expand simple, compound, and a few complex | produce and expand simple, compound, and complex sentences. | | | | | sentences, with support (including modeled sentences). | | | Sample Content-based Participation Goals—English Language Arts Lesson Vignette **English Language Arts** Language: Conventions of Standard English, SS #1 & 2 Students take a core sentence without any modifiers and increasingly make the sentence more specific. Have students look at a range of five sentences and discuss which one provides the most specific information. Note: may need some explicit instruction and/or models to help them arrange their modifier in a “natural” sounding order. Here is an example website: [http://www.grammar- quizzes.com/adj_order.html](http://www.grammar- quizzes.com/adj_order.html) Source: Ohio English Language Arts Standards, Model Curriculum, Grades 11-12 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_11-12_ELA_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given a simple, present tense written sentence with up to 8 words, | Given a written model simple, compound and complex sentences, change | Given a written model simple, compound and complex sentences, change | Given a written model simple, compound and complex sentences, change | Students fully participate in model vignette. For example, “Mr. Wilson called on the girl.” Add additional words, phrases, and clauses to create new or more specific meaning. | | supply the missing word. Here is an example pattern: noun + action | highlighted words to create new meaning. | highlighted phrases to create new meaning. | highlighted phrases or clauses sentence to create new meaning. | | | verb + preposition + adjective (article) + noun. | For example, “Mr. Wilson called on the girl in the back row who always raises her hand.” | For example, “Mr. Wilson called on the girl in the back row who always raises her hand.” | For example, “Mr. Wilson called on the girl in the back row who always raises her hand.” | | | Complete a few sentence frames with this sentence. For each repetition, write the missing word in the blank. Example: Students and | Share new sentences with the group and participate in a discussion of the meanings of each other’s sentences. | Share new sentences with the group and participate in a discussion of the meanings of each other’s sentences. | Share new sentences with the group and participate in a discussion of the meanings of each other’s sentences. | | | | | |---|---| | teachers walk to the school. | Record example parts of speech and their names (i.e., “nouns”) in notebook, journal, or other note-taking method. | | 1. ____ and teachers walk to the school. | Record definitions of parts of sentences (i.e., independent clause, dependent clause, phrase) in notebook, journal, or other note-taking method. | | 2. Student’s _____ teachers walk to the school. | Record definition/examples of noun, verb, adjectival, adverbial and participial, prepositional, absolute phrases and of relative clause in in notebook, journal, or other note-taking method. | | 3. Students and teachers ______ to the school. | Record definition/examples of noun, verb, adjectival, adverbial and participial, prepositional, absolute phrases and of relative clause in in notebook, journal, or other note-taking method. | Respond to “wh” questions with complete sentences, supplying different missing words each time; for example: “Who walks to the school?” “To where do the students and teachers walk?” Note: Activities can be done in a congo line/station format to engage kinesthetic learners. Teachers should limit correcting subject-verb agreement at this level. Simply model the correct agreement (use of suffix “s”) --- **Sample instructional strategies and supports** | | | | | | |---|---|---|---|---| | Model making changes with other sentences. Have students work in pairs. | Model making changes with other sentences. Have students work in pairs. | Provide and discuss examples of texts that contain compound and complex sentences. | Provide and discuss examples of texts that contain complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses. | Provide and discuss examples of texts that contain complex phrases (e.g., noun, verb, adjectival, adverbial and participial, prepositional, absolute) and clauses. | CONTENT-BASED PARTICIPATION GOALS FOR ELLS BASED ON THE NEW ELP STANDARDS MATHEMATICS DRAFT Grade K: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen with limited participation in short conversations about familiar topics, and respond to simple questions and some wh-questions. | Participate in short conversations about familiar topics, and respond to simple questions and wh-questions. | Participate in short conversations about familiar topics, follow some rules for discussion, and respond to simple questions and wh- questions. | Participate in conversations and discussions about a variety of topics, follow increasing number of rules for discussion, and ask and answer simple questions | Participate in conversations and discussions about a variety of topics, follow rules for discussion, and ask and answer questions. | Sample Content-based Participation Goals - Mathematics Lesson Vignette Students analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Then they model shapes in the world by building shapes from components. Source: Ohio Kindergarten Math Model Curriculum, Geometry, Instructional Strategies, pg 19 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a partner, participate in a shape hunt; with teacher support, locate a few 2D/3D shapes in the classroom. Respond to simple questions with yes/no or one-word responses. (e.g. Is this a circle? What shape is this?) | With a partner, participate in a shape hunt; with teacher support, locate a few 2D/3D shapes in the classroom. Respond to simple questions about their attributes. (e.g Which shapes have four sides?) | Participate in shape hunt; locate several 2D/3D shapes with a partner. In a group, sort shapes by attributes such as size, dimension, number of sides, and corners. Answer simple questions posed by partners. (e.g Is this a 2D shape or 3D shape?) | Participate in shape hunt; locate several 2D/3D shapes with a partner. In a group, sort shapes by attributes such as size, dimension, number of sides, and corners. Ask and answer simple questions with partners. (e.g. How many corners does a cube have?) Record answers in math journal. | Participate in shape hunt; locate several 2D/3D shapes with a partner. In a group, sort shapes by attributes such as size, dimension, number of sides, and corners. Ask and answer a variety of questions with partners while completing task. Record in math journal and share out. | Sample instructional strategies and supports | Introduce and demonstrate key vocabulary terms such as “flat”, “solid”, “corners”, and “angles”. Provide native language support if available. | Introduce and demonstrate key vocabulary terms such as “flat”, “solid”, “corners”, “sides” and “angles”. Provide native language support if available. | Demonstrate how to use graphic organizer to record information about shapes of objects. | Demonstrate how to use graphic organizer to record information about shapes of objects. | Provide opportunities for students to discuss with partner the procedure for constructing shapes. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | With prompting and support from adults, recall information from | | experience or from a provided source. | experience or use information from a provided source to answer a | experience or use information from provided sources to answer a | experience or use information from provided sources to answer a | information from experience or use information from provided sources | | | question. | question. | question. | to answer a question. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** Students directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Students work in pairs to measure and compare their arm spans. Source: Ohio Kindergarten Model Math Curriculum, Measurement and Data p. 13 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Kindergarten_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | Standing back-to-back with outstretched arms, compare the lengths of | | arm spans with a fellow student, then determine who has the shorter | arm spans with a fellow students, then determine who has the shortest | arm spans with a fellow students, then determine who has the shortest | arm spans with a fellow students. Record findings in a chart. Respond | arm spans with a fellow students. Record findings in a chart. Present | | arm span. | arm span. Record findings in chart. Respond to simple questions. (e.g.| arm span. Record findings in chart. Respond to multiple questions | to multiple questions about activity, referencing the chart. | the results to the class. | | | Who has the longest arm span?) | about activity, referencing the chart. | | | **Sample instructional strategies and supports** | Pre-teach selected vocabulary, such as “larger,” “smaller,” arm span” | Pre-teach selected vocabulary, such as “larger,” “smaller,” arm span”. Model questions and answers related to targeted information. | Demonstrate how to use a chart to record information. | Demonstrate how to use a chart to record information. | Demonstrate how to use information in chart when giving an oral presentation. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate by listening to short conversations about familiar topics, and respond to simple yes/no and some wh-questions. | Participate in short conversations about familiar topics, take turns, and respond to simple and wh-questions. | Participate in short discussions, conversations, and short written exchanges about familiar topics; follow rules for discussion; and ask and answer simple questions about the topic. | Participate in discussions, conversations, and written exchanges about a variety of topics and texts; follow rules for discussion; respond to the comments of others and make comments of his or her own; and ask and answer questions. | Participate in extended discussions, conversations, and written exchanges about a variety of topics and texts; follow rules for discussion; build on the comments of others and contribute his or her own; and ask and answer questions. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** Students demonstrate an understanding of subtraction as an unknown addend problem by participating in the game, “How Many Left?” Source: Mathematics Model Curriculum Grade 1, Domain Operations and Algebraic Thinking, Standard 4, pg 4-5; [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_1_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_1_Math_Model_Curriculum_March2015.pdf.aspx) ORC#3978 From the National Council of Teachers of Mathematics, Illuminations: How Many Left?) [http://illuminations.nctm.org/Lesson.aspx?id=679](http://illuminations.nctm.org/Lesson.aspx?id=679) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use pasta shapes to model subtraction problem after listening to the teacher tell simple take-away story. | Answer basic questions about a simple “take-away” story provided by teacher. Use words and phrases to retell the story to teacher, modeling with pasta shapes. | Answer a range of questions about a “take-away” story provided by the teacher. Explain to the teacher, using pasta shapes to model. | Create a “take-away” story, modeling it with pasta shapes. Participate in discussion and respond to the comments of others. Present to teacher and write out problem in numbers. | Create a “take-away” story, modeling with pasta shapes. Participate in discussion and respond to the comments of others. Present story to new partner, who writes out problem in numbers. | **Sample instructional strategies and supports** | Have students write the numbers they hear when listening to oral reading of word problems. | Have students work with a partner to develop a retelling of the word problem. | After reading the math problem, have students discuss with a partner their understanding of the problem. | Provide students the opportunity to share their take-away problems in small groups. | Provide students opportunities to practice presenting their word problems and provide feedback for improvements. | Grade 1: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express a preference or opinion about a familiar topic. | Express an opinion about a familiar topic. | Express an opinion about a familiar topic or story, and give a reason for the opinion. | Express opinions about a variety of texts and topics, and give a reason for the opinion. | Express opinions about a variety of texts and topics, introducing the topic and giving a reason for the opinion, and providing a sense of closure. | Sample Content-based Participation Goals – Mathematics Lesson Vignette In groups, students choose common objects (paperclip, eraser, candy bars) as unconventional units of measurement to determine length of classroom objects (desk, bookshelf, carpet, pencil). With teacher prompting, they write a journal entry to discuss how why they chose these units. Source: Mathematics Model Curriculum Grade 1, Measurement and Data, Standard 2, pg 17; http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_1_Math_Model_Curriculum_March2015.pdf.aspx Science Net Links: Estimation and Measurement http://sciencenetlinks.com/lessons/estimation-and-measurement/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With teacher support, use toothpicks to measure a small object (e.g. pencil) and large object (e.g. rug). Indicate with gestures or “yes” “no” responses if the toothpick was an appropriate choice for a unit of measure. | With teacher support, use toothpicks to measure a small object (e.g. pencil) and large object (e.g. rug). Using key words and simple phrases indicate for which object the toothpick was the better choice. Record in math journal and share with a partner. | In groups, use an unconventional unit (e.g. toothpicks) to measure objects in the classroom. Record results. Write a journal entry about which objects were suitable to be measured by toothpicks (shorter items, like pencils), and which ones were not suitable (longer objects-classroom rug). Give one reason. Come up with another unconventional unit to measure this larger object. | In groups, use unconventional units provided by teacher to measure objects in the classroom. Record results and compare to other groups. Write a journal entry about how the group determined which units of measurement to use, giving reasons to support that choice. | In groups, use unconventional units provided by teacher to measure objects in the classroom. Record results and compare to other groups. Write a journal entry about how the group determined which units of measurement to use, giving reasons to support that choice. Discuss with teacher why it is important to have standard units of measurement. | Sample instructional strategies and supports Have students work with a partner on the measuring task. Have students work with a partner on the measuring task. Demonstrate how to use graphic organizer to record information. Model how to write a journal entry to report information. Provide sample sentence structures and vocabulary that can be used in journal entries. Model how to write a journal entry to report information. Provide sample sentence structures and vocabulary that can be used in journal entries. Model how to support opinions with reasons. Grade 2: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, experiences, or events | Deliver simple oral presentations and compose written texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences or events. | Deliver short oral presentations and compose written narratives and informational texts about a variety of texts, topics, experiences or events. | Deliver oral presentations and compose written narratives and informational texts, with some details, about a variety of texts, topics, experiences, or events. | Sample Content-based Participation Goals = Mathematics Lesson Vignette To review the concept of subtraction, students listen to a telling of the story *Ten Sly Piranhas: A Counting Story in Reverse*. Students then retell the story and write a related subtraction problem for each page. Source: Ohio Mathematics Model Curriculum, Instructional Resources and Tools, pg 5; National Council of Teachers of Mathematics: Finding Fact Families) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_2_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Act out part of the story using counters and hand gestures (e.g. counting on fingers). Count the number of piranhas on a given page. With support, write a subtraction problem using numbers. | Retell a part of the story using simple words and phrases. Draw a picture of that part of the story and write one sentence about it using numbers words. | Retell part of the story using simple sentences with some temporal words and linking words. Write subtraction sentences for the page using appropriate math vocabulary (minus, difference, equal). | Retell part of the story using more elaborate vocabulary and sentence structures. After being given a subtraction problem by the teacher (e.g. 7-3=4), student will work with a partner or in a small group to write our own scenario. | Retell part of the story using more elaborate vocabulary and sentence structures. After being given a subtraction problem by the teacher (e.g. 7-3=4), student will work independently to write our own scenario. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Provide sentence structures that can be used for retelling. | Review with the class key vocabulary for mathematical problems. | Provide opportunities for students to practice doing retellings in small group settings. | Provide time for sharing draft scenarios with peers and getting their feedback before completing final draft. | Grade 2: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Ask and answer questions about the meaning of frequently occurring | Determine the meaning of less-frequently occurring words and phrases, | Determine the meaning of less-frequently occurring words and phrases, | Determine the meaning of less-frequently occurring words, phrases, | | phrases, and formulaic expressions in simple oral discourse, read- | words, phrases, and expressions in simple oral discourse, read-alouds,| content-specific words, and some idiomatic expressions in oral | some idiomatic expressions, and (at Grade 3) some general academic and | some idiomatic expressions, and (at Grade 3) some general academic and | | alouds, and written texts about familiar topics, experiences, or | and written texts about familiar topics, experiences, or events, using | discourse, read-alouds, and written texts about familiar topics, | content-specific vocabulary in oral discourse, read-alouds, and written| content-specific vocabulary in oral presentations and written texts | | events, relying heavily on visual aids, context, and knowledge of | context, visual aids, and knowledge of morphology in his or her native| experiences, or events, using context, some visual aids, reference | texts about a variety of topics, experiences, or events, using context, | about a variety of topics, experiences, or events, using context, | | morphology in his or her native language. | language. | materials, and a developing knowledge of English morphology. | some visual aids, reference materials, and an increasing knowledge of | reference materials, and morphology (e.g., root words, some prefixes). | | | | | | | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students listen to an oral reading of *How Long and How Wide?* by Brian Cleary. Then, they sort vocabulary words (rulers, yard stick, meter, inch, feet) Source: Ohio Mathematics Model Curriculum, grade two, p. 12 Measurement Cluster http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_2_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to a read aloud of How Long and How Wide?. Create a chart of | Listen to a read aloud of How Long and How Wide? Create a chart of new| Listen to read aloud. Sort words into teacher directed categories. | Listen to read aloud. Sort measurement vocabulary words into self | Listen to a whole group reading of story. Sort vocabulary words | | new words, such as measure, inch, and foot. Provide picture support | words, such as measure, inch, and foot. Sort words with a partner by | Explain justifications to teacher. Illustrate in math vocabulary journal.| created categories. Create a measurement dictionary. | independently into self generated groups. Create a measurement | | and sort words with a partner by tools used to measure and units of | tools used to measure and unit of measurement ways to measure. | | | dictionary explaining concepts. | | measure. | Illustrate sorts in math vocabulary journal. | | | | Sample instructional strategies and supports | Provide native language support if available. | Provide picture support as needed. | Have students work with partners in creating chart with measurement | Have students work with partners in creating measurement dictionary. | Provide sentence structures that can be used to explain measurement | | Provide list of key words for students to note when listening to | Demonstrate note-taking strategies while listening to oral information.| categories. | terms. | terms. | | information about measurement. | Guide students on creating a chart to sort words into category. | | | | Grade 3: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (at Grade 2), carry out short individual or shared research projects, gathering information from provided sources and labeling information. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording some information/observations in simple notes. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording information/observations in orderly notes. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience or gathering information from multiple sources. | With prompting and support (at Grade 2), carry out short individual or shared research projects, recalling information from experience and/or gathering information from multiple sources. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students find and compare the perimeters of various classroom items (e.g., doors, cabinets, desktops, rugs, computer monitors, bulletin boards, and whiteboards) and communicate their findings through illustrations and charts in their math journals. Source: Ohio’s Mathematics Model Curriculum 3 MD.8 Standards, page 25 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_3_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_3_Math_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Measure classroom objects then draw and label the objects with dimensions and compute perimeters. Use simple descriptive adjectives (e.g., big, small, long short) to label the drawings. | Measure classroom objects, draw, and label and compute perimeters. Record observations on perimeters in math journal using 2-3 simple sentences and including at least one math specific vocabulary word (e.g., inches, perimeter, measure). | Measure classroom objects and compute perimeters. Display information in a logical order on a chart or in a math journal using comparative language (e.g., bigger than, larger, smaller than) in order to compare objects. | After measuring classroom objects and determining the perimeters, students will compare their answers with other groups, and communicate their findings in their math journals and explain any reasons for differences. | Independently measure classroom objects, determine the perimeters. Discuss their findings and write a paragraph about real world applications (e.g., cutting construction paper for a border for a bulletin board). | Sample teaching strategies and supports | Have ELL work with a partner on measuring and labeling task. | Pre-teach math specific vocabulary for this task. | Have ELL work with two or three partners on creating a chart showing results of measurement. | Provide opportunities for students to practice giving oral summary reports of their findings. | Conduct large group brainstorming session on possible real world applications of tasks requiring measurements and calculation of perimeter. | Grade 3: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, simple | Ask and answer questions about the meaning of frequently occurring | Determine the meaning of less-frequently occurring words and phrases, | Determine the meaning of less-frequently occurring words and phrases, | Determine the meaning of less-frequently occurring words, phrases, | | phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, relying heavily on visual aids, context, and knowledge of morphology in his or her native language. | words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, visual aids, and knowledge of morphology in his or her native language. | content-specific words, and some idiomatic expressions in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and a developing knowledge of English morphology. | some idiomatic expressions, and (at Grade 3) some general academic and content-specific vocabulary in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events, using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes). | some idiomatic expressions, and (at Grade 3) some general academic and content-specific vocabulary in oral presentations and written texts about a variety of topics, experiences, or events, using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes). | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students solve word problems using multiplication and division. (Eg. Tom wants to get into shape. On Monday, Tuesday, and Wednesday he ran 4 miles each day. On Thursday and Friday he ran 5 miles each day. How many total miles did he run?) Source: Ohio Mathematics Model Curriculum 3 OA.3 Standards, page 23 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_3_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize numerals independently and understand the problem when presented in pictures or when translated. | Understand simple key words like days of the week and “Tom” and ask questions to determine the meaning of unknown words. Use this information to solve the word problem. | Understand the idiom “get into shape” when teacher acts out the meaning, and can understand the rest of the story problem using context clues and decoding skills (e.g.: total, each). Solve the problem. | Use various strategies to determine word meanings including a dictionary and context clues. Then solve the problem. | Independently reads and solves the word problem using reference material if needed to understand the idiom. | Sample teaching strategies and supports | Have students write the numbers they hear when listening to oral reading of word problems. | Provide examples of question structures and model how to ask for clarification when encountering an unknown word. | Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Have ELL work with peer to create ongoing list of idioms and meanings. | Have students underline unknown words and expressions in word problems and indicate what the meaning might be given contextual and grammatical clues. | Grade 4: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about a familiar topic. | Construct a simple claim about a familiar topic, and give a reason to support the claim. | Construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim. | Construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** Students complete a multi-step math problem and then explain how they approached and solved the problem giving reasons for their approach. Here is a sample problem: Your class is collecting bottled water for a service project. The goal is to collect 300 bottles of water. On the first day, Max brings in 3 packs with 6 bottles in each pack. Sarah wheels in 6 packs with 6 bottles in each pack... About how many bottles of water still need to be collected? Show your work. Source: Ohio Mathematics Model Curriculum 4.OA.3, p.2 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_4_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With bilingual and/or translation support (if available) to understand the word problem, student will use pictures or numerals to solve the problem in a math journal. | Use visuals, simple sentences, and numerals to explain how to approach the problem and state one reason to support their approach, with bilingual or translation support (if available). E.g., “Max brings 3 x 6 = 18 bottles. Sarah brings 6 x 6 = 36 bottles…….” | In a math journal, describe the steps taken to solve the problem using equations, visuals and sentences then provide 1-2 reasons for their approach. | In a math journal, describe the steps taken to solve the problem and give 2 - 3 reasons to support their approach and make a concluding statement. | In a math journal, explain the approach taken and give logical reasons for each step and conclude with a strong statement. Student may write a paragraph, use visuals and/or equations. | **Sample instructional strategies and supports** | Read aloud the word problem. Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary. | Provide sentence structures for explaining steps in solving problem (e.g., “First, multiply ….; then add ….). | Have ELL work with partner on writing steps to solve word problem. | Provide opportunities for practice in small groups. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | Grade 4: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in his or her native language. | Determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and knowledge of morphology in his or her native language. | Determine the meaning of frequently occurring words and phrases and some idiomatic expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words). | Determine the meaning of general academic and content-specific words, phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning of general academic and content-specific words and phrases and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students listen to the teacher present a lesson on addition and subtraction of fractions using visual supports. Students then read the textbook explanation. Complete differentiated vocabulary activities to show understanding of content specific academic vocabulary from the lesson. Differentiated activities include matching words and symbols, and completing an online Quizlet* activity. Source: Ohio Mathematics Model Curriculum 4.NF.3A http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_4_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using translation and/or bilingual support (if available), students will match words and numbers/symbols to show understanding of vocabulary such as “fraction, adds, subtracts, equals”. | Using translation and/or bilingual support (if available), students will match 4-6 words with numbers/symbols to show understanding of “fractions, addition, subtraction, numerator, and denominator”. | Complete a Quizlet* exercise using a dictionary, visual aids in the classroom, and their word knowledge. (e.g.-add/addition, equal/equals) with some assistance from the teacher. | Ask for clarification during the teacher’s oral presentation. E.g. - “What does ‘Fractions are a piece of cake.’ mean?” Complete the Quizlet* using a dictionary and their developing skills in morphology. | Actively listen to the teacher’s presentation and read the textbook explanation. Use dictionaries and word knowledge to determine the meaning of unknown words. Show understanding by independently completing a Quizlet* vocabulary activity. | *Quizlet: Free online learning tools conceptualized by a 15 year-old student. For more information click on the following website link; http://quizlet.com/ Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Have ELL work with a partner the first several times when doing the Quizlet. | Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Provide examples of figurative language (metaphors, similes, adages, proverbs). | Grade 5: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about a familiar topic. | Construct a simple claim about a familiar topic, and give a reason to support the claim. | Construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim. | Construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students complete a real world math problem and then explain in their math journals how they approached and solved the problem giving reasons for their method. Then explain to the class the reason for their approach. Here is a sample problem: *You and your 2 friends want to equally split ½ pound of chocolate. How much would each person get? Show your work. Explain your reasoning.* Source: Ohio Mathematics Model Curriculum 5. N.O. Fractions, 7, p. 12 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With bilingual and/or translation support (if available), solve the problem using pictures or numerals. State the answer. Label pictures with words such as “person, chocolate”. Use gestures/numerals to explain the problem and/or solution. | Use visuals, simple sentences, and numerals to explain how to approach the problem. Give one reason to support their approach, with bilingual or translation support (if available). Share their ideas with a partner. | Describe the steps taken to solve the problem in a math journal, using equations and sentences. Then provide 1-2 reasons for their approach using complete sentences. Share their ideas in a small group. | Describe the steps taken to solve the problem in a math journal. Give 2 - 3 reasons to support their approach and make a concluding statement. Share their ideas in a small group using visuals and complete sentences. | Describe the steps taken to solve the problem in a math journal. Give 3-4 reasons to support their approach and make a concluding statement. Share and defend their ideas in a small group by supporting claims with evidence from visuals. | Sample instructional strategies and supports | Read aloud the word problem. Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary. | Provide sentence structures for explaining steps in solving problem (e.g., “First, divide the fraction by 3; then ……). | Have ELL work with partner on writing steps to solve word problem. | Provide opportunities for practice in small groups. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | Grade 5: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words, phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in his or her native language. | Determine the meaning of some frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events, using context, some visual aids, reference materials, and knowledge of morphology in his or her native language. | Determine the meaning of frequently occurring words and phrases and some idiomatic expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, and base words). | Determine the meaning of general academic and content-specific words, phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning of general academic and content-specific words and phrases and figurative language (e.g., metaphors, similes, adages, and proverbs) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Students listen to the teacher present a lesson (with visual supports) on place value of decimals, and then read the math textbook explanation. Students then complete differentiated vocabulary activities - a matching activity and an online Quizlet activity. Source: Ohio Mathematics Model Curriculum N.O. 5.1 Place value, page 6 [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Grade_5_Math_Model_Curriculum_March2015.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using translation and/or bilingual support (if available), students will match words and numbers to show understanding of “decimal, tenth, hundredth”. | Using translation and/or bilingual support (if available), students will match 4-6 words with numbers to show understanding of content specific math vocabulary such as - “decimal, decimal point, tenth, hundredth, place value”? | Complete a Quizlet (www.quizlet.com) exercise using a dictionary, visual aids in the classroom, and drawing upon their developing skills in using context and morphology. E.g., “The ‘th’ on ‘tenths’ represents 1/10”. | Ask for clarification during the teacher’s oral presentation. E.g., “What does ___ mean?” Complete the Quizlet using dictionaries and their developing skills in morphology. | Shows understanding of the teacher’s oral presentation and the textbook explanation by independently completing a Quizlet vocabulary activity. | Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Have ELL work with a partner the first several times when doing the Quizlet. | Demonstrate how to use context clues to try to figure out unknown words and phrases in a text. | Provide examples of figurative language (metaphors, similes, adages, proverbs). | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices according to task and audience with emerging | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | control, and begin to use frequently occurring general academic and | audience, with developing ease; use an increasing number of general | audience, with increasing ease; use a wider range of general academic | audience, with ease; use a wide variety of complex general academic and | | | content-specific words and phrases in conversations and discussions. | academic and content-specific words and phrases in speech and short | and content-specific academic words and phrases, and maintain | content-specific academic words to express ideas precisely, and | | | | written texts, and show developing control of style and tone in oral or| consistency in style and tone throughout most of oral or written text. | maintain an appropriate and consistent style and tone throughout an oral| | | | written text. | | or written text. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** *Ohio Mathematics Content Statement 6.RP: Understand ratio concepts and use ratio reasoning to solve problems.* Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx The focus is understanding the concept of ratio and using ratio language to solve real world problems. The following problem is presented on the smart board by the teacher. *A necklace has two red beads for every three yellow beads. How many beads are there if the necklace has six red beads?* Class is in groups of two or three to draw and discuss the problem. Groups have large size post it note for recording data. Students share their findings and strategies. Students share the relationships of numbers and how those might change using vocabulary: units, ratio, and quantity; students also discuss whether order matters when discussing ratio. Teacher poses question of how ratios relate to fractions and passes out a recipe that uses ingredients measured in fractions. For practice students complete questions regarding the ingredients in this recipe. As an assessment students make up their own questions/problems with solutions based on the recipe. *Created by S. Vera* | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In a group of two or three listen to discussion of specific math | In a group of two or three listen to discussion of specific math | In a cooperative learning group of three, review the math vocabulary | In a cooperative learning group of three, orally review vocabulary with | In a cooperative learning group of three, orally review vocabulary with | | vocabulary: ratio, unit, fraction, quantity, and recipe. Draw the | vocabulary: ratio, unit, fraction, quantity, recipe and any other | with peers. Draw the beads as directed and express in complete sentences| peers. Complete the bead activity and express orally and in complete | peers. Complete the bead activity and express orally and in complete | | beads as another student reads to him/her. Share the illustration as | academic phrases. Draw the beads and express the pattern verbally to | the pattern and the ratio in a group presentation to the class. | written sentences the pattern and ratio in a group presentation to the | written sentences the pattern and ratio in a group presentation to the | | a partner responds orally to the class. Complete the recipe with | his/her partner. Share the illustration as part of the group. Complete | Independently complete the recipe questions demonstrate and verbalize | class. Answer questions posed by the teacher and express strategies | class. Answer questions posed by the teacher and express strategies | | support from teacher and the group. Demonstrate understanding that a | the recipe with the support of the teacher and the | the understanding that a fraction is another way of expressing a ratio.| used. Verbalize the understanding that a fraction is another way of | used. Verbalize the understanding that a fraction is another way of | | | | Write one question of his/her own based on the recipe. | expressing a ratio. Write and solve a question of his/her own based on | expressing a ratio. Writes and solve a question of his/her own based on | | | | | the recipe. | the recipe. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of math terms. Have students work with a partner in completing the recipe. | | Provide list of key words for students to note when listening to the discussion of math terms. | | Have students work with a partner in completing the recipe. | | Provide students the opportunity to share written questions in small groups. | | Provide feedback on initial drafts of written work and allow students to make revisions based on feedback. | | Provide criteria of a well-written math problem that students can use for self evaluation. | Grade 6: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use an increasing number of intensive pronouns (e.g., myself, | Use intensive pronouns and verbs in the active and passive voices; | | phrases, and verbs, and understand and respond to simple questions. | conjunctions, and prepositional phrases, and produce simple and | (e.g., where, when, why), subordinating conjunctions, and prepositional| ourselves) and verbs in the active and passive voices; place phrases | place phrases and clauses within a sentence, recognizing and correcting | | | compound sentences, with support (including visual aids and | phrases, and produce and expand simple, compound, and a few complex | and clauses within a sentence, recognizing and correcting most | misplaced and dangling modifiers; and produce and expand simple, | | | sentences). | sentences, with support (including modeled sentences). | misplaced and dangling modifiers; and produce and expand simple, | compound, and complex sentences. | | | | | compound, and complex sentences. | | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Standards Content Statement 6.G: Students will solve real world problems involving area, surface area, and volume. Source: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx For a practical experience in calculating area and surface area each student is given a floor plan cut from magazines such as *Better Homes and Gardens* or *Building Ideas*. Using the floor plan each group is assigned a room to replace the floor coverings and to paint the ceiling and the walls. The first task is to calculate the floor, ceiling (8 foot ceilings) and wall area (subtracting the areas of the windows in their floor plans) for their room. The next task is to calculate the amount of materials needed using rounding and one gallon of paint covers about 350 square feet for one coat. The groups will work cooperatively on this project and share out their findings using technology, newspaper ads and magazines as reference sources. http://www.possorio.com/resource/cuin6320/wq5_reflection.html | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | Listen to teacher discussion of floor plan model on the smart board | | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | and the lesson’s vocabulary: area, surface area, length, and width. | | With partner, demonstrate proficiency in calculating surface and | With a partner, demonstrate proficiency in calculating surface and | After the teacher shows a model of a floor plan and reviews the area | After the teacher shows a model of a floor plan and reviews the area | Independently demonstrate proficiency in calculating surface and | | expresses orally when asked how to calculate area. Cut pictures out of | expresses orally when asked how to calculate area. Cut pictures out of | formula, groups of three are formed. With limited support, demonstrate | formula, groups of three are formed. Independently, demonstrate | express orally when asked how to calculate area. Cut pictures out of | | magazines independently and identify various floor coverings, with | magazines, and using simple and compound sentences compare floor | proficiency in calculating surface and expresses orally when asked | proficiency in calculating surface and expresses orally when asked | magazines and, using simple and compound sentences, compares floor | | support from group | covering materials found | how to calculate area. Cut pictures out of magazines or on | how to calculate area. Cut pictures out of magazines or on | covering materials found in magazines or on | | | | |---|---| | **Sample instructional strategies and supports** | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note during the discussion of floor plans. | Provide list of key words for students to note during the discussion of floor plans. Model sentence structures and vocabulary that can be used to compare different kinds of floor plans. | | Model sentence structures and vocabulary that can be used to compare different kinds of floor plans. | Model sentence structures and vocabulary that can be used to compare different kinds of floor plans. | | Provide students the opportunity to share information in small groups. | Provide students the opportunity to share information in small groups. | Grade 7: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language. | Determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language. | Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words). | Determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Content Standards Statement 7.G http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx Teacher will post the learning objective: Students will solve real world problems involving measuring the surface area of models that have different shapes along with vocabulary: surface area, cylinder, rectangular prism, triangular prism, net, and centimeter rulers, measure and calculate. Teacher will ask students what they know about surface area along with how surface area is used in the real world (painting houses, wall papering, and laying tile). Students will be working in pairs and be given various shaped boxes (rectangular prisms and triangular prisms), scissors, rulers and calculators. Each pair of students will start with one box, cutting the box along the edges so that the box is laid out flat. Within each group they will discuss the shapes of each of the faces that make up the net. Then teacher will have ask students how they will find the total surface area of the model, eliciting the response that you must find the area of all the faces and then add to find the total surface area. Pairs will use centimeter rulers to measure each face, calculate the area of each face, recording the area on each face of the model. Finally students will calculate the surface area of their model. When finished students will complete 3”x5” index cards that say “Using words, numbers and/or pictures, explain to your partner how you would find the surface area of this triangular prism.” Teacher will circulate around the room to ensure that students demonstrate understanding of the task and collect the cards at the end of the class as an assessment. Source: http://alex.state.al.us/lesson_view.php?id=26389 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. With this hands-on activity, cut out the model into a net and calculates the | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. With this hands-on activity, cuts out the model into a net and calculate the | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. With this hands-on activity, cut out the model into a net and calculate the | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. Contribute to the class discussion, citing how surface are is used in real | Listen to the review of the formulas for the area of a rectangle, triangle and circle by posting on the smart board. Contribute to the class discussion, citing how surface are is used in real | | Surface area with the support of his/her partner and the teacher. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card “Surface area = ___x___ + ___” using pictures, number, etc. | Surface area along with and with the support of his/her partner and the teacher. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card. Complete the following framed sentence on the task card, “You can find the surface area of the rectangular prism by ___” completing task with the formula for area of a rectangle and the multi-step problem solution. | Surface area along with and with the support of his/her partner and the teacher. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card. Write the numeric expressions on the task card in his/her own words using academic vocabulary in simple sentence form. | World situations. With this hands-on activity cut out the model into a net and calculate the surface area. Complete this activity independently and shares information with his/her partner. For the assessment, show how the surface area is calculated by writing the numeric expressions on the card, using academic vocabulary in simple and complex sentence form. | World situations demonstrating knowledge of content specific vocabulary and processes. With this hands-on activity cut out the model into a net and calculate the surface area. Complete this activity independently and shares information with his/her partner. For the assessment, shows how the surface area is calculated by writing the numeric expressions on the card, using academic vocabulary in simple and complex sentence form. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of math activity. Have students work with a partner in completing the calculation of areas. | Provide list of key words for students to note when listening to the discussion of math activity. Have students work with a partner in completing the calculation of areas and explanation. | Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. Have students read aloud their explanations of calculations of area of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. Have students read aloud their explanations of calculations of area of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Demonstrate how to use context, reference materials, and knowledge of morphology to help determine meaning of unknown words; have students practice with different academic texts. Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. | ### Grade 7: Standard 9 **An ELL can create clear and coherent grade-appropriate speech and text.** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support (including context and visual aids) using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences. | Recount a brief sequence of events in order, and introduce an informational topic, present one or two facts about it, and provide a concluding statement, with support (including sentences), using, with emerging control, some commonly occurring linking words (e.g., next, because, and, also). | Recount a short sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with a few facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, in order to, as a result). | Recount a more detailed sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a concluding section or statement, using, with increasingly independent control, a variety of transitional words and phrases to connect events, ideas, and opinions (e.g., however, on the other hand, from that moment on). | Recount a complex sequence of events or steps in a process, with a beginning, middle, and an end, and introduce and effectively develop an informational topic with facts and details, and provide a concluding section or statement, using a wide variety of transitional words and phrases to show logical relationships between events and ideas. | ### Sample Content-based Participation Goals – Mathematics Lesson Vignette **Mathematics Content Statement 7.G** [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx) Teacher will post the learning objective and content vocabulary on the smart board: Students will demonstrate understanding for the formula for the area of a circle and use this and estimation to solve problems. Teacher leads class discussion on posted vocabulary: circumference, radius of a circle, area of a circle, compass, and estimate. Teacher distributes centimeter graph paper, calculators, and compasses to groups of two students. Teacher directs students to draw circles on the centimeter squared paper with radii of 4 centimeters, 3 centimeters and 6 centimeters as she models this on the smart board. Teacher then asks students how they would find the area of these circles. Students respond by approximating the number of squares that are inside the circle. Students then respond with their estimates for the area of the circles using the centimeter graph paper. Teacher asks if students recall the formula for the area of a circle and students respond with $\pi r^2$, $r=2$... Teacher directs students to find actual area of these circles using 3.14 for $\pi$ and compare their estimates with the actual area of the circles. Teacher checks for understanding by going around the room. Students will choose two of the vocabulary words and complete a KWL Chart. *Introduction to Communication Grades 6-8, The Math Standards Series,* Susan O’Connell, Suzanne G. Groskey, Heinemann | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the learning objective and posted vocabulary. Draw circles with support from the partner or the teacher. Estimate area of the circle by counting centimeter squares. State formula for the | Listen to the learning objective and posted vocabulary. Draw circles with support from the partner or the teacher. Estimate area of the circle by counting centimeter squares. State formula for the | Listen to the learning objective and posted vocabulary. Draw circles using the teacher as a model. Estimate area of the circle by counting centimeter squares. State formula for the area of a circle and | Listen to the learning objective and posted vocabulary. Draw circles independently. Estimate area of the circle by counting centimeter squares. State formula for the area of a circle and | Listen to the learning objective and posted vocabulary. Draw circles independently. Estimate area of the circle by counting centimeter squares. State for the area of a circle and respond when asked this | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | area of a circle (or may need support from the partner or the teacher). Calculates circle area with the calculator. Completes a framed sentence: “The area of a circle is _____.” | area of a circle (or may need support from the partner or the teacher). Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary. | responds when asked this question. Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary and writing the steps of calculating the area of a circle in logical order. | responds when asked this question. Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary and writing the steps of calculating the area of a circle in logical order. | question. Calculate circle area with the calculator. Complete the KWL Chart using phrases containing content vocabulary and writing the steps of finding the area of a circle in logical order. Explain orally the steps in finding the area of circle. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Provide list of key words for students to note when listening to information about finding the area of a circle. | Provide list of key words for students to note when listening to information about finding the area of a circle. Explain and model the use of a KWL chart. | Explain and model the use of a KWL chart. Model how to use transitional words to connect sentences in describing steps in a mathematical process. | Model how to use transitional words to connect sentences in describing steps in a mathematical process. | Provide opportunities for students to practice explaining steps in mathematical processes. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices according to task and audience with emerging | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | control, and begin to use frequently occurring general academic and | audience, with developing ease; use an increasing number of general | audience, with increasing ease; use a wider range of general academic | audience, with ease; use a wide variety of complex general academic and | | | content-specific words and phrases in conversations and discussions. | academic and content-specific words and phrases in speech and short | and content-specific academic words and phrases, and maintain | content-specific academic words to express ideas precisely, and | | | | written texts, and show developing control of style and tone in oral or| consistency in style and tone throughout most of oral or written | maintain an appropriate and consistent style and tone throughout an | | | | written text. | text. | oral or written text. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** *Ohio Mathematics Standards Content Statement 8.G:* [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx) Students will be discovering the Pythagorean Theorem using manipulatives. They will use the theorem to identify right triangles and find the missing side lengths of right triangles. Students will recognize when the use of the Pythagorean Theorem is appropriate, i.e. can only be used with right triangles. Students will be able to find the distance between two points on the coordinate plane. Students will be drawing right triangles on grid paper labeling: legs, hypotenuse, sides a, b, c, and the right angle. Students will recall the Pythagorean Theorem with a partner (, \(a^2 + b^2 = c^2\)) and discuss its mathematical meaning with a partner. [http://www.shodor.org/interactivate/lessons/PythagoreanTheorem/](http://www.shodor.org/interactivate/lessons/PythagoreanTheorem/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use some mathematical vocabulary: triangle, angle, side, length, right | Use mathematical vocabulary (triangle, right triangle, angle, side, | Explain to a partner how to use the Pythagorean Theorem to find the | Demonstrate understanding of the mathematical vocabulary and the | Demonstrate understanding of the mathematical vocabulary and the | | angle, hypotenuse with support of a partner and visual aids. Label | length, and hypotenuse and Pythagorean Theorem) in simple sentence. | length of a side of a right triangle. Independently solve problems | concept of the Pythagorean Theorem and how to solve for missing | concept of the Pythagorean Theorem and how to solve for missing | | right angles, sides, angles, and the hypotenuse with a partner. | With a partner, apply \(a^2 + b^2 = c^2\) in order to find the length | using this theorem. Justify his/her process using mathematical | measurements in triangular problems using clear oral and written | measurements in triangular problems using clear oral, written, concise | | Complete framed sentences such as A ___________ ___________ has one | of a side. | vocabulary and correct notations within this task. | explanations. Demonstrate an understanding that the Pythagorean | responses. Demonstrate an understanding that this theorem is only used | | 90 degree angle. | | | Theorem is only used with right triangles. With a partner write and | with right triangles. Write and present their own problems using this | | | | | present their own problems using this theorem when requested. | theorem when requested. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to information relating to math lesson. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to information relating to math lesson. Discuss the difference between informal language and formal mathematic language forms and vocabulary. | | Discuss the difference between informal language and formal mathematic language forms and vocabulary. Model describing geometric figures with appropriate vocabulary. | Discuss the difference between informal language and formal mathematic language forms and vocabulary. Model describing geometric figures with appropriate vocabulary. | | Provide criteria of a well-written mathematical problem that student can use for self evaluation during the writing process. | Grade 8: Standard 8 An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events, relying heavily on context, visual aids, and knowledge of morphology in their native language. | Determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and knowledge of morphology in their native language. | Determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events, using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes, roots, base words). | Determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events, using context, reference materials, and an increasing knowledge of morphology. | Determine the meaning (including the figurative and connotative meanings) of general academic and content-specific words and phrases, idiomatic expressions, and figurative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events, using context, reference materials, and knowledge of morphology. | Sample Content-based Participation Goals – Mathematics Lesson Vignette Ohio Mathematics Standards Content Statement 8.G http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx Teacher will post the learning objective: Students will understand the relationships of the surface area and the volume of a cylinder and will able to identify and apply the formula in construction problems. Teacher will post/review terms using visual aids) and formulas: *area of a circle* ($A=\pi r^2$), *base*, *circle*, *cylinder*, *circumference* ($C=\pi d$), *diameter*, *Pi* ($\pi = 3.141593$ or $3.14$), *radius*, *volume* ($V=Bh$) …Volume equals area of the base times the height of the cylinder). Then teacher will use a plywood circle prop to show the relationship of the diameter (10 in.) and the circumference (10$\pi=31.415$in.). Using calculators and posted formula have students working in pairs determine the area of the circle, reminding them to square the radius before multiplying by $\pi$. Teacher will check for understanding by walking around the classroom. Then the teacher will draw a cylinder with the base, radius and height labeled while explaining the process of finding volume of a cylinder, followed by a demonstration. Using a 2” diameter 12” inch long PVC pipe with an end cap and approximately one quart of white sand teacher asks students to predict the volume, and then pours the sand into the pipe slowly stopping to ask students how much more sand it will hold until the PVC pipe is full. Students will be ready to apply knowledge to practice working in teams to solve: 1. Find the area of a circle with a radius of 15 “. 2. What is the volume of a cylinder used for storing kerosene that has a diameter of 3’ and is 4’ long? Round to the nearest cubic foot 3. Name an occupation that would be using the volume of a cylinder on a regular basis. http://www.sharemylesson.com/article.aspx?storyCode=50005647 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the vocabulary and the formulas that are posted with the additional visual aids. Mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | Recognize the vocabulary and the formulas that are posted with the additional visual aids. The mathematical formulas may be familiar to the student if their | | Language uses the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work with partner to complete problems #1 and #2 and complete a framed sentence to respond to #3. A ___________ uses the volume of a cylinder. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work with partner to complete problems #1 and #2 and complete a teacher-made multiple choice question to respond to #3. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work independently to complete problems #1 and #2 and respond to #3 by writing a simple sentence using general academic and content specific words and phrases. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and works with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work independently to complete problems #1 and #2 and respond to #3 by writing a compound or complex sentence using general academic and content specific words and phrases. | Language utilizes the same mathematical symbols. Listen to teacher demonstration and work with a partner to calculate (using calculators) the volume of a cylinder (multi-step process). Work independently to complete problems #1 and #2 and respond to #3 by writing a complex sentence using general academic and content specific words and phrases. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of math activity. | Provide list of key words for students to note when listening to the discussion of math activity. | Have students read aloud their explanations of calculations of volume of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. Have students read aloud their explanations of calculations of volume of different objects, and provide opportunities for other students to summarize what they understand from other students’ presentations. | Demonstrate how to use context, reference materials, and knowledge of morphology to help determine meaning of unknown words; have students practice with different academic texts. Model the taking of notes during an oral presentation, and demonstrate how to use the notes to summarize the key points of a presentation. | An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts. | Use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text. | Use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text. | Sample Content-based Participation Goals – Mathematics (Algebra) Lesson Vignette Algebra Seeing Structure in Expressions A-SSE: Interpret the structure of expressions At the onset of this lesson, each pair of students and/or individual student will be provided the following two questions to answer as a warm-up activity on Quizlet and on the Smart Board: 1. Convert the following statement into a mathematical expression: \[ \text{Difference of five times a number } n \text{ and ten.} \] 2. Convert the following mathematical expression into a statement: \[ \frac{x}{6x-5} \] Additionally, the following academic vocabulary will be made available on Quizlet: factors, coefficients, convert mathematical expression, difference, and statement. Students then will review these vocabulary words on Quizlet to match them to their correct examples. Source: [http://www.shmoop.com/common-core-standards/handouts/a-sse_worksheet_1.pdf](http://www.shmoop.com/common-core-standards/handouts/a-sse_worksheet_1.pdf) Once they have adequate time to review the questions, students will be asked to recognize and define the following terms: factors, coefficients, convert mathematical expression, difference, and statement. After viewing a video about savings accounts, students will complete a multi-step real-life problem about calculating compound interest on a savings account. Sources: [http://www.bankrate.com/finance/video/banking/what-is-savings-account.aspx](http://www.bankrate.com/finance/video/banking/what-is-savings-account.aspx) Ohio Mathematics Standards [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Solve the two warm up problems with a partner. Write the definitions of | Solve the two warm up problems with a partner. Write the definitions of | Solve the two warm up problems with a partner. Write the definitions of | Solve the two warm up problems. Write the definitions of | Solve the two warm up problems. Write the definitions of | An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |----------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about a familiar topic. | Construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement. | Construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counterclaim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented. | **Sample Content-based Participation Goals – Mathematics** **Lesson Vignette** **Number and Quantity: The Real Number System** N-RN: Extend the properties of exponents to rational exponents. Goal #1: Students can apply properties of exponents to simplify algebraic expressions with fractional exponents. Students will know properties of exponents, operations on fractions, and order of operations. Students will understand that properties of exponents are the same for integer and rational exponents. More specifically they will: - Explain how integer exponent properties apply to rational exponent properties. - Use adding, subtracting, and multiplying fractions - Simplify Algebraic Expressions and Rational Exponents Students will need to know the following academic vocabulary to be successful in learning this goal: rational, index, radical, and radicand, simplify expressions, integer, and exponents. Goal #2: Students will use properties of rational exponents to solve real-life problems, such as finding the surface area of rocks in the following problem: Geologists study characteristics of various rocks. One way of comparing different rocks is to compare their sizes. For example, a rock’s surface area $S$ (in square centimeters) can be approximated by the model $S = km^{-3/2}$ where $m$ is the mass (in grams of the rock) and $k$ is a constant. The values of $k$ for several rock formations are given in the table. | Rock Type | Metamorphic Rock | Sedimentary Rock | Igneous Rock | |---------------|------------------|------------------|--------------| | $k$ | 11.5 | 64.3 | 54.1 | Approximate the surface area of a sedimentary rock that has a mass of 5 kilograms, the surface area of metamorphic rock that has a mass 10 kilograms and the surface area of an igneous rock that has a mass of 2 kilograms. From this information, determine which of the rocks is greatest in size and smallest in size. Source: Ohio Mathematics Standards, p. 53 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a peer, simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | With a peer, simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | Verbally share three or more ideas they know about the algebraic expression with fractional exponents that is written on the Smart Board. | Verbally shares four to seven ideas about the algebraic expression with fractional exponents that is written on the Smart Board. | Verbally share six to seven ideas about the algebraic expression with fractional exponents that is written on the Smart Board. | | With a partner, create 1-2 simple sentence responses the explanation of the mathematical calculations. | Create 3-4 simple sentence responses that explain the mathematical calculations and verbally communicate them to their partner. | Simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | Simplify the algebraic expression by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | Simplify the algebraic expression individually by using multiple means of representation to construct their responses on the worksheet provided by the teacher. | | With another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation to their constructive responses. | With another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation to their constructive responses. | Creates 3-4 compound sentence responses that explain the mathematical calculations and verbally communicate them to their partner. | Verbally applies these terms when describing their algebraic expression to another student. Their responses should be stated orally in at least 5-7 complex sentences. | Verbally applies these terms when describing their algebraic expression to another student. Their responses should be stated orally in at least 8-10 complex sentences. | | Uses properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. | Once they share their explanations with another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation and see if they had verbally explained their mathematical calculations correctly. | Once they share their explanations with another pair of students, record themselves on Audacity, so that the teacher can review their oral presentation and see if they had verbally explained their mathematical calculations correctly. | Following this activity, writes a short 6-10 sentence paragraph of what they already know about the different rock formations. They will then share their paragraphs with a peer. | | Record themselves on Audacity explaining which rocks are greatest in size and smallest in size. Their responses should include at least 1-2 simple sentences. | Record themselves on Audacity explaining which rocks are greatest in size and smallest in size. | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas and record answers on the KWL charts. | Following this activity, writes a short 4-5 sentence paragraph of what they already know about the different rock formations. They will then share their paragraphs with a peer. | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. Writes their conclusions in complex sentences. | | Use properties of rational exponents to determine which of the rocks located on the table in their worksheets have the largest and smallest surface areas. | Records themselves on Audacity explaining which rocks are greatest in size and smallest in size. Their responses should include at least 3-4 complex sentences. | Orally explain which of the rocks are greatest in size and smallest in size. Their responses should include at least 4-6 complex sentences. | Orally explain which of the rocks are greatest in size and smallest in size. Their responses should include at least 7-10 complex sentences. | . | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Have students access a Quiz let lesson so they can hear academic vocabulary related to math functions. | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Have students access a Quiz let lesson so they can hear academic vocabulary related to math functions. | | Have students access the game mode of Quiz let and so they can test their knowledge of the definitions of math terms. Provide examples of writing that illustrate the use of facts and reasons to support a claim. | | Have students access the game mode of Quiz let and so they can test their knowledge of the definitions of math terms. Provide examples of writing that illustrate the use of facts and reasons to support a claim. | | Have students access the game mode of Quiz let and so they can test their knowledge of the definitions of math terms. Provide feedback on initial drafts of written explanations and allow students to make revisions for final draft. | An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh-questions. | Participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed. | Participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues; build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed. | Participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues; build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed. | **Sample Content-based Participation Goals—Math** **Math (Functions): Interpreting Functions F-IF, F-BF** Source: Ohio Mathematics Standards, Model Curriculum, Functions http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Functions_Model_Curriculum_March2015.pdf.aspx Students participate in “The Function Game” to create an input, output table and to identify a function. Teacher (or class leader) has a function in his or her head. The function is kept secret from the rest of the class (ex: \( y = x^2 \)). Leader posts input-output chart on the board and calls on class member to supply input values. When student gives input, leader responds by saying output value and writing the value on the board. (Leader uses graphing calculator or spreadsheet to program each function to cut down on mistakes and avoid giving hints.) Continue until a student indicates that he knows the function; at that point, the leader gives the input, and the student provides an output value. Input-output continues until majority of class understand the function. Teacher calls on as many students as possible to ensure that all understand the function. Source: http://betterlesson.com/lesson/452395/the-function-game | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given a partially completed input-output chart for the function, supply input values to be solved by the class. | Given a blank input-output chart for the function, supply input and output values to be solved by the class; record function when revealed. | Listening to classmates, record input-output values during class discussion. | Participate in class game after seeing 1-2 classmates give input model. | Participate fully in the game (even as leader), giving both input and output values. | | Listening to classmates, record missing input-output values during class discussion and Record function when revealed. | May voluntarily participate in class game. | Participate in class game after seeing several classmates give input and/or output model. | Independently or with some prompting, state complex functions with correct algebraic terms and vocabulary (2 or more variables and 2 or more functions). | State the equation for the function, using all of the correct algebraic terms, vocabulary (ex: “equals”, “squared”, “divided by”). | | Given the function and one value, state “yes” or “no” to tell whether the corresponding value is correct. | Then, given the function and one value, state “yes” or “no” to tell whether the corresponding value is correct. | With some support, state more complex functions with correct algebraic terms and vocabulary (2 or more variables and 2 or more functions). | With support and/or prompting, state the thought process which he used to discover the function using multiple simple sentences, several pre-taught vocabulary and algebraic terms. | Using complex sentences, explain the thought process which he used to discover the function, “First I multiplied by 3, but that answer was wrong, so . . .”. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available | Model sharing information and asking questions during a group discussion. | Model using transition phrases to add ideas to statements in a group discussion (e.g. “Another example is …”). | Provide time for sharing information and asking questions with a partner or in a small group setting. | |-----------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------| | Have students work with partner to record missing input-output values during class discussion. | Have students work with partner to record missing input-output values during class discussion. | | | | An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about a familiar topic. | Construct a claim about familiar topics: introduce the topic and give a reason to support the claim, and provide a concluding statement. | Construct a claim about familiar topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Construct a substantive claim about a variety of topics: introduce the claim and distinguish it from a counterclaim, provide logically ordered and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a conclusion that summarizes the argument presented. | Sample Content-based Participation Goals—Math Lesson Vignette **Math (Geometry):** Similarity, Right Triangles, and Trigonometry G-SRT Source: Ohio Mathematics Standards, Model Curriculum, Geometry [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Geometry_Model_Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Geometry_Model_Curriculum_March2015.pdf.aspx) Students will be able to use similar right triangles to prove the Pythagorean Theorem, and then work on identifying common student errors when using the theorem. Given a diagram of a large right triangle that includes two internal, right triangles (created by drawing an altitude to the hypotenuse), and the class will prove the Pythagorean Theorem. The class will work in small groups to prove that $a^2 + b^2 = c^2$. After groups have met, volunteers from each group will explain how their group proved the theorem to the whole class. Students will then review an example student paper where the student has made mistakes in finding one side of the right triangle. Students will identify the mistake, explain how the mistake was made, and tell the correct answer. Source: [http://betterlesson.com/lesson/448030/prove-it-part-2](http://betterlesson.com/lesson/448030/prove-it-part-2) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Given labeled diagram and of the triangle(s) to be discussed, copy labels onto a blank copy of the diagram using pre-taught vocabulary. Join a teacher-selected group; observe as group works to prove theorem. | Given a blank copy of the diagram and word bank, listen to teacher lecture/classroom discussion and labels the triangle(s) using pre-taught vocabulary. Join a teacher-selected group; observe as group | Given a blank copy of the diagram, listen to teacher/classroom discussion and labels the triangle(s) using pre-taught vocabulary. Join a teacher-selected group; observe and/or use simple sentences and | Participate in the lesson, With a partner, share spokesperson duties for a small group. With model sentences and/or clauses using “because,” defend at least one individual answer from the | Participate fully in the lesson, even as the spokesperson of a small group. Speak in complete sentences and/or clauses using “because,” using pre-taught vocabulary. | | Work with a partner to partially complete worksheet. Given word bank with “correct” and “incorrect”, identify correct and incorrect calculations on a worksheet. Tell correct answer for at least one problem. | and/or use single words and phrases to prove theorem Work with a partner to partially complete worksheet. Given word bank with “correct” and “incorrect”, identify correct and incorrect calculations on a worksheet. Tell correct answer for several questions. Explain mistakes in a simple sentence by following model (i.e., “A² equals ___.” or “The altitude equals __________.”) | phrases to prove theorem. Given word bank with “correct” and “incorrect”, independently identify correct and incorrect calculations on a worksheet. Tell correct answer for several questions. Using paragraph frames, student can produce claims and complex supporting statements, like “The problem is (not) correct because A² equals __________.” | worksheet. Speak in phrases and clauses, using pre-taught vocabulary. | | --- | --- | --- | --- | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available Provide sample sentence structures to express opinions (I believe that _____ is correct.) | Model the stating of a claim with supporting reasons. | Provide opportunities for students to share completed paragraph frames with partners. | Provide opportunities for students to practice giving their presentations. Give feedback that can be used to make improvements for final presentation. | Provide criteria of a well-presented claim with supporting reasons that students can use to evaluate each other’s presentations. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis. | Analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis. | Analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis. | **Sample Content-based Participation Goals—Math** **Lesson Vignette** **Math (Statistics):** Making inferences and justifying conclusions S-IC Source: Ohio Mathematics Standards, Model Curriculum, Statistics [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Statistics-and-Probability_Model-Curriculum_March2015.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/High_School_Statistics-and-Probability_Model-Curriculum_March2015.pdf.aspx) Students participate in a reenactment of a real world statistical study in the 1850’s AND learn about flaws and fallacies in statistical thinking. After role play, the students gather in groups of three. Each person in the group is handed a different scenario to present to the other two. The students are instructed that for the next 25 minutes, they will be members of a student council on academics. Their job is to assess the validity of the statistical data being presented. (All of the scenarios have issues!) Students may discuss each scenario for 8 minutes. At the end of the group discussion time, whole class analyzes the scenarios (projected at the front of the classroom) As the whole class brings up reasons to invalidate the data for each problem, teacher lists points on the board (PARTIAL list of flaws and fallacies in statistical thinking is created) The students will use this list in their homework, so they should take careful notes. Source: [http://cc.betterlesson.com/lesson/448252/role-play-plus-flaws-and-fallacies-in-statistical-thinking](http://cc.betterlesson.com/lesson/448252/role-play-plus-flaws-and-fallacies-in-statistical-thinking) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With an English dominant partner, assume role of a cholera victim in the enactment. Join teacher-selected group of four students. Given one simplified statistical scenario (including margin notes, | With an English dominant partner, assume a mostly silent role--cholera victim, contaminated well, clean well--in the reenactment. Repeat model responses. Join teacher-selected small group of four students. | Assume a silent or responsive role in the reenactment. If speaking, use a sentence frame to express relevant information (ex., “I drink water from the ____________ well.) Given simplified scenarios (margin notes, | Assume a silent or responsive role in the reenactment. Following at least one peer, speak to express relevant information. Join a group of three students. After at least one other | Assume any role in the reenactment. Join a group of three students and participate in discussion, including presenting his scenario to group-mates, and identifying the predicate flaw. | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Given simplified statistical scenarios (including margin notes, illustrations, definitions of highlighted words) complete cloze sentence to highlight the faulty predicate in each of the scenarios. Copy some of the flaws from the board. | Given simplified statistical scenarios (including margin notes, illustrations, definitions of highlighted words), complete a cloze sentence to highlight the faulty predicate in each of the scenarios. Copy some of the flaws from the board. | Given simplified statistical scenarios (including margin notes, illustrations, definitions of highlighted words), join a group of three students. After at least one other student models the presentation, present his scenario. Complete cloze sentences to highlight the faulty predicate in each of the scenarios; later-- using cloze sentences for a prompt--participate in whole class discussion of flaws. Copy most of the flaws from the board. | Student models the presentation, present his scenario and identify the flaw/fallacy. Participate in whole class discussion of flaws. Student may need some modeling or prompting when he or she gives response. Copy most of the flaws from the board. | Participate in whole class discussion of flaws. Copy flaws from the board. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Review and provide feedback on students’ first drafts of complete cloze sentences; allow students to make corrections. | Lead class discussion on how to identify and analyze evidence provided to support a claim. Model sharing information and asking questions during a group discussion. | Lead class discussion on how to identify and analyze evidence provided to support a claim. | CONTENT-BASED PARTICIPATION GOALS FOR ELLS BASED ON THE NEW ELP STANDARDS SCIENCE DRAFT Grade K: Standard 3 An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information or feelings about familiar topics or experiences. | Communicate simple information or feelings about familiar topics, experiences, events, or objects in the environment. | Communicate information or feelings about familiar topics, experiences, or events. | Tell or dictate simple messages about a variety of topics or experiences. | Make simple oral presentations and compose short written texts about a variety of topics, experiences, or events. | Sample Content-based Participation Goals - Science Lesson Vignette Students make or use different weather tools throughout the weather unit (rain gauge, thermometer, anemometers). They demonstrate their understanding that temperature, wind and precipitation are different ways to measure weather. Source: Ohio New Learning Standards - Science http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Match pictures or actual tools with corresponding picture cards. For example, match a picture card of the wind to an anemometer, and precipitation to a rain gauge. Record picture cards in science journal. | Verbally identify tools to measure weather in a whole group discussion. Illustrate tools and weather in science journal. | Identify corresponding tools used to measure various weather patterns. Complete science journal, using the prompt “I use a _______ to measure _______.” Illustrate and share with a partner. | Select one weather tool and write 1-2 sentences describing the tool and its purpose. Record in science journal. Share with a partner. | Select two weather tools and write 1-2 sentences describing the tools and their purpose. Record in science journal. Present information to large group. | Sample instructional strategies and supports Use picture cards to teach weather related vocabulary Use picture cards to teach names of tools to measure weather. Allow students to discuss weather tools with a partner. Model both oral and written sentences to describe purpose of a weather tool. Model both oral and written sentences to describe purpose of a weather tool. Provide criteria of effective presentations. Allow students to practice presentations in small-groups and evaluate presentations using criteria Grade K: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | With prompting and support, identify a reason an author or speaker gives to support a point. | With prompting and support, identify appropriate reasons an author or speaker gives to support main points. | Sample Content-based Participation Goals – Science Lesson Vignette Students design an environment that will support a classroom pet. They provide for all of its needs including but not limited to food, water, air, shelter, cleanliness and safety. Source: Ohio’s New Learning Standards – Science, Kindergarten, p.15 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | NA | NA | NA | Listen to a teacher presentation about creating a proper environment for a class pet. Identify a reason why such an environment would be appropriate. (e.g. A hamster needs a wheel so that it can get exercise). | Listen to a teacher presentation about creating a proper environment for a class pet. Identify multiple reasons why such an environment would be appropriate. (e.g. A hamster needs a wheel so that it can exercise. It will need to be kept in an enclosed space so that it doesn’t get loose.) | Sample instructional strategies and supports | | | | Model presentation of an idea with supporting reasons. Guide students in identifying the supporting reasons. | Model presentation of an idea with supporting reasons. Guide students in identifying the supporting reasons. | Grade 1: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Understand and use a small number of frequently occurring nouns and verbs, and very simple sentences; and respond to simple questions, with support (including context and visual aids). | Recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., *and*, *but*, *or*), and produce simple sentences, with support (including visual aids and sentences). | Use some singular and plural nouns, verbs in the present and past tenses, frequently occurring prepositions and conjunctions, and produce and expand simple sentences in response to prompts, with support (including modeled sentences). | Use an increasing number of singular and plural nouns with matching verbs, verb tenses (e.g., present, past), and frequently occurring prepositions and conjunctions, and produce and expand simple and some compound sentences in response to prompts. | Use singular and plural nouns with matching verbs, verb tenses (e.g., present, past, future) and frequently occurring prepositions and conjunctions, and produce and expand simple and compound sentences in response to prompts. | Sample Content-based Participation Goals – Science Lesson Vignette Students listen to a read aloud of *I Fall Down* (Vicki Cobb) and make inferences on how objects move (e.g. higher to lower, in a straight line) Source: Ohio Science Standards. Grade 1, p.35 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Ohio Resource Center. Science Bookshelf. Physical Science http://www.ohiorc.org/bookshelf/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | While reading the book, use hand gestures to indicate the meaning of some of the movement words (*up, down, pull*). Participate in a game of Simon Says. | Participate in activities taken from the story, and then discuss what happened using frequently occurring words and phrases. Write a few simple sentences correctly using a few words from the story (*up, down.* ) | Participate in some activities in the story and explain what happened: fill in a cloze passage that correctly uses many of the words in the story (*up, down, pull, weight, heavier.*) | While listening to the story, engage in conversations about observations made. Write a about a part in the story correctly using targeted vocabulary (*up, down, pull.*) | While listening to the story, engage in conversations about observations made. Write a story that correctly uses many of the words in the story (*up, down, pull, weight, and heavier).* | Sample instructional strategies and supports | Demonstrate the game of Simon Says. Have students take turns being the leader. | Provide examples of sentences describing past events. | Provide examples of descriptive writing that illustrate use of prepositional phrases and conjunctions. | Have students work with a partner in writing the story. | Provide criteria of a well-written story that students can use for self evaluation during the writing process. | Grade 2: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support, carry out short individual or shared research projects, gathering information from provided sources and labeling information. | With prompting and support, carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording some information/observations in simple notes. | With prompting and support, carry out short individual or shared research projects, recalling information from experience or gathering information from provided sources, and recording information/observations in orderly notes. | With prompting and support, carry out short individual or shared research projects, recalling information from experience or gathering information from multiple sources. | With prompting and support, carry out short individual or shared research projects, recalling information from experience and/or gathering information from multiple sources. | Sample Content-based Participation Goals – Science Lesson Vignette Students deliver an oral presentation and compose a written report on an extinct organism, comparing it to an organism that is alive today (e.g. the relationship between elephants and mammoths). Source: Ohio Science Standards, Grade two, Life Science http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support and second language support, find pictures on the Internet of an elephant and mammoth. Label these pictures on paper or in PowerPoint. Identify a few basic characteristics of the animals (e.g. eyes, ears, and trunk). | In pairs and with second language support, find 2-3 similarities between elephants and mammoths. Using simple words and phrases, and pictures, complete a chart template in PowerPoint (2 slides). | In pairs, find 2-3 similarities between elephants and mammoths using a few sources (books, websites, photographs, videos). Record findings in a simple PowerPoint template provided by the teacher and type a few simple sentences about the animals (2-3 slides). | In pairs, explore and compare the relationship between elephants and mammoths using a variety of sources (books, websites, photographs, videos). Following the teacher’s written guidelines, create a 3-5 slide PowerPoint presentation on two animals’ environments and their similarities. | In pairs, explore and compare the relationship between elephants and mammoths using a variety of sources (books, websites, photographs, videos). Following the teacher’s written guidelines, create a 3-5 slide PowerPoint presentation on the two animals’ environments and their similarities. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Demonstrate the use of a chart or other graphic organizer to show similarities and differences. | Provide sentence structures for describing animals and have student practice using structures to share information. | Provide list of academic terms that would be appropriate for describing animal characteristics. | Provide time for sharing drafts of PowerPoint presentations with peers and getting their feedback before completing final presentation. | Grade 2: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Show increasing awareness of differences between informal, ‘playground | Compare examples of the formal and informal use of English, and (at | Adapt language choices, as appropriate, to formal and informal contexts,| Adapt language choices, as appropriate, to formal and informal contexts,| | reading, and being read to. | speech’ and language appropriate to the classroom; use some words | Grade 3) use an increasing number of general academic and content- | and (at Grade 3) use a wider range of general academic and content-specific| and (at Grade 3), use a wide variety of general and content-specific | | | learned through conversations, reading, and being read to. | specific words in conversations and discussions. | words in conversations and discussions. | academic words and phrases in conversations or in short written texts. | Sample Content-based Participation Goals – Science Lesson Vignette Students compare the different appearances of clouds (shapes, sizes, shades of white/gray). They document their observations over a period of time to find if there is a relationship between the characteristics of the clouds and the weather (storms, precipitation types and/or amounts). Source: Ohio Science Standards, Grade two http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Observe cloud patterns over a given time and document in science journal using pictures. Discuss in whole group the differences between formal and informal language used in the journal and report. | Observe cloud patterns over a given time and document in science journal using pictures, basic words, and sentences. Label the types of clouds in the type of journal using vocabulary list provided by teacher. Complete sentence frames about clouds. Share with partner. | Observe cloud patterns over a given time and document in science journal using informal vocabulary and pictures. Use results to write a short report on weather patterns and clouds using an increasing range academic vocabulary (cloud names, precipitation). Discuss in whole group the differences between formal and informal language used in the journal and report. | Observe cloud patterns over a given time and document in science journal using informal vocabulary and pictures. Use results to write a report on weather patterns and clouds using a wider range academic vocabulary (cloud names, precipitation). Discuss in whole group the differences between formal and informal language used in the journal and report. | Observe cloud patterns over a given time and document in science journal using informal vocabulary and pictures. Use results to write a detailed report on weather patterns and clouds using a wide range of academic vocabulary (cloud names, precipitation). Discuss in whole group the differences between formal and informal language used in the journal and report. | Sample instructional strategies and supports | Have students share informal language they hear/use with friends and with the teacher. Provide and discuss words and phrases that can be used to describe clouds. | Provide and discuss both scientific and informal words and phrases that can be used to describe clouds. | Demonstrate the use of a graphic organizer to report information. | Lead a whole-group brainstorming session on ways to describe a cloud formation to a friend compared to the way to describe a cloud formation in a science report. | Provide criteria of a well-written report using formal vocabulary, and show students how to use criteria as self-evaluation tool when writing a report. | An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics, experiences, or events. | Deliver simple oral presentations and compose written texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written narratives and informational texts about a variety of texts, topics, experiences, or events. | Deliver oral presentations and compose written narratives and informational texts, with some details, about a variety of texts, topics, experiences, or events. | **Sample Content-based Participation Goals – Science** **Lesson Vignette** Students write a report explaining how a behavioral or physical characteristic is an advantage of a specific animal or plant for surviving in its environment. Source: Ohio’s New Learning Standards – Science, page 76 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Draw a picture and write words or a simple sentence about a specific animal’s characteristics, e.g., “A tiger has stripes. A tiger has sharp teeth”. Share their sentences with a partner. | Draw a picture and write 2-3 simple sentences about animal survival characteristics based on a model provided by the teacher. E.g. “The tiger has stripes to hide in the long grass.” Share their sentences with a partner. | Write and edit a short paragraph on a specific animal’s characteristics using appropriate scientific vocabulary like habitat, predator, and prey. Then share that paragraph with a partner or small group. | Write a mostly grammatically-correct and coherent 2 - 3 paragraph animal report using appropriate scientific vocabulary that shows how the adaptations help the animal to survive in its environment. Then share that paragraph with a partner or small group. | Independently write a multi-paragraph animal report showing good use of scientific vocabulary, mostly correct grammar, and using the correct features of informational writing. Then share the report with a partner or small group. | **Sample teaching strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Provide sentence structures that can be used to show relationship of animal characteristic to survival. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Have ELL work with a partner on writing the report. | Provide feedback on initial drafts of report and allow students to make revisions based on final drafts. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Show increasing awareness of differences between informal, ‘playground | Compare examples of the formal and informal use of English, and (at | Adapt language choices, as appropriate, to formal and informal contexts,| Adapt language choices, as appropriate, to formal and informal contexts,| | reading, and being read to. | speech’ and language appropriate to the classroom; use some words | Grade 3) use an increasing number of general academic and content- | and (at Grade 3) use a wider range of general academic and content-specific| and (at Grade 3), use a wide variety of general and content-specific | | | learned through conversations, reading, and being read to. | specific words in conversations and discussions. | words in conversations and discussions. | academic words and phrases in conversations or in short written texts. | **Sample Content-based Participation Goals – Science** **Lesson Vignette** Students design a plan to reduce or recycle waste in the school. Students will orally present the plan to the principal and to younger students. Source: Ohio’s New Learning Standards – Science, page 76 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Show understanding of words such as “recycle, reuse, waste” by | Write then deliver formal practiced sentences to explain a step in the | Choose formal English and content-specific words (e.g., waste, recycle, | Take an active part in preparing the presentation for the principal and | Actively participate in writing the plan for the principal and orally | | illustrating the words. Use learned phrases to introduce the plan to | plan to the principal. (E.g., “Place a recycle container in each | compost) in writing, then orally, to explain the steps to the principal | be part of delivering the presentation. Then adapt the presentation to | presenting the plan. Then actively participate in writing a plan for | | the principal. (E.g., “This is our plan to recycle in our school.”) | classroom.”) Then explain the same step to a Kindergarten classroom. | with a moderate degree of accuracy. Then explain to Kindergarten | suit younger students, making conscious word choices for the audience. | Kindergartners and orally presenting it, using appropriate sentence | | | (E.g., “Put used paper in this bin.”) | students how to use the recycle bin using less formal English. | | structure and academic vocabulary. | **Sample teaching strategies and supports** | Provide list of key words for students to note when listening to | Guide students on creating a chart to sort words into categories | Have ELL work with a partner to create written notes to use for | Provide opportunities for students to practice giving presentations in | Provide feedback on initial drafts of proposal and allow students to | | information about recycling. | appropriate for presenting information to different audience (principal| presenting information to principal and to kindergarten students. | small group settings. | make revisions for final draft. | | | vs. kindergarten student). | | | | Grade 4: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recall information from experience and/or gather information from a few provided sources, and label some key information. | Recall information from experience and/or gather information from provided sources, and record some information. | Recall information from experience and/or gather information from print and digital sources to answer a question; and identify key information in orderly notes. | Recall information from experience and/or gather information from print and digital sources to answer a question; record information in organized notes, with charts, tables, or other graphics, as appropriate; and provide a list of sources. | Recall information from experience and/or gather information from print and digital sources; summarize key ideas and information in detailed and orderly notes, with graphics as appropriate; and provide a list of sources. | Sample Content-based Participation Goals – Science Lesson Vignette Students conduct independent research into fossils taking orderly notes using charts, tables, etc., using print and digital sources e.g. http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/gtpage5.html Source: Ohio New Learning Standards – Science – 4th grade, p.106 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Label pictures of fossils from a simple text or with bilingual or translation support (if available), or with other assistance from teacher/peer. | Gather 2-3 facts about fossils from simple texts and websites and record the information with words and pictures in a science notebook, with translation and/or bilingual help (if available). | Gather 4-6 facts about fossils from text and digital sources and present the information in a chart or in a science notebook with some help from the teacher. | Gather multiple facts about fossils from text and digital sources, then record the research and sources in graphic form either in print or on a computer. | Gather multiple facts about fossils from text and digital sources, and then summarize the research in charts adding a list of sources in graphic form either in print or on computer. | Sample instructional strategies and supports | Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary | Have ELL work with a partner on this task. | Have ELL work with two or three partners on creating a chart with information about fossils. | Provide feedback on initial drafts and allow students to make revisions. | Provide criteria of a well-written summary of research findings that students can use as self-evaluation. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to different social and academic contents, with | Adapt language choices according to purpose, task, and audience, with | Adapt language choices and style (includes register) according to | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | emerging control, and use some words learned through conversations, | developing control, and use an increasing number of general academic | purpose, task, and audience, with increasing ease, and use a wider | audience, and use a wide variety of general academic and content-specific| | | reading, and being read to. | and content-specific words, phrases, and expressions in conversation, | range of general academic and content-specific words and phrases in | words and phrases in speech and writing. | | | | discussions, and short written text. | speech and writing. | | **Sample Content-based Participation Goals – Science** **Lesson Vignette** After investigating what happens to the total amount of mass/weight during many types of changes (e.g., ice melting, salt dissolving, paper tearing, candle burning, Alka-Seltzer® in water), small groups discuss their findings using appropriate informal language, then present an oral report discussing their findings using formal academic language. Source: Ohio New Learning Standards - Science PS Matter and Forms of Energy, p. 106 and ELA SL 4.4 and 4.6 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in the science experiment. Then use a learned and | Participate in the science experiment and in the small group discussion| Participate in the experiment and in the small group discussion using | Participate in the experiment and the small group discussion using | Participate fully in the experiment and the small group discussion | | practiced phrase to introduce the topic during an oral report. E.g., | in a limited way. Contribute ideas towards the oral report. Then use | informal language. Then contribute 3-4 sentences containing content- | informal language. Then take an active part in the group preparation | using informal language. Contribute to the oral report on the experiment| | “We put salt in water.” | 2-3 memorized sentences containing some academic language about the | specific words like “weight, dissolve, solution” using formal sentence | of the oral report, choosing specific language and formal sentence | using grade appropriate academic vocabulary and formal register adding | | | experiment during an oral report. E.g., “We mixed the salt and water.| structure with some assistance from the teacher. Take part in presenting| structure to describe the experiment referring to the scientific method| specific details. Then take an active part in delivering the oral report,| | | The salt dissolved in the water.” | the oral report, using formal language. | with minimal assistance from the teacher. Take part in presenting the | speaking clearly. | | | | | oral report using formal language. | | **Sample instructional strategies and supports** | Provide sentence structures that students can use to describe findings. | In large group setting, have students share their findings and write them down in computer. Then give written copies to students. | Provide list of academic terms that would be appropriate for reporting results of scientific experiments. | Have students self-evaluate their participation in the small group discussion. | Provide criteria of a well-written report of science experiment that students can use as self-evaluation. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun phrases, and verbs; and understand and respond to simple questions with support (including context and visual aids). | Recognize and use some frequently occurring nouns, pronouns, verbs, prepositions, adjectives, adverbs, and conjunctions; and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences). | Use some relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), and prepositional phrases; produce and expand simple and compound sentences, with support (including modeled sentences). | Use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases; and produce and expand simple, compound, and a few complex sentences. | Use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), prepositional phrases, subordinating conjunctions, and the progressive and perfect verb tenses; and produce and expand simple, compound, and complex sentences. | **Sample Content-based Participation Goals – Science Lesson Vignette** As part of a unit on landforms, students will create a slideshow (e.g., Power Point or Keynote) consisting of visuals, text, and narration about an assigned landform. Students will use the slide show to explain features, formation and examples of the landform to the class. Source: Ohio’s New Learning Standards - Science ES Earth’s Surface, p. 106 and ELA SL 4.5 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Pair the level one student with a native speaker or a more proficient ELL. Level one student will collaborate to create one or two slides with a title, pictures and words. Level one student will use simple practiced sentences (for example, *This is an island.*) to help present the slide show to the class. | Pair the level two students with a native speaker or more proficient ELL. Level two students will collaborate to create several slides about the landform using pictures with simple written and narrated sentences. For example, *A lake is water surrounded by land.* The largest lake in the U.S. is Lake Superior. The student will help present the slide show to the class. | Individually or with a partner, create multiple slides about a landform using pictures with simple written and narrated sentences including relative pronouns and adverbs, prepositional phrases and compound sentences. For example, *A plateau is an area of high level ground.* The Tibetan plateau is the largest plateau in the world. Some assistance from the teacher may be needed. Then present the slide show to the class. | Individually or with a partner, create a slideshow with at least 10 written and narrated sentences, using relative pronouns and adverbs, subordinating conjunctions, and/or prepositional phrases using some compound and complex sentences. For example, *Land that is surrounded on three sides is a peninsula.* Then present the slide show to the class. | Independently prepare a slide show about a landform. Use grade appropriate spoken and written language in the narrated slideshow showing use of perfect verb tense in compound and complex sentences. For example, *Mt. Etna has erupted many times.* Then present the slide show to the class. | **Sample instructional strategies and supports** - Pre-teach key vocabulary and provide descriptive sentence structures. Provide bilingual dictionary or online translation tool if available and appropriate. - Provide examples of descriptive sentences pertaining to different landforms. - Provide examples of descriptive writing that illustrate the use of relative pronouns, adverbs and prepositional phrases. - Provide opportunities for peer review and feedback on draft reports. - Provide feedback on drafts of report, and provide opportunity to make revisions for final draft. An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recall information from experience and/or gather information from a few provided sources, and label some key information. | Recall information from experience and/or gather information from provided sources, and record some information. | Recall information from experience and/or gather information from print and digital sources to answer a question; and identify key information in orderly notes. | Recall information from experience and/or gather information from print and digital sources to answer a question; record information in organized notes, with charts, tables, or other graphics, as appropriate; and provide a list of sources. | Recall information from experience and/or gather information from print and digital sources; summarize key ideas and information in detailed and orderly notes, with graphics as appropriate; and provide a list of sources. | Sample Content-based Participation Goals – Science Lesson Vignette Students conduct independent research into ecosystems explaining ways that humans can improve the health of ecosystems (e.g. recycling waste, establishing rain gardens, planting native species) using print and digital sources and taking orderly notes using charts, tables, etc. Source: Ohio New Learning Standards - Science, p. 132 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Label picture of an ecosystem (e.g. forest, desert, ocean) using a picture dictionary. With bilingual or translation support (if available), show understanding of one way to help the environment (e.g., recycling) by drawing a picture. | Gather 3 - 4 facts about the chosen ecosystem from simple texts and websites; then record the information with words and pictures in a science notebook, using charts, with translation and/or bilingual help (if available). Draw or write one way to protect this ecosystem. | Gather at least 4-6 facts about the ecosystem from text and digital sources. Present the information in a chart or in a science notebook with some help from the teacher to determine key information. Give at least one idea about how to protect this ecosystem. | Gather multiple facts about the ecosystem from text and digital sources. Record the research and sources in graphic form either in print or on a computer to answer the question: “How can humans improve this ecosystem?” Provide 1 - 2 ideas on ways to improve the ecosystem. | Gather multiple facts about the ecosystem from text and digital sources. Summarize the research neatly in charts adding a list of sources in graphic form either in print or on a computer. Provide 2 - 3 ideas on ways to improve the ecosystem. | Sample instructional strategies and supports | Provide bilingual dictionary or online translation tool if available, or pre-teach key vocabulary. | Have ELL work with a partner on this task. | Have ELL work with two or three partners on creating a chart with information about ways to improve the ecosystem. | Provide feedback on initial drafts and allow students to make revisions. | Provide criteria of a well-written summary of research findings that students can use as self-evaluation. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to different social and academic contents, with | Adapt language choices according to purpose, task, and audience, with | Adapt language choices and style (includes register) according to | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | emerging control, and use some words learned through conversations, | developing control, and use an increasing number of general academic | purpose, task, and audience, with increasing ease, and use a wider | audience, and use a wide variety of general academic and content-specific | | | reading, and being read to. | and content-specific words, phrases, and expressions in conversation, | range of general academic and content-specific words and phrases in | words and phrases in speech and writing. | | | | discussions, and short written text. | speech and writing. | | Sample Content-based Participation Goals – Science Lesson Vignette Solar energy collection is most effective in areas that receive direct sunlight for long periods of time. In small groups students will research specific locations on Earth and how much direct sunlight they receive. Working in small groups, students evaluate the data and make a recommendation as to where to locate a solar energy facility. Share and defend the recommendation with the class. Source: Ohio New Learning Standards – Science, Solar Energy - and Ohio English Language Arts Model Curriculum SL 5.4 and 5.6) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Mathematics/Math-Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With bilingual or translation support (if available) to understand the | Use informal language in group discussion of the project, then some | Use informal language in group discussion of the project. Then | Use informal language in group discussion of the topic. Choose | Use informal language during the group discussion. State and defend | | topic, show understanding of some key words such as “sun, solar, | memorized phrases to say 2-3 sentences containing some academic | contribute 4 - 6 sentences to the recommendation report, containing | specific vocabulary and formal sentence structure to present the | the group’s recommendation using grade appropriate academic vocabulary | | energy” by creating a bilingual word list. Use a learned and practiced | language about the topic during an oral report. E.g.: “Phoenix | content-specific words like “solar energy, generate, facility, location”| recommendation with minimal assistance from the teacher. | and formal register adding specific details and speaking clearly. | | phrase to introduce the topic during an oral report. E.g., “It is | receives 3,872 hours of direct sunlight each year.” | using formal sentence structure with some assistance from the teacher. | | | | sunny in California.” | | | | | Sample instructional strategies and supports | Provide sentence structures that students can use to describe key | In large group setting, have students share key concepts and write | Provide list of academic terms that would be appropriate for reporting | Have students self-evaluate their participation in the small group | Provide criteria of a well-written and orally-presented report that | | concepts | them down in computer. Then give written copies to students. | key concepts in informational text. | discussion. | students can use as self-evaluation. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions. | Participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information. | Participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed. | Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed. | Sample Content-based Participation Goals - Science Lesson Vignette Science Content Statement: Matter and Motion: Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion (page 190). Conservation of mass is a concept related to matter in grade six physical science. Using a scale, the students in groups of two and three will weigh an empty one-cup measuring cup recording their measurements on a measurement worksheet. Then they will fill the cup with ¼ cup salt, weigh it, and record the measurement. Next they will set the salt aside carefully in the bowl. On the worksheet they will find the weight of just the salt. Next they will add ¾ cup of water to the empty cup and weigh it. Do not empty the water out of the cup. Again they will calculate and record the weight of the water. Then students will add the weight of the water, salt and the empty cup on their worksheet. Now students will add the salt to the water that is in the cup, carefully stir it, and watch it dissolve. Then students will predict the weight with their partners and share out their response. Finally students will weigh the solution that they made, concluding that the weight was the same. Students will prove Conservation of Mass or that mass of substances that you combine in a physical or chemical reaction will be the same as the mass of the substance you end up with. Students will be able to verbalize this principle in their own words. Sources: Ohio Science Standards, Grade Six, http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Science Unit Studies for Homeschoolers and Teachers, Susan Kilbride, iUniverse, Inc. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In a small group of three students listen to introduction of measurement vocabulary: equals, | In a small group of three student listens to introduction of measurement vocabulary: equals, | In a small group of three students listen to introduction of measurement vocabulary: equals, | In a small group of three students listen to introduction of measurement vocabulary: equals, | In a small group of three students listen to introduction of measurement vocabulary: equals, | | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Answer “wh” questions pertaining to the materials needed in this lesson. Assist in measuring the materials and, with support of teacher and group, records results. Completes this framed sentence: ______equals weight. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Answer “wh” questions pertaining to the materials needed in this lesson. Assist in measuring the materials and, with support of teacher and group, records results. Finish this sentence: Mass of what goes in ________, (is less than, is greater than, or is equal to) the mass of what comes out. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Ask and answer relevant questions pertaining to the materials used in the lesson. Predict the outcome and exchange ideas within the group. Record the outcome in his/her own words of 2-3 sentences. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Ask and answer relevant questions pertaining to the materials used in the lesson. Describe the process and the mixture of the salt water using words such as dissolve and solution. Predict the outcome and exchanges ideas within the group. Record the outcome in his/her own words. | Measurement, metric scale, cup, weigh, weight, record, stir, grams, and mass. Ask and answer relevant questions pertaining to the materials used in the lesson. Describe the process and the mixture of the salt water using words such as dissolve and solution. Predict the outcome and exchange ideas within the group. Record the outcome in his/her own words. | **Sample instructional strategies and supports** | If available, use illustrations or concrete objects when introducing. Provide bilingual dictionary or online translation tool if available to assist with comprehension. | Provide examples of question structures and model how to ask for clarification when encountering an unknown word in an oral presentation or text. | Provide sentence structures for indicating prediction of experiment outcomes. Model sharing information and asking questions during a group discussion. | Model using transition phrases to add ideas to statements in a group discussion (e.g., “Another example is …”) | Provide feedback on initial drafts of report and allow students to make revisions for final draft. | Grade 6: Standard 3 An ELL can speak and write about grade appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about familiar texts, topics and | Deliver short oral presentations and compose written narrative or | Deliver short oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | Deliver oral presentations and compose written narratives or | | experiences. | informational texts about familiar texts, topics, experiences or | informational texts about familiar texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | informational texts about a variety of texts, topics and experiences, | | | events. | developed with some details. | developed with some specific details. | developed with relevant details, ideas or information. | Sample Content-based Participation Goals – Science Lesson Vignette Science Content Statement: Rocks, minerals and soils have common and practical uses. Students research different uses of minerals, soil and rock within the community and within Ohio. They represent findings graphically and discuss/present to the class. Source: Ohio Science Standards, Grade six http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Focus on comprehension vocabulary, useful words, and specific academic | Using pictures and/or visual aids including maps or graphs of the | Write and present a five- sentence paragraph about the different types | Write a narrative of several paragraphs about the uses for different | Write a two-page report with developed details on the results of their | | words. Work in a small group of three or in pairs and completes framed | minerals, soil and rocks in Ohio, give a five-sentence explanation to | of minerals, rocks and soils found within the community. Produce a | soils in Ohio. Includes a visual of the Ohio soils and their uses. | experiment and present to the class with a video that they create. | | sentences (Example: “This rock is _________”) and graphic prompts | compare and contrast two different minerals, soils, and rocks (i.e. | graph as a supportive graphic organizer. | Present the report and the visual to the class. If possible, use | | | (pictures, visual aids, or actual rocks). Provide simple explanation, | physical, chemical characteristics and uses). For example, provide a | | blended learning and presents this report using technology. | | | based on group work, about the minerals, soil, minerals and rocks | narrative between sandy and clay soil using a visual for support. | | | | | within Ohio as part of a group presentation. | | | | | Sample instructional strategies and supports | Pre-teach selected vocabulary using illustrations and photos from the | Have students work with partners. | Demonstrate how to produce a graph to support written information. | Provide students the opportunity practice sharing reports in small | Provide criteria of a well-written report that students can use for | | Internet; provide bilingual dictionary or online translation tool if | | | groups. | self evaluation. | | available. | | | | | An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about familiar topics. | Construct a claim about familiar topics and give a reason to support the claim. | Construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – Science Lesson Vignette Science Content Statement: Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion (page 190). Concepts related to states of matter; changes in materials are investigated including solid-liquid phase changes. Teacher posts/discusses learning objective and tells students that the temperature at which a substance changes from a solid to a liquid is called its melting point. Teacher may need to explain the multiple meanings of state and point. Ask students whether this is a chemical or physical change (it is a physical property because even though it is changing state of matter going from a solid state to a liquid state, it is not changing its molecular structure). Elicit opinions and discussion. Once the melting point is reached, the substance will stay at the temperature until all of it has turned into liquid. Teacher asks students what the freezing point is or the temperature that a liquid turns into a solid state. Discuss whether freezing is a chemical or physical change eliciting opinions and discussion. Freezing is also a physical change and in Celsius is zero degrees. Then in groups of three, give students a glass half filled with water adding enough crushed ice to fill the glass about 1 ½ inches from the top. Place a Celsius thermometer in the glass and immediately record (every 12 minutes) the temperature on a graph that has the vertical axis labeled degrees Celsius and the horizontal axis labeled Time in minutes. The melting point is the point where the temperature stays the same until all the ice has melted. Have groups share out findings of the melting point using the graph and a written response. Providing all the thermometers are accurate the melting point would be 0 degrees. Sources: Ohio Science Standards, Grade Six http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Science Unit Studies for Homeschoolers and Teachers, Susan Kilbride, iUniverse, Inc. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | Demonstrate understanding of the relationship of freezing and melting points along with the vocabulary: Celsius, freezing, state, melting point, temperature, physical change, chemical change, and solid, liquid. Give an opinion whether melting is a chemical or | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | physical change using a framed sentence: Melting is a ___________ change. Work in a group of three and plots the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally in a simple sentence, “The melting point is 0 degrees” or in a written framed sentence, “The ____________ point is 0 degrees. | physical change, with reasoning. “I think melting is a physical or chemical change because…” Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally in a simple sentence, “The melting point is 0 degrees” or in a written framed sentence, “The ____________ point is 0 degrees. | physical change giving, reasoning. “I think melting is a physical or chemical change because…. “Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally and in a three to five sentence paragraph the process in logical order, results of the experiment, and at least two- three reasons to support. | physical change, giving reasoning. “I think melting is a physical or chemical change because…. ” Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally and in a three- five sentence paragraph the process, graphing results in logical order, and the results of the experiment. Provide a conclusion statement about the melting point with at least three sufficient reasons of support. | physical change, giving reasoning. “I think melting is a physical or chemical change because…. Work in a group of three and plot the change in temperature on his/her graph. Calculate within the group the melting point, and respond orally and in a three- five sentence paragraph the process, graphing results in logical order, and the results of the experiment. Provide a conclusion statement about the melting point with at least three to four reasons of support. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide sample sentence structures to express opinions (“I believe that…”; “my opinion is that …. ”). | Model both oral and written statements expressing opinions with reasons. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide feedback on students’ written work to assist with improvements for final report. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not. | Analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis. | Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Content Standards Statement: In any particular biome, the number, growth and survival of organisms and populations depend on biotic and biotic factors (page 221). [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) Teacher posts the learning objective on the smart board: Students will discuss changes in our ecosystem, *succession* in pond water, and define the science term *succession in our ecosystem*. Teacher scaffolds understanding with the visuals demonstrating changes in the ecosystem. Vocabulary is posted and discussed to check for understanding: *ecosystem, succession, man-made changes and natural changes*. First teacher will check for prior knowledge by distributing or posting pictures of old barns that are in bad repair, land that has been abandoned, old homes damaged by flood or fire, forests that have been cut down or burned, generating discussion about these pictures. “If this land where our school is located were left for a hundred years, what do you think would happen?” “What kinds of natural changes in our ecosystem have you noticed?” Teacher opens up discussion and listens to opinions. Teacher will prepare students for the pond water experiment. Students will be in groups of four with a tall jar with lid, dried pond vegetation, distilled water, pH paper, microscopes, microscope slides, coverslips and droppers. (Teacher will need to prepare the plant materials a week ahead of time so that the dried plant material will reveal small microorganisms, algae, amoeba and other organisms appear.) In groups of four students will place dried plants into the clean jar and fill it with the distilled water, testing the acidity with the pH paper. Record the acidity on Day 1 in your Science Journal, continuing to check and record in your journal acidity every day for the next five days. After recording this on Day 1 place the jar in a light window with constant temperature. Continue checking daily, adding water if there is any evaporation. Observe color, cloudiness, odor and layers that may be settling. On the first day that you observe a change use your pH paper and record the results. With the dropper take a sample of the water, placing it under the coverslip and observe this under your microscope. Repeat this, taking the sample from the middle of the water. Repeat this over the five days. In your journals respond to these questions: 1. How many different kinds of organisms did you see? 2. Did you observe any changes in the kinds of organisms over the 5 day period? 3. Where did the organisms come from? 4. How can you explain the changes that you saw? 5. Would you expect all pond water samples to be the same? Why or why not? [https://www.teachingchannel.org/videos/middle-school-biology-lesson](https://www.teachingchannel.org/videos/middle-school-biology-lesson) | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |---------|----------|----------|----------|----------| | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | Listen to the introduction to the lesson, focusing on content vocabulary. | | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Work with the group of four responding in his/her Science Journal with the support of group members and teacher made sentence frames. Actively engage in the hands-on activity with his/her group. Use framed sentences in order to complete the journal questions; for example, “I saw ____ kinds of organisms.” | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Responds to the changes that he/she observed and why the changes occurred. | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Respond to changes in our ecosystem and gives reasons, man-made or natural, for the changes. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Respond to the changes that he/she observed and why the changes occurred. | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Respond to changes in our ecosystem and cites evidence, man-made or natural as to the reason for the changes. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Respond to and analyzes the changes that he/she observed and why the changes occurred. He/She will also be able to cite specific observations from the experiment that he/she observed and why the changes occurred. | Listen to the class discussion, getting the gist that natural and man-made changes are taking place in our ecosystem. Respond to changes in our ecosystem and cite evidence, man-made or natural as to the reason for the changes. Work with the group of four responding in his/her Science Journal with the support of group members and the teacher. Actively engage in the hands-on activity with his/her group. Respond to and analyzes the changes that he/she observed and why the changes occurred. He/She will also be able to cite specific observations from the experiment that he/she observed and why the changes occurred. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available Provide list of key words for students to note when listening to the lesson introduction. | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available Provide list of key words for students to note when listening to the lesson introduction. Explain the difference between claims without supporting evidence and claims with supporting evidence. Give examples. | Explain the difference between claims without supporting evidence and claims with supporting evidence. Give examples. Provide rubric students can use to analyze arguments and supporting reasons. | Discuss the difference between claims without supporting evidence and claims with supporting evidence. Have students give examples of each. Provide rubric students can use to analyze arguments and supporting reasons. | Lead discussion on the soundness of evidence gained from the experiment and observations to support certain claims about changes in the environment. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices according to task and audience with emerging | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | control, and begin to use frequently occurring general academic and | audience, with developing ease; use an increasing number of general | audience, with increasing ease; use a wider range of general academic | audience, with ease; use a wide variety of complex general academic and | | | content-specific words and phrases in conversations and discussions. | academic and content-specific words and phrases in speech and short | and content-specific academic words and phrases, and maintain | content-specific academic words to express ideas precisely, and | | | | written texts, and show developing control of style and tone in oral or| consistency in style and tone throughout most of oral or written | maintain an appropriate and consistent style and tone throughout an | | | | written text. | text. | oral or written text. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Content Statement: The properties of matter are determined by the arrangement of atoms (page 225). [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) Tell students that scientists have found all different kinds of atoms in the world and have written them down in what we call the Periodic Table of Elements and the elements are the names for the different types of atoms. Discuss the elements found on the Periodic Chart. Everything in the world is made of atoms, even themselves. Post large chart of the Periodic Table. Tell students that all materials have characteristics or properties and that there are two main types of properties of matter: physical and chemical. *Physical properties* are those that that can be seen without actually changing the molecules of the substance, model examples (color, texture, taste, states of matter, smell, shape) and elicit discussion. *Chemical properties* of matter are those that actually change the chemical make-up of the matter; the molecules actually change themselves. Divide class into groups of three each with a microscope and each group with items such as sugar, milk, pepper, corn starch, cocoa, sand paper, baking soda, wood, tin foil, paperclip, and so on. Have students write down as many physical properties of these items as possible along with the state of matter that each item is. Have each group share out their findings. Science Unit Studies for Homeschoolers and Teachers, [http://funtasticunitstudies.com/science-unit-studies-book/](http://funtasticunitstudies.com/science-unit-studies-book/) Susan Kilbride, iUniverse, Inc. | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | Listen to discussion of vocabulary: properties, Periodic Table of | | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | Elements, physical properties, chemical properties, solid, liquid, | | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | and gas. Listen as other students discuss familiar elements and their | | states such as oxygen, iron, and hydrogen posted on the Periodic Table.| states such as oxygen, iron, and hydrogen posted on the Periodic Table.| states such as oxygen, iron, and hydrogen posted on the Periodic Table.| states such as oxygen, iron, and hydrogen posted on the Periodic Table.| states such as oxygen, iron, and hydrogen posted on the Periodic Table.| | Participate in the small group work by listening to group members list as many physical properties as possible for each item that they have. Describe one item when given a framed sentence. “The paperclip is a __________.” | Participate in the small group work by listening to group members list as many physical properties as possible for each item that they have. Orally describe several items using color, texture, state of matter, etc. | Participate in the small group’s work listening to group members list as many physical properties as possible for each item. Describe items orally and in short written texts. Take part in the oral presentation. | participate in listing as many physical properties as possible for each item. Describe items orally and in written texts. Take part in the group’s oral presentation. | participate in the small group’s work listing as many physical properties as possible for each item. Describe items precisely both in oral and written text. Use precise language when expressing physical properties in the group’s presentation. | | --- | --- | --- | --- | --- | | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of periodic table. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the discussion of periodic table. Discuss the difference between informal language and formal language for science. Model describing elements with appropriate vocabulary. | Discuss the difference between informal language and formal language for science. Model describing elements with appropriate vocabulary. | Discuss the difference between informal language and formal language for science. Model describing elements with appropriate vocabulary. | Provide criteria of a well-written description of scientific properties that student can use for self-evaluation. | An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use an increasing number of intensive pronouns (e.g., myself, | Use intensive pronouns and verbs in the active and passive voices; | | phrases, and verbs, and understand and respond to simple questions. | conjunctions, and prepositional phrases, and produce simple and | (e.g., where, when, why), subordinating conjunctions, and prepositional| ourselves) and verbs in the active and passive voices; place phrases | place phrases and clauses within a sentence, recognizing and correcting | | | compound sentences, with support (including visual aids and | phrases, and produce and expand simple, compound, and a few complex | and clauses within a sentence, recognizing and correcting most | misplaced and dangling modifiers; and produce and expand simple, | | | sentences). | sentences, with support (including modeled sentences). | misplaced and dangling modifiers; and produce and expand simple, | compound, and complex sentences. | | | | | compound, and complex sentences. | | **Sample Content-based Participation Goals – Science** **Lesson Vignette** *Ohio Science Standards Content Statement: Matter is transferred continuously between organism to another organism and between organisms and their physical environments (page 218).* [http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx) This lesson focuses on understanding and comparing *photosynthesis* and *respiration*. Ask students what plants need in the process of photosynthesis: carbon dioxide, water and sunlight. Post vocabulary with oral explanations: chlorophyll, chloroplasts, photosynthesis, and cellular respiration. Refer to four bean plants that students have planted (a week or so ago) in identical pots with the same amount of soil; two pots in a place with little or no sun and the other two in sunny spots, all with the same amount of water. Students in groups of three will observe/record (in sentence form) differences in growth and color and conclude that plants need sunlight for photosynthesis. Teacher will write the photosynthesis formula on the smart board: \[6\text{CO}_2 + 6\text{H}_2\text{O} + \text{light energy} = \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2\] eliciting from the class what each part of the equation represents (carbon dioxide, water, sugar molecule and oxygen). Teacher then describes (with a visual) how the roots take in six molecules of water and using chlorophyll in the leaves takes in light energy to produce one sugar molecule and six oxygen molecules. Teacher will post the following formula on the smart board: \[6\text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2 = 6\text{O}_2 + 6\text{H}_2\text{O} + \text{energy}\] and elicit from students their observations (same molecules as photosynthesis; molecules are just on the opposite side of the equation). Teacher will then label this chemical equation *cellular respiration*. Ask students what they see that plants give off along with oxygen. Using photosynthesis, plants take in energy from the sun to make the sugar molecules using respiration that releases the energy it needs. One way to think of it is that photosynthesis is when plants make sugar and respiration is when plants “eat” the sugar. Teacher further explains cellular respiration. Students in groups of three will distinguish between the *photosynthesis* and *cellular respiration* by creating a chart. *Science Unit Studies for Homeschoolers and Teachers,* [http://funtasticunitstudies.com/science-unit-studies-book/](http://funtasticunitstudies.com/science-unit-studies-book/) Susan Kilbride, iUniverse, Inc. Grade 8: Standard 5 An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided sources and label collected | Gather information from provided sources and record some data and | Gather information from multiple provided print and digital sources and | Gather information from multiple print and digital sources, using search| Gather information from multiple print and digital sources, using search| | information. | information. | summarize or paraphrase observations, ideas, and information, with | terms effectively; quote or paraphrase the data and conclusions of | terms effectively; and (at Grade 8) evaluate the credibility of each | | | | labeled illustrations, diagrams, or other graphics, as appropriate, and| others, using charts, diagrams, or other graphics, as appropriate; | source; quote or paraphrase the data and conclusions of others, using | | | | cite sources. | and cite sources, using a standard format for citation. | charts, diagrams, or other graphics, as appropriate; and cite sources, | | | | | | using a standard format for citation. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Standards Content Statement: Forces have magnitude and direction. (Page 270.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Teacher posts learning objective: Students will describe friction as a force that affects motion, know the difference between static friction and kinetic friction and explain why friction occurs. Teacher posts/discusses vocabulary: *friction, kinetic friction, static friction, and control, variable*. In groups of three, students will perform experiments using a spring scale to drag ceramic coffee cups *half-filled with pennies or similar objects* (three trials for each) across the floor. Students in each group will cover the bottom of their coffee cup with various materials: poster board, glossy paper, glass, carpet, linoleum, metal, plastic, Styrofoam, sandpaper glued to heavy paper. Students will tape these materials to the bottom of their cup. The spring scale allows each group to measure the frictional force that exists between the moving cup and the floor surface. By changing the bottom surface of the cup students will find out what kinds of surfaces generate more or less friction. Prior to the experiments, teacher will point out to students that they must make sure that the tape does not affect the surface being tested and demonstrate how the spring scale will be used (horizontally) to measure the amount of force that it takes to drag the coffee cup across the floor. Teacher will articulate that the force indicated by the scale is equal to the amount of friction that is being generated by the different materials on the bottom of their cup, because it is the force that must be overcome in order to move the cup. Students in each group will record their data on a data sheet. As an assessment, students will complete the following: 1. Why did you slide the cup three times for each bottom surface of the cup? (consistent results) 2. In this experiment about friction, what is the control? (plain cup) 3. In this experiment about friction, what is the variable? (bottom surface of the cup) 4. Complete a K-W-L Chart about Friction. https://www.teachengineering.org/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen as teacher introduces the learning objective and demonstrates | Listen as teacher introduces the learning objective and demonstrates | Actively listen as teacher introduces the learning objective and | Actively listen as teacher introduces the learning objective and | Actively listen as teacher introduces the learning objective and | | the meaning of the vocabulary with regalia. | the meaning of the vocabulary with regalia. | demonstrates the meaning of the vocabulary with regalia. | demonstrates the meaning of the vocabulary with regalia. | demonstrates the meaning of the vocabulary with regalia. | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Assist in completing the group’s data sheet. Using text and sources in the classroom complete one item under each column in the K-W-L chart. | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute some of the data on the group’s data sheet. Using text and sources in the classroom complete one item under each column in the K-W-L chart. | Engages with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute data on the group’s data sheet. Using text and sources in the classroom complete at least two ideas under each column in the K-W-L chart, using observations, graphics, or illustrations and citing the sources. | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute data on the group’s data sheet. Using text and sources in the classroom completes at least two ideas under each column in the K-W-L chart, using observations, graphics, or illustrations and citing the sources. Paraphrase or quote the data form the experiment and reach a conclusion regarding how types of materials (used as variables) affected friction. | Engage with others in the group of three to perform experiments with the coffee cups half-filled with pennies. Assist group in taping the cup. Actively watch as teacher models the experiment with the spring scale in a horizontal position. Contribute data on the group’s data sheet. Using text and sources in the classroom student will be able to complete at least two ideas under each column in the K-W-L chart, using observations, graphics, or illustrations and citing the sources. Paraphrase or quote the data form the experiment and reach a conclusion regarding how types of materials (used as variables) affected friction. Extends learning by further exploring this topic on the internet. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the lesson introduction. Demonstrate how to use the KWL chart. | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when listening to the lesson introduction. Demonstrate how to use the KWL chart. | Provide model sentence structures that can be used to describe scientific observations. | Provide model sentence structures that can be used to describe scientific observations. | Lead discussion on the soundness of evidence gained from the experiment and observations to support certain claims friction. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a brief sequence of events in order, and introduce an | Recount a short sequence of events, with a beginning, middle, and an | Recount a more detailed sequence of events or steps in a process, with | Recount a complex sequence of events or steps in a process, with a | | (including context and visual aids) using non-verbal communication and,| informational topic, present one or two facts about it, and provide a | end, and introduce and develop an informational topic with a few facts | a beginning, middle, and an end, and introduce and develop an | beginning, middle, and an end, and introduce and effectively develop | | with limited control, a narrow range of vocabulary and syntactically | concluding statement, with support (including sentences), using, with | and details, and provide a conclusion, using, with developing control, | informational topic with facts and details, and provide a concluding | an informational topic with facts and details, and provide a | | simple sentences. | emerging control, some commonly occurring linking words (e.g., next, | common transitional words and phrases to connect events, ideas, and | section or statement, using, with increasingly independent control, a | concluding section or statement, using a wide variety of transitional | | | because, and, also). | opinions (e.g., after a while, for example, in order to, as a result). | variety of transitional words and phrases to connect events, ideas, | words and phrases to show logical relationships between events and | | | | | and opinions (e.g., however, on the other hand, from that moment on). | ideas. | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Content Standards Statement: Forces between objects act when the objects are in direct contact or when they are not touching. (Page 265.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Teacher will post learning objective: Students will understand that magnetic fields exist around magnetic objects attracting and repelling items that exert a magnetic field that can vary in strength. Teacher will post/discuss vocabulary (visual aids): attract, repel, magnetic force fields, horseshoe magnet, bar magnet, iron filings. Teacher will begin by asking students to discuss their experiences with magnets. Ask students to describe what magnets are and how they work; this discussion will assist the teacher in assessing students’ prior knowledge of magnets and magnetism that will be helpful in guiding students to more scientific explanations. Pass out two bar magnets, one horseshoe magnet, iron filings, pieces of white paper, a plastic cup, safety goggles, and 3 sealable plastic bags to groups of three students. Each student will complete questions in his/her Science Journal. Teacher will post the following: 1. Place one bar magnet on your table and try to push it across the table with another magnet without touching it. Next try to pull one bar magnet across the table without touching it. How many combinations worked? Draw the ones that worked. 2. Put each magnet in a plastic bag; placing one magnet flat on the table. Then place the white paper on top of it. Sprinkle the filings on the paper above and around the magnet. Draw what you see in your journals. Carefully pour the filings into the plastic cup and set them aside. 3. Put the two bar magnets on the table with the ends about 2 cm apart. Place the white paper on top of the two magnets. Put on your goggles and sprinkle iron filings on the paper above and around the two magnets. Sketch what you see in your journals. The ends of the magnet are labeled N and S; look and write in your journals which two ends were facing each other. Repeat and record with the horseshoe magnet. 4. Compare the patterns of filings you saw with two of the same ends (S and S or N and N) near each other and the pattern with the two opposite ends (N and S) near each other. 5. Were the patterns and shapes formed by the iron filings the same no matter how many times you did the experiment? 6. What do you think caused the pattern? Have students share their ideas and drawings, and explain that the pattern they saw was the outline of the magnetic field that is around every magnet. Around every magnet there is this invisible magnetic field that attracts items such as iron filings. These filings line up with the field. After students have completed and discussed their findings, refer students to Electromagnetism: History [http://inventors.about.com/od/e/startinventions/a/Electromagnets.htm](http://inventors.about.com/od/e/startinventions/a/Electromagnets.htm) This will help them refine ideas about magnetism and assist them in expressing their ideas in a more scientific way. Source: [http://sciencenetlinks.com/lessons/exploring-magnetic-fields/](http://sciencenetlinks.com/lessons/exploring-magnetic-fields/) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | Name the materials (hands on) used in the experiment and posted as | | vocabulary. Student will vary regarding experiences with magnets. Listen| vocabulary. Student will vary regarding experiences with magnets. | vocabulary. Student will vary regarding experiences with magnets. | vocabulary. Student will vary regarding experiences with magnets. | vocabulary. Student will vary regarding experiences with magnets. | | to responses others share about their prior knowledge of using | Student may be able to share about prior knowledge of using magnets | Shares about prior knowledge and facts about magnets, recalling a brief | Shares about prior knowledge and facts about magnets, recalling a brief | Share about prior knowledge and facts about magnets, recalling a brief | | magnets. Actively engage in the experiments with the group of three. | involving magnets. Engage in the experiments with the group of three. | sequence of events involving magnets. Actively engage in the | sequence of events involving magnets. Actively engage in the | sequence of events involving magnets. Actively engage in the | | Draws responses in his/her Science Journal. Complete a (teacher-made) | Draw responses in his/her Science Journal. Share in the group what | experiments with the group of three. Draw responses in his/her Science | experiments with the group of three. Draw responses in his/her Science | experiments with the group of three. Draw responses in his/her Science | | framed sentence using the vocabulary magnet, repel and attract. | happened in each activity using liking words such as then, next, | Journal. Share in the group what happened in each activity using | Journal. Share in the group what happened in each activity using | Journal. Share in the group what happened in each activity using | | Magnets _______ and attract. | because. | liking words such as then, next, because, in order to, as a result. | liking words such as then, next, because, in order to, as a result. | liking words such as then, next, because, in order to, as a result. | Sample instructional strategies and supports | Provide list of key words for students to note when listening to information about magnets. | Provide list of key words for students to note when listening to information about magnets. | Model how to use transitional words to connect sentences in describing events. | Model how to use transitional words to connect sentences in describing events. | Provide criteria of a well-written description of events that students can use for self evaluation during the writing process. | |-----------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------| | | | Provide opportunities for students to practice explaining the magnet-related activities with a partner. | Provide opportunities for students to practice explaining the magnet-related activities with a partner. | | Grade 8: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize and use a small number of frequently occurring nouns, noun | Use nouns, pronouns, verbs, prepositions, adjectives, adverbs, | Use relative pronouns (e.g., who, whom, which, that), relative adverbs | Use an increasing number of intensive pronouns (e.g., myself, | Use intensive pronouns and verbs in the active and passive voices; | | phrases, and verbs, and understand and respond to simple questions. | conjunctions, and prepositional phrases, and produce simple and | (e.g., where, when, why), subordinating conjunctions, and prepositional| ourselves) and verbs in the active and passive voices; place phrases | place phrases and clauses within a sentence, recognizing and correcting | | | compound sentences, with support (including visual aids and | phrases, and produce and expand simple, compound, and a few complex | and clauses within a sentence, recognizing and correcting most | misplaced and dangling modifiers; and produce and expand simple, | | | sentences). | sentences, with support (including modeled sentences). | misplaced and dangling modifiers; and produce and expand simple, | compound, and complex sentences. | | | | | | | Sample Content-based Participation Goals – Science Lesson Vignette Ohio Science Standards Content Statement: The characteristics of an organism are a result of inherited traits received from parent(s). (Page 262.) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Teacher will post the learning objectives (with visual of various organisms): There are two modes of reproduction; sexual and asexual. There are advantages to both sexual and asexual. Teacher will post/discuss relevant vocabulary: asexual, sexual, reproduce, organism, extinct, generation, advantage, disadvantage, heredity, offspring, and genetic variation. Students will work in pairs to read about and compare five aspects of an organism that reproduces sexually with one that reproduces asexually. The reading will focus on the blue-headed wrasse, duck leech, grizzly bear, leafy sea dragon, red kangaroo, sand scorpion, amoeba, salmonella, whiptail lizard, brittle star, meadow garlic and spiny water fleas. After this reading, students in pairs will complete a comparison table with the headings: Sexual, Asexual, Both Sexual and Asexual. Then in pairs students will take a gallery walk around the room and read others’ comparison tables. As a class students will generate a list of general characteristics of each organism for each mode of reproduction, recording and discussing the advantages and disadvantages of both on a T chart. As an assessment students will write a three to five sentence paragraph describing/comparing/contrasting sexual and asexual reproduction. Source: http://learn.genetics.utah.edu/ | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | Listen to the learning objective and introduction to vocabulary as | | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | teacher uses visuals of various organisms. Work with a partner who | | will read the information or the student will have the reading on | will read the information or the student will have the reading on | will read the information or the student will have the reading on | will read the information or the student will have the reading on | will read the information or the student will have the reading on | | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | tape. After the reading, complete the comparison table with his/her | | partner again | partner again | partner again | partner again | partner again | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Respond to a simple question such as, “What are two types of reproduction? (sexual and asexual).” | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write two to three simple and compound sentences (using available visual resources and modeled sentences) describing, comparing and contrasting sexual and asexual reproduction. | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write to three to four simple, compound and complex sentences (using available visual resources and modeled sentences) describing, comparing and contrasting sexual and asexual reproduction. | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write five compound and complex sentences (expanding simple sentences) with clauses describing, comparing and contrasting sexual and asexual reproduction using an increasing number of academic vocabularies. | using visuals in the reading and supported by his/her partner. Participate in gallery walk with his/her partner. Write five compound and complex sentences (expanding simple sentences) with clauses describing, comparing and contrasting sexual and asexual reproduction using an increasing number of academic vocabulary and modifiers. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the use of a comparison table to record information. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the use of a comparison table to record information. Show examples of written descriptive texts and point out various grammatical forms (nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases), Demonstrate the difference between simple and compound sentences. | Show examples of written descriptive texts and point out various grammatical forms (nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases). Demonstrate the difference between simple and compound sentences. | Show examples of written descriptive texts and point out various grammatical forms (relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases. Show and discuss examples of simple, compound and complex sentences. | Provide criteria of a well-written description of scientific information that students can use for self evaluation during the writing process. | An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting information and responding to simple yes/no questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas, and responding to simple questions and wh-questions. | Participate in conversations, discussions, and written exchanges on familiar topics, texts, and issues: building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and restate some of the key ideas expressed. | Participate in conversations, discussions, and written exchanges on a range of topics, texts, and issues: build on the ideas of others and express his or her own clearly, supporting points with specific and relevant evidence; ask and answer questions to clarify ideas and conclusions; and summarize the key points expressed. | Participate in extended conversations, discussions, and written exchanges on a range of substantive topics, texts, and issues: build on the ideas of others and express his or her own clearly and persuasively, referring to specific and relevant evidence from texts or research to support his or her ideas; ask and answer questions that probe reasoning and claims; and summarize the key points and evidence discussed. | **Sample Content-based Participation Goals – Physical Science Lesson Vignette** Physical Science: Reaction of Matter Students visually compare the inside structure of various balls (tennis ball, golf ball, baseball, basketball/kickball and soccer ball). Then, they determine what makes the ball bounce the highest (and/or travel farthest), compare, analyze the data, draw conclusions and present findings in multiple formats. Source: Ohio Science Standards http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Complete a graphic organizer sketching the insides of various balls presented in class. | Complete a graphic organizer sketching the insides of various balls presented in class. | Complete a graphic organizer sketching and labeling the insides of various balls presented in class. | Complete a graphic organizer sketching and labeling the insides of various balls presented in class using key vocabulary from the lesson. | Completes a graphic organizer sketching the insides of various balls presented in class using key vocabulary from the lesson. | | With a peer and using previously made sketch graphic organizer, answers yes/no questions in complete sentences. For example: 1. Is the outside of the golf ball hard? Is the outside of the kickball flexible? (Answer--Yes, the outside of the baseball is hard.) 2. Is the baseball filled on | With a peer, read prepared “wh” questions about various balls and records peer responses in a chart. For example, student A asks “Which ball has a hard surface?” and writes his/her partner’s response in a chart. After participating in the experiment, “Wh” questions will include questions, like: “Which | Participate in Think, Pair, Share to talk about the insides of the balls Predict which ball will bounce the highest. Using simple bar graph or line graph, record heights of the various balls when they bounce. | Participate in the experiment and records data in the graph. After being provided a description of a new, unknown ball, refer to their data and determine whether or not this new ball performs similarly or differently as the others. | Participates in the experiment and records data in the graph. Given a description of a new kind of game, including rules and the objective for winning, designs an appropriate ball for the game. Describes the game in a short written report. | | After participating in the experiment with classmates, answer simple data questions, such as: Does the basketball bounce the highest? | ball bounces the highest?” Partners change roles throughout task. | | --- | --- | | Record predictions of the new ball in the short written report and present it to their peers. | Defends characteristics of the ball (size, internal structure, external structure, and so on) in an oral presentation to the class using key vocabulary. | ### Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide sentence structures that can be used to respond to simple questions. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide sentence structures that can be used to ask and respond to simple questions. | | --- | --- | | Provide key vocabulary in a word bank that can be used when discussing or writing about characteristics of the different balls. Demonstrate how to use Think, Pair Share to exchange information. | Model using transition phrases to add ideas to statements in a group discussion (e.g., “Another example is . . .”). Provide criteria of well-written reports and well-presented oral reports that students can use to self evaluate their presentations. | An ELL can create clear and coherent grade-appropriate speech and text. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate basic information about an event or topic, with support (including context and visual aids) about an event or topic, using non-verbal communication and, with limited control, a narrow range of vocabulary and syntactically simple sentences. | Recount a short sequence of events in order, and introduce an informational topic and provide one or two facts about it, with support (including modeled sentences), using, with emerging control, common linking words to connect events and ideas (e.g., first, next, because). | Recount a sequence of events, with a beginning, middle, and an end, and introduce and develop an informational topic with facts and details, and provide a conclusion, using, with developing control, common transitional words and phrases to connect events, ideas, and opinions (e.g., after a while, for example, as a result). | Recount a longer, more detailed sequence of events or steps in a process, with a clear sequential or chronological structure, and introduce and develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using, with increasingly independent control, a variety of more complex transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | Recount a complex and detailed sequence of events or steps in a process, with an effective sequential or chronological order, and introduce and effectively develop an informational topic with facts, details, and evidence, and provide a concluding section or statement, using complex and varied transitions to link the major sections of text and speech and to clarify relationships among events and ideas. | **Sample Content-based Participation Goals – Science (Biology)** **Lesson Vignette** **Biology: Evolution** In this natural selection simulation lab, students will control the mutations and environment of a population of rabbits in cooperative learning groups. The cooperative learning groups will consist of students with varying English language levels. Each student will have their own duty assigned to them. Examples include recorders, reporters, timekeepers, facilitators, and resource managers. They will create four hypotheses and design an experiment to test each one. Concluding the simulation, students will answer the following questions: - Based upon your evidence from the simulation what conclusion are you able to make about each of the three different types of phenotypes in rabbits? - What happens to animals that cannot compete as well with other animals in the wild? - Sometimes animals that are introduced into an area that they never lived in before outcompete and endanger resident species, why do you think this happens? - If only one species is considered the "fittest", why do we still have so many variations among species? Why do some birds have very long pointy beaks, while other birds have short flat beaks? - How do you think diseases can affect natural selection? - How does this simulation mimic natural selection? In what ways does this simulation fail to represent the process of natural selection? A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this simulation... Sources: PHET Interactive Simulations, University of Colorado Boulder http://phet.colorado.edu/en/contributions/view/3396 (Contributor: Melissa Savage) Ohio Science Standards http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. With a partner, act as reporter in a cooperative learning group, and takes notes from the conversation evolving from the guiding questions. Complete the following sentence frames based on the hypotheses generated by the group: I hypothesize that (select a rabbit phenotype) rabbits will be (more/less) likely to survive under (type of selective factor) within the (select type of environment) environment, because (explain how their trait will help them to survive or not). | Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. With a partner, act as reporter in a cooperative learning group, and takes notes from the conversation evolving from the guiding questions. Complete the following sentence frames based on the hypotheses generated by the group: I hypothesize that (select a rabbit phenotype) rabbits will be (more/less) likely to survive under (type of selective factor) within the (select type of environment) environment, because (explain how their trait will help them to survive or not). During the course of the simulation lab, record responses to the questions in individual learning logs using paraphrases and/or simple sentences. | Act as the resource manager of the cooperative group during the simulation lab. Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. Take an active part in the group discussion and development of hypotheses. During the course of the simulation lab, ask and answer question regarding the resources needed to carry out the simulations. Record responses to the questions in individual learning logs complex sentences or communicating verbally in simple and/or compound sentences. Respond in both written form and orally to four of the six questions asked at the end of the simulation. | Act as the facilitator of the cooperative group during the simulation lab. Determine the meaning of the following key vocabulary: genetic mutation, fitness, adaptation, and natural selection. Take an active part in the group discussion and development of hypotheses. During the course of the simulation lab, ask and answer questions to facilitate carrying out the simulations by the group. Respond in both written form and orally to the six questions asked at the end of the simulation using a variety of sentence structures and appropriate vocabulary. Verbally record the lab report in digital storytelling and will use screen shots of the simulation lab to assist them in sharing their results to others. Provide examples of informal language used during group discussions and formal language used for lab reports. | Share the role of reporter with Level 1 and Level 2 students so that they can utilize appropriate academic vocabulary. Once students begin to create their hypotheses, do not provide the proficient-trial mainstreamed student the sentence frame the other students were using. Take an active part in the group discussion and development of hypotheses. Respond in both written form and orally to the six questions asked at the end of the simulation using a variety of sentence structures and appropriate vocabulary. Verbally record the lab report in digital storytelling and will use screen shots of the simulation lab to assist them in sharing their results to others. Provide examples of informal language used during group discussions and formal language used for lab reports. | **Sample instructional strategies and supports** | Have Level 5 and English proficient students assist with explanation of meaning of key vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the role of recorder in cooperative group activities. | Have Level 5 and English proficient students assist with explanation of meaning of key vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate the role of recorder in cooperative group activities. | Model sharing information and asking questions during a group discussion Provide sample sentence structures that would be appropriate for reporting results of scientific experiments. | Provide sample sentence structures that would be appropriate for reporting results of scientific experiments Lead discussion on differences between informal language used in group discussions and formal language used for lab reports. | Provide rubrics that students can use for both self evaluation and peer evaluation of reports of lab results. | An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple oral and written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral presentations and simple oral and written texts. | Use a developing set of strategies to determine the central idea or theme in oral presentations and written texts, and explain how it is developed by specific details in the texts; and summarize part of the text. | Use an increasing range of strategies to determine two central ideas or themes, and analyze their development in oral presentations and written texts, citing specific details and evidence from the texts to support the analysis; and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in presentations and written texts, and analyze their development, citing specific details and evidence from the texts to support the analysis; and summarize a text. | **Sample Content-based Participation Goals—Science Lesson Vignette** **Science (Chemistry)** Source: Ohio Science Standards, Chemistry, p. 297 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Watch Khan Academy video: “Introduction to the Atom” or any other video that introduces the evolution of atomic models/theory. Source: Ohio Science Standards, Chemistry, p. 297 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx Watch Khan Academy video: “Introduction to the Atom” or any other video that introduces the evolution of atomic models/theory. Here are some possible video links: - https://www.khanacademy.org/science/chemistry/atomic-structure-and-properties/introduction-to-the-atom/v/introduction-to-the-atom (copy and paste link into Internet server) - http://education-portal.com/academy/lesson/early-atomic-theory-dalton-thompson-rutherford-and-millikan.html#lesson - https://www.youtube.com/watch?v=IO9WS_HNmyg&list=PLfWuBca_SOr_fViaErgwQP18HRZ82AJe7 It is best to choose a video with reliable closed-captioning and a transcript which you can copy and print. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Match bold vocabulary (i.e., proton, neutron, electron) or phrases with pre-taught simple definitions and/or illustrations; draw picture of atom. | Given completed graphic organizer for a single idea from video (diagram, Cornell notes template) participate in jigsaw activity. Listen to others’ presentations; highlight main idea on graphic | Given partially completed graphic organizer (diagram, Cornell notes template) participate in jigsaw activity to take notes on one central idea from the video: 1.) How did scientists | Given blank graphic organizer (diagram, Cornell notes template) participate in jigsaw activity to take notes on one central idea from the video: 1.) How did scientists formulate the idea of an atom? 2.) What are the names and characteristics of the parts of an atom? | Participate in jigsaw activity to take notes on one central idea from the video: 1.) How did scientists formulate the idea of an atom? 2.) What are the names and characteristics of the parts of an atom? | | | Using completed organizer complete paragraph frame about one central idea from video. | formulate the idea of an atom? 2.) What are the names and characteristics of the parts of an atom? 3.) How are elements grouped to create the Periodic Table? Given partially completed graphic organizers, listen to others’ presentations. Using completed organizer compose single paragraph response about one central idea of the video. | atom? 2.) What are the names and characteristics of the parts of an atom? 3.) How are elements grouped to create the Periodic Table? Present group notes to class with a partner; Given blank graphic organizer, listen to others’ presentations while completing organizer. Using completed organizer, compose paragraph responses--including pre-taught vocabulary and ideas from the video/transcript-- about all three central ideas. | 3.) How are elements grouped to create the Periodic Table? Present group notes to class; listen to others’ presentations. Compose paragraph responses--including pre-taught vocabulary and ideas from the video/transcript-- about all three central ideas. | |---|---|---|---|---| | | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. | Demonstrate use of graphic organizer to record information. Have students work with partner in completing paragraph frame. | Model how to take notes during a presentation. Provide opportunities for students to ask questions about something they didn’t understand during a presentation. | Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. Provide feedback on initial drafts of paragraph responses and allow students to make revisions based on feedback. | **Sample instructional strategies and supports** | | | | | | |---|---|---|---|---| | | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. | Demonstrate use of graphic organizer to record information. Have students work with partner in completing paragraph frame. | Model how to take notes during a presentation. Provide opportunities for students to ask questions about something they didn’t understand during a presentation. | Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback. Provide feedback on initial drafts of paragraph responses and allow students to make revisions based on feedback. | An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate information about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences, or events. | Deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences). | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Sample Content-based Participation Goals—Science Lesson Vignette **Science (Environmental Science)** Earth Systems: Interconnected Spheres of Earth Choose a specific location in the world. Research and analyze the patterns of climate change throughout the geologic record, historic data (human records) and present-day data for the location. Be able to explain the interpretation and analysis of the data. Create a graphical representation of the pattern and discuss with the class. Source: Ohio Science Standards, Environmental Science, p. 306 http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Working with the teacher or with a partner, choose a known location and find several pictures of location. | In teacher guided small group, use teacher-selected sources to research climate change in a pre-determined location. | Independently or with a partner, use mostly teacher-selected sources to research climate in a location. (Students may select from a list of predetermined locations.) | In a small group, use multiple sources to research climate change in a student-selected location; teacher may provide list of sources. | Independently or with a partner, find multiple sources to research climate change in a student-selected location. | | Lists 5-7 adjectives to describe the location. | Following a teacher model, enter figures, color-coding and labels for a line or bar graph. | If able, use Excel or other graphing software, present a graph of the data; otherwise, following a model, create a line or bar graph by hand to represent data. Use teacher model for labeling. | Using Excel or other graphing software, present a graph of the data. | Using Excel or other graphing software, present a graph of the data. | | Locate a graphic representation of one aspect of climate in the student’s location (ex: temperature, precipitation) | Using teacher-prepared sentence frames, prepare a 5-7 sentence presentation about research, supported by | As part of group, prepare and deliver 3-5 minute oral presentation, supported by visual aids (ex., Power Point, Prezi. | Prepare and deliver 3-5 minute oral presentation, supported by visual aids (ex., Power Point, Prezi. | Using complete | | Following a teacher model, transfer data to a simple line or bar graph (by hand or with software) to show one change in climate for twelve months in that location. | Visual aids (ex., PowerPoint, Prezi.) | | --- | --- | | Using simple sentences and/or phrases, answer classmates’ prepared questions about presentation. | | Using a sentence model, ask at least one question about another presentation in the class. | | Following a teacher model and/or graphic organizer for prewriting, prepare a 5-7 sentence presentation about research, supported by visual aids (ex., PowerPoint, Prezi.) | | --- | | Using simple sentences and/or phrases, answer classmates’ prepared questions about presentation. Using a sentence model, ask at least one question about another presentation in the class. | | Using simple sentences and/or phrases, answer classmates’ questions about presentation. | | --- | | Using complete sentences, ask at least one question about another presentation in the class. | | Using complete sentences and citing resources, answer classmates’ questions about presentation. Using complete sentences, ask at least two questions about classmates’ presentation. | **Sample instructional strategies and supports** | If available, allow students to use bilingual dictionary or online translation tool to assist with meaning of unknown words. Demonstrate how to transfer data to a simple line or bar graph (by hand or with software). | | --- | | Model the oral sharing of information. Provide time for students to practice oral presentations with partner. Model asking questions during and after oral presentations. | | Model the oral sharing of information. Provide time for students to practice oral presentations with partner. Model asking questions during and after oral presentations. | | Provide opportunities for students to practice oral presentations. Give feedback and allow students to make improvements in final presentations. | | Provide criteria for well-written informational text that students can use for self evaluation during writing process. | CONTENT-BASED PARTICIPATION GOALS FOR ELLS BASED ON THE NEW ELP STANDARDS SOCIAL STUDIES DRAFT Grade K: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express a feeling or opinion about a familiar topic. | Express an opinion or preference about a familiar topic. | Express an opinion or preference about a familiar topic or story. | Express an opinion or preference about a variety of topics or stories, with limited support. | Express an opinion or preference about a variety of topics or stories. | Sample Content-based Participation Goals - Social Studies Lesson Vignette The teacher reads the story, *No Room For A Sneeze*. Then the teacher uses the story as a discussion on scarcity and wants. A key idea is that people have many wants and make decisions to satisfy those wants. These decisions impact others. Source: Ohio Social Studies Kindergarten Model Curriculum Strand: Economics. Topic: Scarcity p. 11 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Kindergarten-Social-Studies-Model-Curriculum_April2014.pdf.aspx EconEdLink – No Room for a Sneeze http://www.econedlink.org/lessons/index.php?lid=560&type=educator | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, sort picture cards into categories of needs and wants. Learn basic vocabulary words. | With teacher support, sort picture cards into categories needs and wants. With modeling, communicate about the pictures in basics sentences (e.g. I want toys. I need food.) | With modeling or sentences frames, write sentences about basic needs and wants. (e.g I want toys. I need food). Illustrate. Discuss with partner. | In journal, write simple sentences about needs and wants. (e.g I want toys. I need food). Illustrate. Discuss with partner. | In journal, write grade appropriate sentences about needs and wants. (e.g I want toys. I need food). Illustrate. Discuss with partner Express differences between needs and wants. | Sample instructional strategies and supports | Pre-teach vocabulary related to needs and wants. Model how to list needs and wants on a chart. | Provide opportunities for students to share their ideas with a partner. | Write down on chart or Smart board the ideas generated in the discussion. | Demonstrate appropriate language to express opinions about the ideas of other persons | Demonstrate appropriate language to give reasons for one’s opinions. | Grade K: Standard 7 An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | [Standard introduced at Level 4.] | Show a developing awareness of the difference between appropriate language for the playground and language for the classroom. | Show awareness of differences between informal, ‘playground speech,’ and language appropriate to the classroom; use some words learned through conversations, reading, and being read to. | Sample Content-based Participation Goals – Social Studies Lesson Vignette After listening to a read aloud about careers, students help to organize the classroom to represent the larger community with various career-based learning centers (e.g., reading center: communications; toy animals: animal care; kitchen: agriculture or hospitality; dress-up: textiles or retail; toy cars: automotive). Students role play, recognizing their responsibilities within each center as those of the respective career fields. Source: Ohio Social Studies Model Curriculum Strand: Government Topic: Civic Participation and Skills p. 9 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Kindergarten-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | NA | NA | NA | Interact in career based learning centers, students will engage in various community roles. Take turns role playing. Ask and answer questions using both formal and informal language. | Interact in career based learning centers, students will engage in various community roles. Take turns role playing. Ask and answer questions using both formal and informal language. Discuss the difference between the types. Create questions to ask role players. | Sample instructional strategies and supports | | | | Demonstrate examples of formal and informal language that people in different professions might use throughout the day. Discuss the difference between the types and create graphic organizer comparing/ contrasting. | Elicit from the class examples of formal and informal language that people in different professions might use throughout the day. Discuss the difference between the types and create graphic organizer comparing/contrasting. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and labeling information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and summarizing some key information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and summarizing information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and answering a question or summarizing information. | With prompting and support from adults, participate in shared research projects, gathering information from provided sources and answering a question or summarizing information. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** Students conduct a workplace visit to their school cafeteria where they explore the location where lunch is consumed. With support, they research related careers that are involved in the many aspects of consumption (e.g., agriculture: farmers, logistics: shipping and receiving companies, transportation: truck drivers and delivery drivers, business and marketing: retail sales). Source: Social Studies Model Curriculum, Grade 1, Content Statement 12, Instructional Strategies, pg12) [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-1-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-1-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using picture cards, identify some of the related jobs (farmer, truck driver), and match pictures with related objects (farmer-tractor; truck driver-delivery cart). | Comprehend and rehearse one or two basic questions to ask a related worker during their interview (e.g. What do you grow? How much is the milk?). With support, use words and phrases to record answers. | Using questions provided by the teacher, conduct a short interview (in person, phone, or Skype) with a related worker. Choose a couple of interesting points on a poster and share with class. | Following teacher guidelines, conduct interviews (in person, phone, or Skype) with a related worker. Summarize main points on poster board or PPT template and share with class. | Following teacher guidelines, conduct interviews (in person, phone, or Skype) with a related worker. Summarize main points on poster board or PPT template and share with class. | **Sample instructional strategies and supports** | Use picture cards to teach related vocabulary. | Model how to ask questions. Demonstrate how to use graphic organizer to record key information. | Discuss with class the kinds of questions to ask in an interview. Provide opportunities for students to role play and practice interview with a partner. | Discuss with class the kinds of questions to ask in an interview. Provide opportunities for students to role play and practice interview with a partner. | Demonstrate how to take notes during an interview. | Grade 1: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | [Standard introduced at Level 2.] | With prompting and support, identify a reason an author or a speaker gives to support a point. | Identify one or two reasons an author or a speaker gives to support the main point. | Identify reasons an author or a speaker gives to support the main point. | Identify reasons an author or a speaker gives to support the main point. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students listen to a police officer give a presentation about following rules and laws and being a good citizen. Then, they identify reasons for these laws and consequences for breaking them. Source: Social Studies Model Curriculum, Grade 1, Content Statement 8, Instructional Strategies, pg 8) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-1-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | | Using a sentence frame and word list, tell about one law/rule mentioned in the presentation, stating why it’s important. Phrases/simple sentences. Discuss with partner. | Using simple sentences, write a journal entry about one law/rule mentioned in the presentation, stating the reason for its importance and consequences for breaking it. Discuss with small group. | Using more elaborated sentences, write about two laws/rules mentioned in the presentation, stating the reason for their importance and consequences for breaking them. Discuss with small group or class. | Write a journal entry about two laws/rules mentioned in the presentation, stating the reason for their importance and consequences for breaking them (descriptive sentences). Discuss with small group or class. | Sample instructional strategies and supports | | Review vocabulary related to rules, laws, appropriate behavior in a community. Model how to ask questions for clarification. | Demonstrate how to take notes during an oral presentation. Model how to ask questions for clarification. | Demonstrate how to take notes during an oral presentation. Give feedback on students’ initial drafts and make suggestions for improvements. | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | Grade 2: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to and occasionally participate in short conversations about familiar topics, and respond to simple yes/no and some wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics; take turns; and respond to simple and wh-questions. | Participate in short discussions and written exchanges about familiar topics and texts; follow the rules for discussion; respond to the comments of others and contribute his or her own; and ask questions to gain information or clarify understanding. | Participate in discussions, conversations, and written exchanges about a variety of topics and texts; follow the rules for discussion; build on the ideas of others and contribute his or her own; and ask and answer questions about the topic or text. | Participate in extended discussions, conversations, and written exchanges about a variety of texts and topics; follow the rules for discussion; build on the ideas of others, and express his or her own; and ask and answer questions about the topic or text. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Using pen pals and Skype, students communicate with other students in distant locations to get information about the human and physical characteristics of that place and the kinds of jobs performed there. Source: Ohio Social Studies. Model Curriculum Content Statement 6, pg 6) [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Paired with an English speaking peer model, participate in a Skype conversation with an international pen pal, responding to basic questions, e.g., “What is your name?” | Paired with a partner, contribute to an email exchange with an international pen pal, including 2-3 basic sentences and questions about who they are and where they live, e.g., “I live in Ohio. What languages do you speak?” At a later date, with a partner engage in a Skype conversation with pen pal, coming up with 1-2 simple questions to ask ahead of time. | Participate independently in an email exchange with international pen pal, including simple sentences and questions about the physical characteristics of their region, “e.g., Ohio has four seasons. Do you live near an ocean?” At a later date, engage in a Skype conversation with pen pal, coming up with 3-5 questions to ask ahead of time and recording the answers. | Participate independently in an email exchange with an international pen pal, describing the characteristics of their regions and the impact they have on jobs. At a later date, engage in a Skype conversation with pen pal, further elaborating on the topic. | Participate independently in an email exchange with an international pen pal, describing the characteristics of their regions and the impact they have on jobs. At a later date, engage in a Skype conversation with pen pal, further elaborating on the topic. | Sample instructional strategies and supports | Provide sample sentence structures for asking questions and sharing information. Provide time for students to practice asking questions and sharing information with a partner. | Provide sentence structures that can be used for asking questions and sharing information. Model a conversation on Skype. | Guide students in using the Internet and other resources to find out information about the country where the international pen pals live. | Guide students in using the Internet and other resources to find out information about the country where the international pen pals live. | Conduct large group brainstorming session on information about Ohio that students can share with their international pen pals. | Grade 2: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Express an opinion about a familiar topic. | Express an opinion about a familiar topic or story. | Express an opinion about a familiar topic or story, giving one or more reasons for the opinion. | Express opinions about a variety of topics, introducing the topic and giving several reasons for the opinion. | Express opinions about a variety of topics, introducing the topic, giving several reasons for the opinion, and providing a concluding statement. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students write an opinion piece on justifying a school, home, and/or community rule. They demonstrate an understanding of the different rules and acceptable behavior in different settings. Source: Ohio Social Studies Model Curriculum, Standard 12, pg 12 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | View picture cards of good and bad behaviors that take place at school. (e.g waiting in line at the drinking fountain, running in the halls). Practice key vocabulary words. With teacher support, sort picture cards by good behavior and bad behavior. | View picture cards of good and bad behaviors that take place at school. (e.g waiting in line at the drinking fountain, running in the halls). Practice key vocabulary words. With teacher support, sort picture cards by good behavior and bad behavior Use key words and phrases to talk about good behavior at school. | Write a few sentences about a school rule, giving one reason for its importance. (e.g It is important to be quiet while the teacher is talking so that everyone can learn.). Discuss with a partner. | Write about a school rule, giving two or more reasons for its importance. Engage in a class debate about which rules are the most important and why. | Write about a school rule, giving multiple reasons for its importance. Engage in a class debate about which rules are the most important and why. Rank rules according to their importance. | Sample instructional strategies and supports | Have a class discussion about rules people must follow in different settings. Highlight key words related to rules. | Have students work with a partner to write sentences and make illustrations. | Model both oral and written statements expressing opinions with reasons. | Model using transition phrases to add ideas to statements in a group discussion. (e.g. “Another example is …”) | Provide criteria of a well-written opinion piece that student can use for self evaluation. | Grade 2: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support, identify a point an author or a speaker makes, using a few frequently occurring words and phrases. | With prompting and support, identify a reason an author or a speaker gives to support the main point. | Tell how one or two reasons support the main point an author or a speaker makes. | Tell how one or two reasons support the specific points an author or a speaker makes. | Describe how reasons support the specific points an author or a speaker makes. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students investigate a current-event issue and describe the positive and negative effects of these activities. (e.g. Time for Kids article, “Waiting for Change”, Feb 2013) http://www.timeforkids.com/news/article-waiting-change/98991 Source: Ohio Social Studies Model Curriculum, Content Statement 7, pg 7 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-2-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to an article being read aloud about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 | Listen to an article being read aloud about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 On a sheet of paper, cite one reason to stop using pennies. Share with a partner or in a small group. | Listen to an article being read aloud about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 On a sheet of paper, cite one reason to stop using pennies and one reason to continue. Share with a partner or in a small group. | With teacher support (whole group or guided reading) read an article about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 Using chart, identify some of the points the author makes as pro-penny, anti-penny, or neutral. Following this assignment, break into groups of three and defend one of the three positions. | With teacher support (whole group or guided reading) read an article about the debate to stop using pennies in the United States http://www.timeforkids.com/news/article-waiting-change/98991 Using chart, classify each point the author makes as pro-penny, anti-penny, or neutral. Following this assignment, break into groups of three and defend one of the three positions. | Sample instructional strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available Provide sentence structures and have student practice using structures to give reasons. | Demonstrate and model how to take notes during an oral presentation. | Provide a model of a chart that can be used to record key information as one reads an article. | Have a large group discussion about the importance of providing reasons to support an idea or point of view. | Grade 3: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to and occasionally participate in short conversations about familiar topics, and respond to simple yes/no and some wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics; take turns; and respond to simple and wh-questions. | Participate in short discussions and written exchanges about familiar topics and texts; follow the rules for discussion; respond to the comments of others and contribute his or her own; and ask questions to gain information or clarify understanding. | Participate in discussions, conversations, and written exchanges about a variety of topics and texts; follow the rules for discussion; build on the ideas of others and contribute his or her own; and ask and answer questions about the topic or text. | Participate in extended discussions, conversations, and written exchanges about a variety of texts and topics; follow the rules for discussion; build on the ideas of others, and express his or her own; and ask and answer questions about the topic or text. | Sample Content-based Participation Goals – Social Studies Lesson Vignette With teacher guidance, students discuss and draft a classroom contract to establish rules and responsibilities within the classroom. Help students make connections between the rules in the classroom and the need for laws in the local community. Source: Ohio’s Social Studies Model Curriculum Content Statement 11, page 15 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Take part in a small group discussion of classroom rules with translation support (e.g., Google Translate) or visuals, and demonstrate understanding of common classroom instructions, e.g., “raise hand”, “take turns”, “be quiet”. | Take part in the small group discussion and write one simple sentence using a computer/iPad to show appropriate classroom behavior following a model. E.g., “Walk in the classroom”, “Listen to the teacher.” Answer questions about appropriate behavior. | Actively participate in the small group discussion by sharing at least 3 ideas and asking questions to clarify understanding. Write 2-3 sentences on a computer stating classroom rules following the discussion. Contribute an idea to discussion of laws in the local community. | Actively listen to others in the small group, ask questions about their ideas and show comprehension by building upon those answers. Write 3-4 generally correct sentences on a computer. Take an active part in a discussion of laws in the local community and why laws are necessary. | Fully participate in the small group discussion by asking and answering questions and contribute towards writing the classroom contract on a computer. Then contribute ideas to the discussion about laws in the community and why laws are necessary. | Sample teaching strategies and supports | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | Have ELL work with a partner to orally generate classroom behavior rules. | Model asking questions during a group discussion. | Model using transition phrases to add ideas to statements in a group discussion (E.g., “Another example is …”) | Have ELL work with a partner on writing a classroom contract. | Grade 3: Standard 6 An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With prompting and support (at Grade 2), identify a point an author or a speaker makes, using a few frequently occurring words and phrases. | With prompting and support (at Grade 2), identify a reason an author or a speaker gives to support the main point. | Tell how one or two reasons support the main point an author or a speaker makes. | Tell how one or two reasons support the specific points an author or a speaker makes. | Describe how reasons support the specific points an author or a speaker makes. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students will receive a theoretical allowance of $20.00 a month. Each student will decide how to spend this amount. Students will analyze and critique their classmates’ choices. Source: Ohio’s Social Studies Standards. Economics Content Statement of the MCS, 19 page 23 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to a classmate talk about how he or she would spend the allowance and identify and illustrate 2-3 key words (e.g., candy, game, and toy). | Listen to classmates talk about how they would spend their allowance and identify how one classmate wants to spend the $20 and why. | Listen to classmates talk about how they would spend their allowance and fill out a chart of at least one thing that each child wants to do with the $20.00 and why. | After listening to classmates explain how they would spend the $20 allowance, the student will participate in a discussion and express his opinion of the students’ choices. | Cite reasons to agree or disagree with classmates’ decisions to spend their allowance using grade appropriate conversational and academic vocabulary (e.g., I agree, but…; I disagree, because…). | Sample teaching strategies and supports | Pre-teach content-related vocabulary. | Demonstrate note-taking strategies while listening to oral information. | Provide a model of a chart that can be used to record key information. | Give opportunities for ELLs to practice communication skills in small group discussions. | Demonstrate how to use written notes when giving an oral presentation. | Grade 3: Standard 10 An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Understand and use a small number of frequently occurring nouns and verbs, and respond to simple questions with support (including context and visual aids). | Recognize and use some frequently occurring collective nouns (e.g., *group*), verbs, adjectives, adverbs, and conjunctions, and produce simple sentences in response to prompts, with support (including visual aids and modeled sentences). | Use some collective nouns, frequently occurring adjectives, adverbs, and conjunctions, and the past tense of some frequently occurring irregular verbs, and produce and expand simple and some compound sentences, with support (including modeled sentences). | Use collective nouns, an increasing number of adjectives, adverbs, and conjunctions, and the past tense of frequently occurring irregular verbs, and produce and expand simple, compound, and (at Grade 3) a few complex sentences. | Use collective and commonly occurring abstract nouns (e.g., *childhood*), the past tense of frequently occurring irregular verbs, coordinating and commonly used subordinating conjunctions, adjectives, and adverbs, and produce and expand simple, compound, and (at Grade 3) some complex sentences. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Students write a cultural heritage report to explain their family’s cultural background in order to demonstrate how diverse our communities are. Source: Ohio Social Studies Model Curriculum. Geography Content Statement of the MC8 page 11 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-3-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use visuals, write words and learned sentences about their cultural background with bilingual or translation support (if available). E.g. “I come from India.” “We eat curry.” | Write 3-4 simple sentences based on a model with attempts at using verbs, adjectives and conjunctions and provide illustrations to add to the meaning. | Write a paragraph on how and when their family came to the U.S. using some correct past tense verbs, adjectives, adverbs and conjunctions including some compound sentences, with a model. | Write a mostly coherent 1-2 paragraph report starting to include complex sentences (E.g., “When I came to the U.S., I was surprised to see snow!”) with increasing control over grammar with little teacher support. | Independently write a coherent 2-3 paragraph report, following teacher guidelines with grade appropriate use of grammar and conventions exhibiting compound and complex sentences. | Sample teaching strategies and supports | Pre-teach key vocabulary and provide descriptive sentence structures. Provide bilingual dictionary or online translation tool if available and appropriate. | Provide examples of descriptive sentences pertaining to different cultures. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide opportunities for peer review and feedback on draft reports. | Provide feedback on drafts of report, and provide opportunity to make revisions for final draft. | Grade 4: Standard 2 An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics and texts, responding to others’ comments and adding some comments of his or her own, and asking and answering questions about the topic or text. | Participate in conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own, asking and answering relevant questions, and adding relevant information and evidence. | Participate in extended conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own ideas clearly, posing and responding to relevant questions, adding relevant and detailed information, using evidence, and summarizing the key ideas expressed. | Sample Content-based Participation Goals – Social Studies Lesson Vignette After studying Ohio’s role in the Underground Railway, students work in small groups and are assigned roles: slave, slave owner, abolitionist, conductor and free black man. Then they discuss their viewpoints on slavery. Source: Ohio Social Studies Model Curriculum History 4.7, page 13 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-4-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | After viewing multimedia presentations about slavery, student answers simple questions using visual and bilingual support (if available). | With extensive preparation, student takes part in the role play, listening to others, contributing a few simple sentences, and answering a few simple questions. | Student takes a role in the discussion with some preparation and support, responds to others, and adds some original comments, asking questions to clarify answers. | Student takes an active role in the discussion, building on the ideas of others, and adding evidence to support their arguments (E.g., “I should be free, because…..” or “I need slaves, because…..”) with minimal support. | Student takes part in the role play in a grade appropriate way, building on the ideas of others, and expressing his or her opinion, and then summarizes the discussion for the class or teacher. | Sample instructional strategies and supports | Pre-teach selected vocabulary : provide bilingual dictionary or online translation tool if available | Provide sentence structures and have student practice using structures to share information | Model sharing information and asking questions during a group discussion | Model using transition phrases to add ideas to statements in a group discussion (e.g. “Another example is …”) | Provide opportunities for students to practice role play in small group settings. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or speaker makes. | Identify a reason an author or speaker gives to support a main point, and agree or disagree. | Tell how one or two reasons support the specific points an author or speaker makes or fails to make. | Describe how reasons support the specific points an author or speaker makes or fails to make. | Explain how an author or speaker uses reasons and evidence to support or fail to support particular points, (and at grade 5) identifying which reasons and evidence support which points). | Sample Content-based Participation Goals – Social Studies Lesson Vignette The class reads an article that proposes that all American citizens should be required to vote. The students identify the writer’s point, analyze the arguments and give reasons for their opinions using a teacher-prepared chart. After completing the chart, students share their ideas. Source: Ohio Social Studies Model Curriculum, 4.16 Government, p. 26 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-4-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-4-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | With bilingual and/or translation support, identify and illustrate some key words from the article e.g. “vote, election, citizen”. | With bilingual and/or translation support to understand the article, identify the key point and state an opinion in writing. E.g., “I think everyone should vote.” Then share this opinion in a table group. | With some help to understand the article, student will complete the chart, explain 1-2 points the author makes, and state whether they agree and why. E.g., “The writer thinks all Americans should vote. It is a responsibility. I do not agree. I think you can choose to vote.” Then share their writing in a table group. | Use the chart to state some of the points the author made, then give evidence to agree with or refute at least one of the claims with some help. Then share this opinion with a table group. | Briefly summarize the author’s argument in the chart. Express opinions about the validity of the author’s arguments and state whether the evidence supports the argument or not. Then discuss these ideas in a table group. | Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Provide sentence structures for showing agreement or disagreement (e.g., I agree that ….; I don’t believe ….). | In large group setting, elicit students’ statements and create a chart showing the number who agree and disagree with the author. | Give opportunities for ELLs to practice communication skills in small group discussions. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges about familiar topics, actively listening to others and responding to simple questions and wh-questions. | Participate in short conversations, discussions, and written exchanges about familiar topics and texts, responding to others’ comments and adding some comments of his or her own, and asking and answering questions about the topic or text. | Participate in conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own, asking and answering relevant questions, and adding relevant information and evidence. | Participate in extended conversations, discussions, and written exchanges about a variety of topics and texts, building on the ideas of others and expressing his or her own ideas clearly, posing and responding to relevant questions, adding relevant and detailed information, using evidence, and summarizing the key ideas expressed. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** After studying early Indian Civilizations (Maya, Inca, and Aztec) students work in small groups to create 2-4 minute reports explaining social structure, religion, government, agriculture, etc. of their assigned civilization. Then present the infomercial to the class and respond to comments and questions. Source: Ohio Social Studies Model Curriculum History 5.2, page 3) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-5-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Take part in preparing the report by finding pictures of food eaten by an early Indian Civilization with bilingual, teacher or peer assistance. After viewing the infomercials about other Indian Civilizations, students answer simple questions with visual and bilingual support (if available). E.g., “What did they eat?” | Contribute a few simple sentences to the report with assistance. After the class views the infomercials, student will answer a few simple questions about the other civilizations. E.g., “Where did they live?” | Take an active role in creating the report with some preparation and support. Then ask and answer questions about the infomercials, adding some original comments, and asking questions to clarify answers. E.g., “Why did the Aztecs grow corn?” | Take an active role in creating the report, building on the ideas of others, and adding evidence to support their explanations with minimal support. Then ask and answer questions about the infomercials. | Take an active role in creating the report, building on the ideas of others, and adding evidence to support their explanations. Respond to other infomercials, and make appropriate observations of multiple commonalities and differences. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | | Provide sentence structures and have student practice using structures to share information and to ask questions. | | Model sharing information and asking questions during a group discussion. | | Model using transition phrases to add ideas to statements in a group discussion (e.g., “Another example is …”) | | Provide opportunities for students to practice communication skills in small group settings before participating in large-group activity. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or speaker makes. | Identify a reason an author or speaker gives to support a main point, and agree or disagree. | Tell how one or two reasons support the specific points an author or speaker makes or fails to make. | Describe how reasons support the specific points an author or speaker makes or fails to make. | Explain how an author or speaker uses reasons and evidence to support or fail to support particular points, (and at grade 5) identifying which reasons and evidence support which points). | Sample Content-based Participation Goals – Social Studies Lesson Vignette The class reads an article about immigration reform which advocates that anyone who wants to come to the USA should be allowed to enter the country and live here. The students identify the writer’s point, analyze the arguments and give reasons for their opinions. Sources: Ohio Social. Studies Model Curriculum, 5.9 Human Systems, p. 16 and Ohio English Language Arts Model Curriculum RI 5.2 p.10 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-5-Social-Studies-Model-Curriculum_April2014.pdf.aspx http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_5_ELAs_Model_Curriculum_March2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Student reads a simplified version of the article. With bilingual and/or translation support (if available), student will identify the main point that the author is making. | Student reads a simplified version of the article. With bilingual support, translation support (if available) or scaffolding to understand the article, identify the key point and state an opinion. E.g., “I (don’t) think all people can come to America.” | With scaffolding (bilingual dictionary, simplified explanations) to understand the article, students write 1-2 points the author makes. State whether they agree or disagree and why, both in a short written response and orally in discussion. | Students read the article with a dictionary, if needed. State the reasons the author gave for his arguments then give evidence to agree with or refute his claims, with some help. Prepare a short written response then discuss in a group. | Independently read the article. Determine the author’s opinions. Express their opinions about the validity of the author’s arguments and state whether the evidence supports the argument or not. Prepare a short written response then discuss in a group. | Sample instructional strategies and supports | Write key words on whiteboard. Provide bilingual dictionaries or online translation tool if available, or assist students’ comprehension of key words. | Provide sentence structures for showing agreement or disagreement (e.g., I agree that ….; I don’t believe ….). | In large group setting, elicit students’ statements and create a chart showing the number who agree and disagree with the author. | Give opportunities for ELLs to practice communication skills in small group discussions. | Provide feedback on practice presentation and provide opportunity to make revisions before final presentation. | Grade 6: Standard 1 An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Use a very limited set of strategies to identify a few key words and phrases in oral communications and simple written texts. | Use an emerging set of strategies to identify the main topic, and retell a few key details in oral communications and simple written texts. | Use a developing set of strategies to determine the central idea or theme in simple oral presentations or written text, and explain how it is supported by specific details, and summarize part of the text. | Use an increasing range of strategies to determine two or more central ideas or themes in oral presentations or written text, and explain how they are supported by specific textual details, and summarize a simple text. | Use a wide range of strategies to determine central ideas or themes in oral presentations or written text, and explain how they are developed by supporting ideas or evidence, and summarize a text. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 1. Events can be arranged in order of occurrence using the conventions of B.C. and A.D. or B.C.E. and C.E. The goal is to create a timeline that spans 2000 B.C.E. to 2010 C.E. along a hallway wall or around the classroom. Prepare sample timeline for students with list of historic events from 2000 B.C.E. to 2010 C.E. Make sure students understand B.C.E. and C.E. Select a designated length to represent 100 years (possibly 1 foot = 100 years) and use tape (masking tape or blue painter’s tape) to create the timeline and mark the centuries. Have students select notable historic events, including some ancient events (e.g., building of Giza pyramids) and events in American and Ohio history students might be familiar with (e.g., signing of the Declaration of Independence, Ohio statehood). Have students find photographs or illustrations representing these events and attach them to the timeline. Encourage students to reflect on when most of the events they are familiar with happened and how long ago the river civilizations really were. Sources: Ohio’s New Learning Standards: Social Studies, Grade 6) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx Ohio’s New Learning Standards: English Language Arts, Grade 6 Curriculum Model, page 1) http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grade_6_ELA_Model_Curriculum_March-2015.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Listen to teacher’s short explanation of a historical event and determine if the event took place in B.C.E. or C.E. With a partner, use teacher prepared websites and/or texts to find picture, graphic, or illustration to represent the event. Correctly | Listen to teacher’s short explanation of a historical event and determine if the event took place in B.C.E. or C.E. With a partner, use teacher prepared websites and/or texts to find more information about the event. Write at least 1 compound | Listen to teacher’s short explanation of a historical event. With a partner, use teacher prepared websites and/or texts to find information about another event in a different century. Correctly place | Listen to teacher’s short explanation of a historical event. With a partner, use teacher prepared websites and/or texts to find information about two other events in different centuries. Correctly place events on the class timeline | Listen to teacher’s short explanation of a historical event. With a partner, use teacher prepared websites and/or texts to find information about three other events in different centuries. Correctly place events on the class timeline | | Place event on the class timeline and tell one sentence about the event using the framed sentence: The event, ______, occurred in ____ B.C.E. /C.E. Or, The _____ was built in B.C.E. /C.E. | Sentence or 2-3 simple sentences about the event, including 2 details in own words. | Event on the class timeline and orally summarize the importance of the event with at least 3 details in own words. | And orally summarize the importance of the events with at least 3 details in own words. Take notes from other student presentations. | And orally summarize the importance of the events with at least 3 details in own words. Take notes from other student presentations. | **Sample instructional strategies and supports** | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate how to use Internet to search for historical events. | Demonstrate how to use Internet to search for historical events. Provide sentence structures that can be used to describe historical event. | In whole group setting, discuss strategies for identifying main idea and supporting details in a text. Provide examples of information about historical events and have students practice identifying main idea and supporting details. | Demonstrate how to take notes during an oral presentation, using a graphic organizer to identify main idea and supporting details. | Demonstrate how to use written notes when giving an oral presentation, and how to use language forms and vocabulary to help listeners identify main idea and supporting details. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided sources and label collected | Gather information from provided sources and record some data and | Gather information from multiple provided print and digital sources | Gather information from multiple print and digital sources, using search| Gather information from multiple print and digital sources, using search| | information. | information. | and summarize or paraphrase observations, ideas, and information, with| terms effectively; quote or paraphrase the data and conclusions of | terms effectively; and (at Grade 8) evaluate the credibility of each | | | | labeled illustrations, diagrams, or other graphics, as appropriate, | others, using charts, diagrams, or other graphics, as appropriate; | source; quote or paraphrase the data and conclusions of others, using | | | | and cite sources. | and cite sources, using a standard format for citation. | charts, diagrams, or other graphics, as appropriate; and cite sources, | | | | | | using a standard format for citation. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 3. Globes and other geographic tools can be used to gather process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed. Students will use various types of maps (e.g., physical, economic activity, population, climate, vegetation) to gather and process information about a place (India, Egypt, China and Mesopotamia) and draw conclusions about the culture of the people (how they live). Using information from the maps, create a brochure or advertisement that highlights the attributes of that place. If available, have students use media technology to create electronic, Web-based or virtual products. Source: Ohio’s New Learning Standards: Social Studies, Grade 6 Curriculum Model, page 5 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In small groups (2-3 students), listen to discussion and complete a | In small groups (2-3 students), listen to discussion and complete a | In small groups (2-3 students), participate in searching for various | In small groups (2-3 students), participate in searching for various | In small groups (2-3 students), participate in searching for various | | note chart using information from a map of one country (India, | note chart using information from a map of one country (India, | sources/maps to complete a note chart of one country (India, Egypt, | sources/maps to complete a note chart of one country (India, Egypt, | credible sources/maps to complete a note chart of one country (India, | | Egypt, China or Mesopotamia). With teacher support, use the | Egypt, China or Mesopotamia). With teacher support, use the | China or Mesopotamia). With limited teacher support and using | China or Mesopotamia). Individually, use technology and the | Egypt, China or Mesopotamia). Individually, use technology and the | | information from the note-chart to create a travel brochure or poster | information from the note-chart to create a travel brochure or poster | technology, use the information from the note-chart to create a | information from the note-chart to create a travel brochure or poster | information from the note-chart to create a travel brochure or poster | | of the country. Include at least 2 graphics with a caption for each | of the country. Include at least 2-3 graphics with a caption for each | travel brochure or poster of the country. Include at least 2-3 graphics | of the country. Include at least 3-5 graphics with a caption for each | of the country. Include at least 3-5 graphics with a caption for each | | graphic. The captions will include 1-2 simple phrases or sentences of | graphic. Each caption will contain 2-3 simple sentences of description.| with a caption for each graphic. Each caption will contain a variety of | graphic. Each caption will contain a variety of sentence. | graphic. Each caption will contain a variety of sentence. | | description. | | | | | | If available, use technology to complete this final step. | If available, use technology to complete this final step. | sentence structures to summarize and paraphrase the data about the country and draw simple conclusions about the country and its people. Sources for information should be cited. If available, use technology to complete this final step. | sentence structures quote and paraphrase the data about the country and draw conclusions about the country and its people. Sources for information should be cited, using standard format for citation. If available, use technology to complete this final step. | sentence structures quote and paraphrase the data about the country and draw conclusions about the country and its people. Sources for information should be cited, using standard format for citation. If available, use technology to complete this final step. | |---|---|---|---|---| | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available | Demonstrate how to cite sources of information Provide examples of travel brochures | Demonstrate how to cite sources of information Provide examples of travel brochures | Provide feedback on students’ written work to assist with improvements for final report | | Model the use of a note chart to write key information from an oral or written information source | Model the use of a note chart to write key information from an oral or written information source | | | | | Provide examples of travel brochures | Provide examples of travel brochures | | | | ### Grade 6: Standard 9 **An ELL can create clear and coherent grade-appropriate speech and text.** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate simple information about an event or topic, with support | Recount a brief sequence of events in order, and introduce an | Recount a short sequence of events, with a beginning, middle, and an | Recount a more detailed sequence of events or steps in a process, with | Recount a complex sequence of events or steps in a process, with a | | (including context and visual aids) using non-verbal communication and, | informational topic, present one or two facts about it, and provide a | end, and introduce and develop an informational topic with a few facts | a beginning, middle, and an end, and introduce and develop an | beginning, middle, and an end, and introduce and effectively develop | | with limited control, a narrow range of vocabulary and syntactically | concluding statement, with support (including sentences), using, with | and details, and provide a conclusion, using, with developing control, | informational topic with facts and details, and provide a concluding | an informational topic with facts and details, and provide a | | simple sentences. | emerging control, some commonly occurring linking words (e.g., next, | common transitional words and phrases to connect events, ideas, and | section or statement, using, with increasingly independent control, a | concluding section or statement, using a wide variety of transitional | | | because, and, also). | opinions (e.g., after a while, for example, in order to, as a result). | variety of transitional words and phrases to connect events, ideas, | words and phrases to show logical relationships between events and | | | | | and opinions (e.g., however, on the other hand, from that moment on). | ideas. | --- ### Sample Content-based Participation Goals – Social Studies Lesson Vignette **Social Studies Standard 8.** *Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism).* Students design and complete a graphic organizer that compares the core beliefs of the world’s five major religions: Buddhism, Christianity, Hinduism, Islam and Judaism. Source: Ohio’s New Learning Standards: Social Studies Grade 6 Curriculum Model, page 13 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-6-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | Using a chart, work in small groups to compare and contrast each of | | the five major religions. Listen and record basic words and phrases | the five major religions. Listen, participate, and record basic words | the five major religions. Listen, actively participate, and record | the five major religions. Listen, actively participate, and record | the five major religions. Listen, actively participate, and record | | discussed in his/her group. Complete at least one piece of information | and phrases discussed in his/her group. Complete at least two pieces | information discussed in his/her group. Complete at least 2-3 pieces | information discussed in his/her group. Complete multiple pieces of | information discussed in his/her group. Complete multiple pieces of | | in each circle. With teacher support, write or tell one sentence about | of information in each circle. With partner or teacher support, write | of information in each circle. With limited support, compares and | information in each circle. With increasing independence, compare, | information in each circle. Independently, compare, contrast and | | each religion. The _______ (Buddhists, Christians, ____________) | or tell one sentence about each religion that _________________________| contrast 2-3 of the five religions (written or oral). | contrast, and discuss at least three of the religions (written or | discuss the religions (written or oral), using a graphic organizer. | | | | | oral). | | | etc.) believe ___. | compares/contrasts it to another religion, using the framed sentence: Buddhists believe ____, but Hindus believe ____. Or, Both Christians and Muslims believe ____. | oral), in his/her own words and using some transitional words/phrases (for example, however, also, etc.). Writing or speech will show a basic beginning, middle, and end development of ideas. | religions (written or oral), using a variety of transitional words/phrases (for example, however, on the other hand, also, etc.). Writing or speech will include an introduction, detailed examples and facts, and a conclusion or concluding statement. | variety of transitional words/phrases (for example, however, on the other hand, also, etc.). Writing or speech will include an effective introduction, detailed examples and facts with proper citations, and an effective conclusion. | | --- | --- | --- | --- | --- | | **Sample instructional strategies and supports** | | | | | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note during the discussion of religions. Demonstrate the use of a Venn diagram to show differences and similarities. | Provide list of key words for students to note during the discussion of religions. Demonstrate the use of a Venn diagram to show differences and similarities. | Demonstrate use of conjunctions to connect phrases; have students practice using them. Demonstrate use of conjunctions to connect phrases; have students practice using them. | Demonstrate use of transitional words and phrases; have students practice using them. Provide students the opportunity to share descriptions in small groups. | Provide criteria of a well-written report that students can use for self evaluation. | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions. | Participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information. | Participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed. | Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies Standard 2** Teachers and/or students create a representation (e.g., preview box, artifact box, poster, collage) to introduce Greek or Roman civilizations and to show their impact on today’s society. Items can be real, plastic or pictures. For Greece, items can include olives, grapes, sailboats, skeletons, a Nike symbol, the U.S. Constitution, columns, Olympic medals, a marathon flyer, comedy and tragedy masks, etc. Have students create a commercial for a product used during Roman or Greek times. The commercial must be accurate to the time period. Source: Ohio’s New Learning Standards: Social Studies, Grade 7 Curriculum Model, page 3 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-7-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher support, choose ONE item from Greek or Roman civilization. With a partner or teacher support, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will consist of 2-3 sentences (written | With teacher support, choose ONE item from Greek or Roman civilization. With a partner or teacher support, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will consist of 3-5 sentences | With teacher support, choose ONE item from Greek or Roman civilization. With a partner or teacher support, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will respond to questions | Choose ONE item from Greek or Roman civilization. With a partner, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will respond to questions about the “product,” including evidence about | Choose ONE item from Greek or Roman civilization. With a partner, use a visual (picture, photo, etc.) or object to create a short advertisement for the product. The advertisement will respond to questions about the “product,” including specific | | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | or spoken) and respond to questions about the “product.” Framed sentences may be used, for example, This object is a/n ____. In Roman (Greek) times it was used for/to _____. Today, we use it for/to ____. | (written or spoken) and respond to questions about the “product.” Respond in his/her own words, using simple and compound sentences. | about the “product.” Using a variety of basic sentence structures, respond in his/her own words, either written or orally. | how the Greek/Roman civilizations impacted the product in today’s society. Create a final commercial or advertisement in video format, using a variety of sentence structures. | evidence about how the Greek/Roman civilizations impacted the product in today’s society. Create a final commercial or advertisement video format, using a variety of sentence structures. | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Provide list of key words for students to note when listening to and viewing information about Greek or Roman society. Provide sample sentence structures to share information. | Provide sample sentence structures to share information. Provide opportunities to practice answering questions about shared information. | Model asking questions during a presentation. | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | Provide opportunities for students to practice sharing commercial or advertisement. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided sources and label collected | Gather information from provided sources and record some data and | Gather information from multiple provided print and digital sources | Gather information from multiple print and digital sources, using search| Gather information from multiple print and digital sources, using search| | information. | information. | and summarize or paraphrase observations, ideas, and information, with| terms effectively; quote or paraphrase the data and conclusions of | terms effectively; and (at Grade 8) evaluate the credibility of each | | | | labeled illustrations, diagrams, or other graphics, as appropriate, | others, using charts, diagrams, or other graphics, as appropriate; | source; quote or paraphrase the data and conclusions of others, using | | | | and cite sources. | and cite sources, using a standard format for citation. | charts, diagrams, or other graphics, as appropriate; and cite sources, | | | | | | using a standard format for citation. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies Standard 11.** Assign students to groups, each representing a different part of the world affected by the Columbian Exchange. Using the Internet, magazines or books, have each group track the movement of fauna, flora and pathogens from their places of origin to their assigned area of the world. Have them examine how this exchange reshaped the receiving societies in ways still evident today. Jigsaw the groups so students can share what they found. Source: Ohio’s New Learning Standards: Social Studies, Grade 7 Curriculum Model, page 15 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-7-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | In small groups, each with a different part of the world, listen to | In small groups, each with a different part of the world, complete a | In small groups, each with a different part of the world, complete a | In small groups, each with a different part of the world, complete a | In small groups, each with a different part of the world, complete a | | group discussion and group reading of teacher-prepared texts with main | cause-effect type of organizer that tracks the movement and effects of | cause-effect type of organizer that tracks the movement and effects of | cause-effect type of organizer that tracks the movement and effects of | cause-effect type of organizer that tracks the movement and effects of | | ideas highlighted in order to gain a basic understanding of the | two of the following: fauna, flora, or pathogens. Listen to group | the following: fauna, flora, or pathogens. Listen to and participates | the following: fauna, flora, or pathogens. Listens to and participates | the following: fauna, flora, or pathogens. Actively participate in | | effects of the Columbian Exchange. | discussion and reads teacher-prepared texts with main ideas highlighted| in group discussion and reads a variety of texts to complete organizer. | in group discussion and read a variety of texts to complete organizer, | group discussion and reads a variety of texts to complete organizer. | | Label and categorize pictures as fauna, flora, or pathogens. Listens | in order to gain an understanding of the effects of the Columbian | using paraphrases and quotations from the original source. Information | using paraphrases and quotations from the original source. Information | Information will include brief summaries, paraphrases, or quotations of | | in each jigsaw group. | Exchange. | will be cited using the standard form | will be cited using the standard form | the original source. Information will be cited using the | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available | | Pair students with partner to complete labeling and categorization task. | | Demonstrate use of cause and effect chart. | | Pair students with partner to complete cause and effect chart. | | Demonstrate use of cause and effect chart. | | Provide feedback on initial drafts of charts containing information, and allow students to make revisions based on feedback | | Model sharing information and asking questions during a group discussion. | | Provide feedback on initial drafts of organizer containing information, and allow students to make revisions based on feedback | | Provide criteria of a well-written research piece that student can use for self evaluation | An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Participate in short conversational and written exchanges on familiar topics, presenting simple information and responding to simple questions and some wh-questions. | Participate in short conversational and written exchanges on familiar topics and texts, presenting information and ideas and responding to simple questions and wh- questions. | Participate in conversations, discussions, and written exchanges on familiar topics and texts; building on the ideas of others and express his or her own; asking and answering relevant questions; and adding relevant information. | Participate in conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own; asking and answering relevant questions; adding relevant information and evidence; and paraphrasing the key ideas expressed. | Participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues; building on the ideas of others and expressing his or her own clearly; posing and responding to relevant questions; adding relevant and specific evidence; and summarizing and reflecting on the key ideas expressed. | **Sample Content-based Participation Goals – Social Studies Lesson Vignette** **Social Studies Standard 2** Explain the economic and religious reasons for the exploration and colonization of North America by Europeans. Students assume the role of someone from one of these colonial powers: Great Britain, France, Spain or the Netherlands. Students will explain and justify their reasons for exploring and settling in North America. Students could present their justifications through a role-play in front of the class and the class could determine if the reasons were economic or religious. Students also could write their justifications as an editorial for a newspaper. Then, with the editorials placed around the room, students read them and place stickers on each editorial classifying the justifications as religious or economic. Source: Ohio Social Studies Standards Grade 8 Model Curricula p. 3) http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher/partner support, complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Using prepared sentence frame provides a simple explanation about why the ONE colonial | With partner or small group, complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Give a five-sentence explanation to show why ONE colonial European power colonized North | In a small group/limited support, complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Write a simple editorial explaining why ONE of the colonial European powers colonized North | Complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Write an editorial justifying why ONE of the colonial European powers colonized North America. Write a well-developed editorial justifying and citing evidence for why ONE of the colonial European powers | Complete a chart identifying economic and religious reasons for ONE colonial European power to colonize North America. Write a well-developed editorial justifying and citing evidence for why ONE of the colonial European powers | Grade 8: Standard 4 An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Express an opinion about familiar topics. | Construct a claim about familiar topics and give a reason to support the claim. | Construct a claim about a familiar topic: introduce the topic and provide several supporting reasons or facts in a logical order, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement. | Construct a claim about a variety of topics: introduce the topic, provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement. | Sample Content-based Participation Goals – Social Studies Lesson Vignette Social Studies Standard 5 Have students illustrate (e.g., graphic organizer, poster, pamphlet, newspaper article, web page) the colonial discontent influenced by Enlightenment ideas that led to the Declaration of Independence and American Revolution. Source: Ohio Social Studies Standards, Grade 8 Model Curricula p. 7 http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx | Level 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 | |---------|----------|----------|----------|----------| | With a partner or teacher support, create a poster that expresses at least 1 claim of the colonists that led to the Declaration of Independence and American Revolution. | With a partner or teacher support, create a pamphlet that expresses one claim, supported with at least two reasons, of the colonists that led to the Declaration of Independence and American Revolution. | With limited teacher support, create a pamphlet or newspaper article that expresses 1-2 claims, supported by 2-3 reasons for each claim, of the colonists that led to the Declaration of Independence and American Revolution. The pamphlet or article will draw conclusions of the colonists’ point of view. | Create a pamphlet or newspaper article that expresses 2-3 claims, supported by 2-3 reasons or facts for each claim, of the colonists that led to the Declaration of Independence and American Revolution. The pamphlet or article contains well-organized paragraphs for each claim and will draw conclusions of the colonists’ point of view. | Create a pamphlet, newspaper article, or web page that expresses 3 claims, supported by 2-3 reasons or facts for each claim, of the colonists that led to the Declaration of Independence and American Revolution. The pamphlet, article, or web page will contain well-organized paragraphs that provide compelling and logically ordered reasons or facts that effectively support the claim, and provide a concluding statement of the colonists’ point of view. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. | | Model both oral and written statements expressing opinions with reasons. | | Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide feedback on initial drafts of pamphlet or article, and allow students to make revisions based on feedback. | | Provide time for sharing drafts with peers and getting their feedback before completing final draft of summary. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the argument an author or a speaker makes and distinguish between claims that are supported by reasons and evidence from those that are not. | Analyze the argument and specific claims in texts or speech, determining whether the evidence is sufficient to support the claims, and cite textual evidence to support the analysis. | Analyze and evaluate the argument and specific claims in texts or speech/presentations, determining whether the reasoning is sound and the evidence is relevant and sufficient to support the claims; and cite textual evidence to support the analysis. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies Standard 7** Divide students into southern and northern states. Then in a small group or with a partner, students research issues involved with each state and identify each state’s position as Federalist or Anti-Federalist. The following website may be used to jump start student research: [http://teachingamericanhistory.org/lessonplans/aet1/](http://teachingamericanhistory.org/lessonplans/aet1/) Then prepare for a debate on the adoption of the U.S. Constitution from your group/partner assigned state. Source: Ohio Social Studies Standards Grade 8 Model Curricula, page 11 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/Grade-8-Social-Studies-Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With a partner, read a teacher-selected (and highlighted) source that identifies the positions of a Federalist and an Anti-Federalist on the adoption of the U.S. Constitution. Use this source to complete a worksheet where they label if a statement supports the Federalists or the Anti-Federalists. | In a small group, use teacher-selected sources to complete an outline of either the Federalists or Anti-Federalists positions, on the adoption of the U.S. Constitution. Each position will include at least 3 pieces of information. | In a small group, choose 2-3 sources from a selection of teacher-provided sources. Create an outline that includes at least 2-3 pieces of information to support both the Federalists’ and the Anti-Federalists’ positions on the adoption of the U.S. Constitution. Write a basic paragraph that summarizes or paraphrases each side’s position, with appropriate citations. | In a small group, research the positions of both the Federalists and the Anti-Federalists on the adoption of the U.S. Constitution. Create an outline that includes at least 3-5 pieces of information to support each position. Write a developed paragraph/s that summarize and/or paraphrase each side’s position. All evidence will use standard format for citation. | In a small group, research (using credible sources) the positions of both the Federalists and the Anti-Federalists on the adoption of the U.S. Constitution. Creates an outline that includes at least 3-5 pieces of information to support each position. Write a developed paragraph/s that summarize, paraphrase, and quote each side’s position. All evidence will use standard format for citation. | | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary using illustrations and photos from the Internet; provide bilingual dictionary or online translation tool if available. Provide list of key words for students to note when reading about issues relating to adoption of U.S. Constitution. Explain the difference between claims without supporting reasons and claims with supporting reasons. Give examples. Provide rubric students can use to analyze arguments and supporting reasons. Discuss the difference between claims without supporting reasons and claims with supporting reasons. Have students give examples of each. Provide rubric students can use to analyze arguments and supporting reasons. Provide criteria of well developed analysis of claims and supporting reasons that students can use as self evaluation during the writing process. | An ELL can speak and write about grade-appropriate complex literary and informational texts and topics. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Communicate information about familiar texts, topics, and experiences. | Deliver short oral presentations and compose written narratives or informational texts about familiar texts, topics, experiences or events. | Deliver short oral presentations and compose written informational texts about familiar texts, topics, or events, developing the topic with a few details, with support (including modeled sentences). | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; developing the topic with some relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | Deliver oral presentations and compose written informational texts about a variety of texts, topics, or events; fully developing the topic with relevant details, concepts, examples, and information, integrating graphics or multimedia when useful. | **Sample Content-based Participation Goals – Social Studies** **Lesson Vignette** **Social Studies (World Geography)** **Environment and Society CS #7** Students watch a video that provides examples of how cultural characteristics and technological resources influence human interaction with the environment. Possible video link: http://www.pbs.org/wnet/nature/holycow/hinduism.html Students will then be provided information sources of two cultures, so that they can be afforded the opportunity to identify essential attributes of both of them. They use this information to assist them in determining whether or not their cultural characteristics and their technological resources are different from those of other people. They will share their responses through written and expressive form. Essential Questions: How are human societies shaped by and how do they help to shape their environments? Source: Ohio Social Studies Standards – Model Curriculum, http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_World-Geography_Model-Curriculum_April2014.pdf.aspx p.8 - p. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | With teacher guidance, list what student knows about treatment of cows in U.S. and India and record responses on a KWL chart. List ideas for “want to know”. Watch video/videos that provide(s) examples of how cultural characteristics and technological resources | With teacher guidance, list what student knows about treatment of cows in U.S. and India and record responses on a KWL chart. List ideas for “want to know”. Watch video/videos that provide(s) examples of how cultural characteristics and technological resources | List prior knowledge about treatment of cows in U.S. and India and record responses on a KWL chart. List ideas for “want to know”. Watch video/videos that provide(s) examples of how cultural characteristics and technological resources influence human | List prior knowledge about treatment of cows in U.S. and India and record in learning logs. Read provided articles of regarding treatment of cattle in India and the U.S. and write notes about important facts. Using a structured format write an essay about | List prior knowledge about treatment of cows in U.S. and India and record in learning logs. Read provided articles of regarding treatment of cattle in India and the U.S. and write notes about important facts. Write an essay about differences in treatment of | | Influence human interaction with cattle in the U.S. and India. | Make additions to the “L” column in the KWL chart based on what was learned from the video. Use information from additional sources to add information to KWL chart. Write sentences in a comparative writing framework about each of the attributes of both of the cultures and shares them aloud. | | Influence human interaction with cattle in the U.S. and India. | Make additions to the “L” column in the KWL chart based on what was learned from the video. Use information from additional sources to add information to KWL chart. Write a paragraph comparing and contrasting treatment of cattle in India and in U.S. Present orally information from the written paragraph. | | Differences in treatment of cattle in India and the U.S. | Record reading of essay on Audacity so peers can listen. Prepare and give an oral presentation on the differences in treatment of cattle in India and the U.S. Composes a comparative essay. | ### Sample instructional strategies and supports | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. | | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. | Provide list of key words for students to note when watching video and reading information about treatment of cattle in India and U.S. Demonstrate and model use of KWL chart. Have students work with partners to complete KWL chart. Provide criteria for writing cohesive paragraphs (main idea, supporting details); share examples of model paragraphs. | | Provide opportunities for peer feedback on initial drafts of written reports. Provide opportunities for students to practice giving oral presentations. | Provide feedback on initial drafts of written reports and allow students to make revisions for final draft. Provide criteria for giving an oral presentation. Allow students to practice and give feedback before making final presentation. | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided print and digital sources, and label collected information, experiences, or events. | Gather information from provided print and digital sources, and summarize data and information. | Carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources. | Carry out both short and more sustained research projects to answer a question; gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately. | Carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately. | **Sample Content-based Participation Goals – Social Studies Lesson Vignette** **Social Studies (Modern World History)** Historical Thinking & Skills CS #2 Students create a National History Day project about Ohio, examining primary and secondary sources to analyze historical events to Source: [https://www.ohiohistory.org/learn/education-and-outreach/ohio-history-day](https://www.ohiohistory.org/learn/education-and-outreach/ohio-history-day) (copy and paste link into Internet server) Students select to complete a project in one of the following History Day categories: - Paper, - Exhibit, - Performance, - Documentary (PowerPoint or Video presentations), or - Website When selecting a category it is important to consider the following: - Which category best fits your interests and skills? - Will you have access to the equipment or materials you need to present your entry? - Does your research fit one category better than another? Students will need to know the following academic vocabulary to be successful in completing their research and projects: research, topic, thesis, research sources, secondary source, primary source, presentation, notes, quotes, annotated bibliography, plagiarism, paraphrase, and note cards. It is important to provide students examples of primary sources and secondary sources. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this project. Sources: Ohio History Connection [https://www.ohiohistory.org/OHC/media/OHC-Media/Documents/Intro-Guide.pdf](https://www.ohiohistory.org/OHC/media/OHC-Media/Documents/Intro-Guide.pdf) (copy and paste link into Internet server) Ohio Social Studies Standards, Model Curriculum, Modern World History, p.2 [http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_Modern-World-History_Model-Curriculum_April2014.pdf.aspx](http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_Modern-World-History_Model-Curriculum_April2014.pdf.aspx) | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Select a research topic which topic/category of research best fits their interests and skills with the assistance of the teacher or peer. | Determine which topic/category of research best fits their interests and skills with the assistance of a peer. They will use the Think-Pair-Share strategy. | Determine which topic/category of research best fits their interests and skills with the assistance of a peer. They will use the Think-Pair-Share strategy. | Refers to learning logs to determine which topic/category best fits their interests and skills for this project. | Refers to learning log to determine which topic/category best fits their interests and skills for this project. | | Select from a limited amount of related resources the teacher has set aside, and begin to gather information about the research topic. | With a partner, brainstorm ideas while using the teacher created ‘Guiding Questions Worksheet’ that refers to the historical events of Ohio that were already taught and studied in class. | With a partner, brainstorm ideas while using the teacher created ‘Guiding Questions Worksheet’ that refers to the historical events of Ohio that were already taught and studied in class. | Research from multiple print and digital sources (at least 6-8). Construct a thesis statement. | Begins to research from multiple print and digital sources. | | Begin to write information in the first two columns of a Five W’s Chart (Who, What, Where, When, Why). These responses could be written as paraphrases and/or as pictorial representations. | Select from a limited amount of related resources the teacher has set aside, so they narrow their focus of their research. | Locate at least 5 on-line and print sources... Begin constructing their thesis statement. | Write information on their note cards. Students will have at least 15 note cards with at least 2-3 paraphrased complex sentences written on them. | Selects at least 8-10 sources selected, so they can begin constructing their thesis statement. | | Begin to write information on note cards categorized into headings under Who, What, Where, When, Why). | Begin to write information on note cards answering Who, What, Where, When and Why. | Write bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. | Write information on note cards answering Who, What, Where, When and Why. | Write information on note cards. Students will have at least 10 note cards with 1 quote written on them. | | | Write bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. | Use information to construct a PowerPoint presentation or as an exhibit. | Write bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. They will include an annotated bibliography with their final project. | Write their bibliography cards after reviewing examples of each of the sources properly annotated in a bibliography format. They will include an annotated bibliography with their final project. | | | Prepare a video presentation that will be shared with future students who will learn this topic in history class. The video presentation will consist of multiple graphics. Their visuals may consist of a PowerPoint presentation and/or primary artifacts. | Construct a 5-paragraph essay, with 8-10 complex sentences in each paragraph. | Prepare a video presentation that will be shared with future students who will learn this topic in history class. The video presentation will consist of multiple graphics. Their visuals may consist of a PowerPoint presentation and/or primary artifacts. | Construct a 5-7 paragraph essay, with 10-12 complex sentences in each paragraph. | **Sample instructional strategies and supports** | Assist students determine meaning of key vocabulary they encounter; provide | Do a pre-assessment to determine students’ knowledge of key vocabulary. | Discuss strategies for determining reliability of sources of information. | Discuss strategies for determining reliability of sources of information. | Discuss strategies for determining reliability of sources of information. | | | | |---|---| | bilingual dictionary or online translation tool if available. Have students work with partners to gather information from different resources. Model how to record information in a 5-W chart. | Assist students determine meaning of unknown vocabulary they encounter; provide bilingual dictionary or online translation tool if available. Have students work with partners to gather and record information from different resources. | | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. | | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. Provide criteria of a well-written research summary that student can use for self-evaluation. | Demonstrate how to cite sources of information and prepare bibliography. Provide guidelines on preparing PowerPoint presentations. | An ELL can analyze and critique the arguments of others orally and in writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |---------|---------|---------|---------|---------| | Identify a point an author or a speaker makes. | Identify the main argument and one reason an author or a speaker gives to support the argument. | Explain the reasons an author or a speaker gives to support a claim, and cite textual evidence to support the analysis. | Analyze the reasoning and use of rhetoric in persuasive texts or speeches, including documents of historical and literary significance, determining whether the evidence is sufficient to support the claim, and cite textual evidence to support the analysis. | Analyze and evaluate the reasoning and use of rhetoric in persuasive texts, including documents of historical and literary significance, and cite specific textual evidence to thoroughly support the analysis. | **Sample Content-based Participation Goals Social Studies** **Lesson Vignette** **Social Studies (American History)** **Historical Thinking & Skills CS #4** *This lesson consists of two parts. In order for students to successfully complete the second part of the lesson, students must create their own project, explained below:* Students will gather primary and secondary resources on a specific event to analyze an historical event to determine what might have happened if the participants had chosen alternative courses of action (e.g., What if Truman had not ordered atomic bombs dropped on Japan?). Students will use this information to reach a conclusion of what is the best course of action to solve an issue or problem by completing a project. This project will be completed as one of the types of projects: - Paper, - Exhibit, - Performance, - PowerPoint or Video presentations, or - Website Students will need to know the following academic vocabulary to be successful in completing their analysis: research, topic, thesis, research sources, secondary source, primary source, presentation, notes, quotes, annotated bibliography, plagiarism, paraphrase, and note cards. It is important to provide students examples of primary sources and secondary sources. Once students complete their projects, they will be charged to review a peer’s project and determine the stance he/she has taken. A rubric with specific criteria for each type of student should be used to properly assess the student’s understanding of this project. Sources: Ohio History Connection https://www.ohiohistory.org/learn/education-and-outreach (copy link and paste into Internet server) Ohio Social Studies Standards, Model Curriculum, American History http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_American-History_Model_Curriculum_April2014.pdf.aspx p.1 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Review a PowerPoint presentation created by another level 1 or level | Review a PowerPoint presentation that was created by another Level 2 | Review a PowerPoint presentation or an exhibit that was created by | Review a final draft of a 5-paragraph essay that was created by another | Reviews a final draft of a 5-7 paragraph essay that was created by | | 2 students. | student. | another Level 3 student. | Level 4 student. | proficient-trial mainstreamed student to review. | | With the aid of a 5 W’s Chart, identify the point his/her classmate is | With the aid of a 5 W’s Chart, identify the point his/her classmate is | With the aid of a 5 W’s Chart, identify the point the classmate is | Determine whether the evidence is sufficient to support the claim in | determine whether the evidence is sufficient to support the claim in | | making in the thesis statement and project. | making in their thesis statement and project. | making and the reasons to support the claim. | the essay, and cite textual evidence to support the analysis. | the essay, and cite textual evidence to support the analysis | | Answer WHO, WHAT, WHERE, WHEN, and WHY. These responses could be | Answers WHO, WHAT, WHERE, WHEN, and WHY. These responses could be | Answers WHO, WHAT, WHERE, WHEN, and WHY. These responses could be | | | | written as paraphrases and/or as pictorial representations. | written as paraphrases and/or as simple sentences. | written as simple and/or compound sentences. | | | | Once the student has the 5 W’s Chart completed, he/she verbally | Once the student has the 5 W’s Chart completed, he/she verbally | | | | | summarizes their findings to the author of the PowerPoint presentation.| summarizes their findings to the author of the PowerPoint presentation.| | | | **Sample instructional strategies and supports** | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Provide list of key words for students to note when viewing the | Provide list of key words for students to note when viewing the | Provide list of key words for students to note when viewing the | Guide the students in developing a rubric to use when reading | Guide the students in developing a rubric to use when reading | | PowerPoint presentation. | PowerPoint presentation. | PowerPoint presentation. | persuasive texts to determine whether the evidence is sufficient to | persuasive texts to determine whether the evidence is sufficient to | | Assist students determine meaning of key vocabulary they encounter; | Assist students determine meaning of key vocabulary they encounter; | Provide rubric specifically to rate the rates the student’s analysis. | support the claim in the essay. | support the claim in the essay. | | provide bilingual dictionary or online translation tool if available. | provide bilingual dictionary or online translation tool if available. | | Demonstrate how to cite textual evidence to support the analysis of | Demonstrate how to cite textual evidence to support the analysis of | | Provide rubric specifically created for the Level 1 student to rate | Provide rubric specifically created for the Level 2 student to rate | | a persuasive text. | a persuasive text. | | the rates the student’s analysis. | the student’s analysis. | | | | An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Gather information from a few provided print and digital sources, and label collected information, experiences, or events. | Gather information from provided print and digital sources, and summarize data and information. | Carry out short research projects to answer a question; gather information from multiple provided print and digital sources, and evaluate the reliability of each source; paraphrase key information in a short written or oral report, using illustrations, diagrams, or other graphics; and provide a list of sources. | Carry out both short and more sustained research projects to answer a question: gather and synthesize information from multiple print and digital sources, using search terms effectively; evaluate the reliability of each source and integrate information into an organized oral or written report, citing sources appropriately. | Carry out both short and more sustained research projects to answer a question or solve a problem; gather and synthesize information from multiple print and digital sources, using advanced search terms effectively; evaluate the reliability of each source, and analyze and integrate information into a clearly organized oral or written text, citing sources appropriately. | **Sample Content-based Participation Goals--Social Studies** **Lesson Vignette** **Social Studies (Economics & Financial Literacy):** Economic Decision Making and Skills CS#2 Have students simulate stock market investments by researching market patterns, company earning statements, stock market reports and economic indicators to develop an investment strategy. From the beginning of the course until the end of the course, students can work individually or in small teams to invest a simulated sum of money into a portfolio of stocks and then track their progress over time. Learning from this simulation should be linked to personal finance decisions. Stock Market Game www.stockmarketgame.org Classroom teams compete to develop an investment strategy, invest simulated money and compete for an award for largest portfolio growth during the contest period. Source: Ohio Social Studies Standards, Model Curriculum, Economics and Financial Literacy http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Social-Studies/High-School_Economics-and-Financial-Literacy_Model-Curriculum_April2014.pdf.aspx p.3 | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Select a familiar company or product (Coke, Microsoft). With teacher support, read a stock report and calculate the number of stocks he can buy with a pretend sum of money. | Select a familiar company or product (Coke, Microsoft). With teacher support and/or model calculator, read a stock report and calculate the | Find two different stock market reports about one company or product with which he or she is familiar. Using a top-hat or Venn diagram, compare research sources. | Selecting from a broad teacher-created list (so that the same companies are not repeated over and over), research 2-3 companies or products, creating a graphic organizer to compare market patterns, company | Selecting from a broad teacher-created list (so that the same companies are not repeated over and over), research at least 3 companies or products, creating a graphic organizer to compare market patterns, company earning statements, stock | | Following a model of a line graph, track value of the stocks through the duration of the class. Add data to graph at regular intervals (daily, weekly, or the like). | Given a paragraph frame, write a 5-7 sentence paragraph telling the differences and similarities of the reports; identify the more reliable source. Present comparison and organizer to the class. | Present research to the class in a 3-5 minute presentation accompanied by visuals and graphic organizers. Cite sources. | Prepare a 5-7 paragraph report analyzing a future investment goal (e.g., college, car), planning stock to buy, and estimating the amount of time it would take to achieve the goal. Presentation must be supported with visual representation of the year’s data and citations for at least two stock reports. | | --- | --- | --- | --- | | At the end of the course, present graph and results to the class. Use a paragraph frame to support presentation, ex: “I began with ____________ dollars. I bought _______________. I ended with _____________ dollars. So, I (gained, lost) ___________ dollars.” | If he chooses, sell some of their stock and buy stock from an additional, familiar product or company, still recording the total value of their stock using graphs. | After viewing classmates’ presentations, create a portfolio of at least three different stocks with the pretend sum of money. If he chooses, sell some of the stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using line graphs. | Track value of their stocks through the duration of the class, adding data to the line graph at regular intervals (daily, weekly, or the like). | | At the end of the course, present graph and results to the class. Using paragraph frames or other graphic organize; prepare a 2-3 paragraph report telling about the initial investment, effect of buying and/or selling during the class, and their results. Support presentation with visual representation of the data that they accumulated through the year. | Using paragraph frames or other graphic organizer, prepare a 3-5 paragraph report justifying the initial investment, the effect of buying and/or selling during the class, presenting results, and how to invest for a future goal (e.g., college, car). Support presentation with visual representation of the year’s data and citations for at least two stock reports. | At the end of the course, present graph and results to the class. | At the end of the course, present graph and results to the class. | | Using the preferred source, select two companies or products with which he is familiar (Coke, Microsoft) and make a simulated purchase with the pretend sum of money. If he chooses, sell some of the stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using graphs. | Track value of the stocks through the duration of the class. Add data to the line graph at regular intervals (daily, weekly, or the like). | After viewing classmates’ presentation, create a portfolio of at least three different stocks with their pretend sum of money. If he chooses, sell some of their stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using line graphs. | Track value of the stocks through the duration of the class, adding data to the line graph at regular intervals (daily, weekly, or the like). | | Given a paragraph frame, write a 5-7 sentence paragraph telling the differences and similarities of the reports; identify the more reliable source. Present comparison and organizer to the class. | Present research to the class in a 3-5 minute presentation accompanied by visuals and graphic organizers. Cite sources. | After viewing classmates’ presentation, create a portfolio of at least three different stocks with their pretend sum of money. If he chooses, sell some of their stock and buy stock from an additional, familiar product or company, still recording the total value of the stock using line graphs. | At the end of the course, present graph and results to the class. | | At the end of the course, present graph and results to the class. Using paragraph frames or other graphic organize; prepare a 2-3 paragraph report telling about the initial investment, effect of buying and/or selling during the class, and their results. Support presentation with visual representation of the data that they accumulated through the year. | With optional, pre-writing organizer, prepare a 5-7 paragraph report justifying the initial investment, the effect of buying and/or selling during the class, presenting results, and describing a future investment goal (e.g., college, car). Presentation must be supported with visual representation of the year’s data and citations for at least two stock reports. | Prepare a 5-7 paragraph report analyzing a future investment goal (e.g., college, car), planning stock to buy, and estimating the amount of time it would take to achieve the goal. Presentation must be supported with visual representation of the year’s data and citations for at least two stock reports. | Prepare a 5-7 paragraph report analyzing a future investment goal (e.g., college, car), planning stock to buy, and estimating the amount of time it would take to achieve the goal. Presentation must be supported with visual representation of the year’s data and citations for at least two stock reports. | **Market Reports** Choose stocks of different types (i.e. banking, retail, technology, or other). Present research to the class in a 3-5 minute presentation accompanied by visuals and graphic organizers. Cite sources. Prepare a 5-7 paragraph report analyzing a future investment goal (e.g., college, car), planning stock to buy, and estimating the amount of time it would take to achieve the goal. Presentation must be supported with visual representation of the year’s data and citations for at least two stock reports. | Sample instructional strategies and supports | |---------------------------------------------| | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate how to create and use a line graph to track value of the stocks through the duration of the class. Have students work with partner to monitor stocks and use line graph to track value. | | Pre-teach selected vocabulary; provide bilingual dictionary or online translation tool if available. Demonstrate how to create and use a line graph to track value of the stocks through the duration of the class. Have students work with partner to monitor stocks and use line graph to track value. | | Provide opportunities for students to share completed paragraph frames with partners. | | Provide opportunities for students to practice giving their presentations. Give feedback that can be used to make improvements for final presentation. | | Provide criteria of a well-written research summary that students can use to evaluate each other’s presentations. | An ELL can adapt language choices to purpose, task, and audience when speaking and writing. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Recognize the meaning of some words learned through conversations, | Adapt language choices to task and audience with emerging control | Adapt language choices and style according to purpose, task, and | Adapt language choices and style according to purpose, task and | Adapt language choices and style according to purpose, task, and | | reading, and being read to. | and use some frequently occurring general, academic, and content | audience, with developing ease, use an increasing number of general | audience; use a wider range of complex general, academic, and | audience with ease, use a wide variety of complex general academic and | | | specific words in conversation and discussion. | academic and content-specific words and expressions in speech and | content specific words and phrases and maintain a formal style in | content-specific words and phrases, and employ both formal and more | | | | written text, and show developing control of style and tone in oral or | speech and writing as appropriate. | informal styles effectively, as appropriate. | | | | written text. | | | Sample Content-based Participation Goals--Social Studies Lesson Vignette Social Studies (Government) Civic Participation & Skills CS #4 Source: Ohio Social Studies Standards, Model Curriculum, High School American Government, p.5 http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Social-Studies Divide students into three to four groups to engage in a discussion of how to resolve a contentious issue, issues ranging from very local (within the school (ex: should students be allowed to carry their cell phones) to national (ex: should the United States intervene in a civil war in another country). All students label individual index cards with the words Persuasion, Compromise, Consensus Building and Negotiation. Have the groups take turns observing as one group discusses their issue for several minutes. As the dynamics of the discussion proceed, have the observers hold up one of the four index cards containing the word or words representing what process they see taking place in the first group’s discussion at that time. | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | |------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------| | Using role-play, illustration, and/or translation create meaning for | Read a list of at least 10 phrases and sentences (ex: “Let’s work | Read a list of at least 10 phrases and sentences (ex: “Let’s work | Work independently to create individual note cards. | Participate fully in activity. Works independently to create individual | | these new vocabulary concepts: persuasion, compromise, consensus, and | together”, “All people should…”, and “What do you think?” “Meet me | together”, “All people should…”, and “What do you think?” “Meet me | note cards. Listen with other students as one group discusses a local | note cards. Discuss and/or observe local and national issues. Hold up | | negotiation. Record with memory aid (ex.: personal dictionary entry, | half-way”, etc.). With a teacher, sort the words into group: | half-way”, etc.). With a teacher, sort the words into group: | problem. With a partner as a model, hold up cards and the discussion | index cards independent of group mates. Speaks to resolve issue | | vocabulary quadrants) and practice | ● words for persuasion | ● words for persuasion | proceeds. Join a group that is | | | Transfer the new words to individual index cards. With partner, hold up cards as the discussions proceed. | ● words for compromise ● words for consensus building ● words for negotiation | | --- | --- | | Join a group that is discussing a local, familiar issue. Given a list of words and phrases pertinent to the issue, participate in group discussion. With prompting and or modeling, speak in simple sentences and phrases. | ● words for compromise ● words for consensus building ● words for negotiation | | Discussing a one of the non-local issues. Given a list of words and phrases pertinent to the issue, participate in group discussion. Speaks with 2-3 simple, compound or complex sentences. | using several sentences: simple, compound, and complex. | **Sample instructional strategies and supports** | Model how to ask questions during oral presentations when a word or phrase is not understood. | Model how to ask questions during oral presentations when a word or phrase is not understood. | | --- | --- | | Provide opportunities for students to practice model sentences and phrases that can be used in a discussion about a certain issue. | Provide opportunities for students to practice model sentences and phrases that can be used in a discussion about a certain issue. | | Discuss differences in language used in informal and formal discussions. Elicit from students language use that would be inappropriate for formal discussions about a topic. |
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The Gospel is For All Lesson 10 Changing the World with the Gospel Theme: Faith — Suffering for Jesus Memory Verses “And according to Paul’s custom, he went to them, and for three Sabbaths reasoned with them from the Scriptures, explaining and giving evidence that the Christ had to suffer and rise again from the dead, and saying, ‘This Jesus whom I am proclaiming to you is the Christ.’” Acts 17:2-3 Daily Bible Readings 1 Acts 19:8-20 2 Acts 19:24-32, 35-36, 41 3 Acts 20:1-12, 16 4 Acts 20:17-24, 29-32 5 Acts 21:1-6, 8-14 Paul traveled many miles and worked many hours to preach the gospel. Paul had made two journeys to preach, and now it was time to go again. For a third time, Paul set out on a journey to tell people the good news about Jesus Christ. The Gospel at Ephesus Soon after he began his third preaching journey, Paul went back to Ephesus and stayed there for two years. He started preaching in the synagogue, but many Jews did not want the gospel, and they didn’t want Paul preaching it. Some Jews made it hard on Paul, so he found Acts 19:8-20 Cross out the wrong answer. The miracles Paul performed: • caused people to believe in Jesus • can still be done today • healed the sick and cast out evil spirits another place to teach and preach. Paul and others worked hard “so that all who lived in Asia heard the word of the Lord” (Acts 19:10). Paul’s work in Ephesus helped people follow Jesus and to turn from their wicked ways. Paul taught people that their “gods” were made with hands and were not real. Many people in Ephesus believed Paul’s message and turned to Jesus. So many people in Ephesus became Christians that some businessmen started losing money. Demetrius and other silver workers made and sold statues of the Greek goddess Artemis. When people heard the gospel, many stopped worshiping idols and stopped buying the statues. The silver workers were making less and less money and decided they must get rid of Paul. The men stirred up the whole city against Paul and other Christians. People packed into the city theater, shouting, “Great is Artemis of the Ephesians” over and over. The wise town clerk finally quieted the crowd and spoke to the people. Finally, people left the theater and went back home. **Acts 20:1-12, 16** The disciples in Troas had gathered on the first day of the week to: - learn what was happening in Ephesus - sail to Asia - break bread together Eutychus died because he ____________________________. **Acts 19:24-32, 35-36, 41** Demetrius and other silver workers were upset with Paul because: - he didn’t believe in their god - he was performing miracles - people weren’t buying their silver idols *True or False?* The silver workers calmly took Paul and his friends into the courtroom. **Preaching the Gospel May Be Hard** Paul left Ephesus and went through Macedonia. He met with Christians at Troas on the first day of the week to take the Lord’s Supper. In a third floor room, a young man named Eutychus was sitting on a window sill. He fell asleep while Paul preached and fell out of the window down to the ground and died. Paul went down to the boy’s body and raised him from the dead! Paul met with the elders from Ephesus at Miletus. He warned the elders about false teachers who would cause trouble for Christians and the church. He told the elders to depend on God to help them be strong. The gospel Paul preached called people to change — to turn from sin and follow Jesus. Some people do not want to change, and they get angry with anyone who wants them to change. The Holy Spirit once told Paul that he would face trouble in every city because he preached the gospel. Paul said he was ready to die if necessary to tell people about Jesus. The gospel is God’s good news for all. We need to tell it to as many people as we can — even when it’s hard! Acts 20:17-24, 29-32 True or False? Paul was willing to go to Jerusalem even though it would be dangerous. Cross out the wrong answer. The Word of God’s grace is able to: • build you up (make you strong) • give you an inheritance (heaven) • make people respect and admire you Acts 21:1-6, 8-14 Match the following: | Name | Description | |----------|--------------------------------------------------| | Paul | prophesied | | Paul | would be bound and arrested in Jerusalem | | Agabus | tried to persuade Paul not to go to Jerusalem | | Philip | was willing to die for Jesus | | People | was a preacher in Caesarea | I want to play ball with my team instead of attending worship so the other players won’t make fun of me. Put an X in the light that best describes you. Red — most of the time Yellow — sometimes Green — never Think About It … Your friend Kara has always been a really fun girl. She is a good sport, is popular, and makes everyone feel really good. But lately she has started using bad language. She is also interested in drinking alcohol. And she has started sneaking out of the house when she is grounded. List two things Kara needs to change if she wants to be a Christian. 1. 2. Now list two things you need to change to be a Christian. 1. 2. Sailing Through the Bible Facts Write the name of the sons of Jacob. If you need help, see 1 Chronicles 2:1. What is the book of Mark about? On a map inside the back cover, locate the regions of Samaria and Galilee as well as the city of Capernaum.
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When Cultures Collide The Story of the Esopus Natives and Their Encounter with European Colonialism in Ulster County A Curriculum by Susan Stessin-Cohn and Luciano Valdivia A Publication of the Ulster County Clerk’s Office # TABLE OF CONTENTS | Section | Page | |------------------------------------------------------------------------|------| | Introduction | 1 | | Acknowledgements | III | | The New York State Social Studies Standards | IV | | Where the Written Record Fails Us | VII | | **Lesson 1 – Artifact Stories** | 1 | | **Lesson 2 – Artifact Detective** | 3 | | Artifact Chart | 5 | | **Lesson 3 – Archaeology Field School** | 7 | | **Lesson 4 – What’s in a Name?** | 8 | | Map of Ulster County | 10 | | **Lesson 5 – Every Pot Tells a Story** | 12 | | **Lesson 6 – Using the Environment** | 15 | | Using the Environment Activity Sheet | 17 | | **Lesson 7 – The 1652 Thomas Chambers Land Deed** | 18 | | Thomas Chambers Land Deed Document | 20 | | Thomas Chambers Land Deed Transcription | 21 | | Thomas Chambers Land Deed Activity Sheet and DBQ | 23 | | **Lesson 8 – Fisher/Rutgers Land Deed** | 25 | | Fisher/Rutgers Land Deed Document -8a | 28 | | Fisher/Rutgers Land Deed Translation -8b | 30 | | Fisher/Rutgers Land Deed Transcription -8c | 32 | | Glossary of Terms -8d | 34 | | Goods Traded Activity Sheet -8e | 35 | | Trade Items Activity Sheet -8f | 36 | | Sachem’s Marks Activity Sheet -8g | 38 | | **Lesson 9 – Governor Peter Stuyvesant Builds a Stockade** | 39 | | Order to Build the Stockade Document Translation | 42 | | Order to Build the Stockade Transcription | 43 | | Order to Build the Stockade Document Excerpt –9a | 44 | | Stockade Document Excerpt Activity Sheet –9b | 45 | | Map of the Stockade –9c | 46 | | Map of the Stockade Activity Sheet –9d | 47 | | Letter from Sergeant Louwrens Activity Sheet –9e | 49 | | Esopus Sachem’s Quote and Activity Sheet –9f | 50 | | 1659: A History of Kingston Activity Sheet –9g | 51 | | Stockade DBQ -9h | 52 | | **Lesson 10 – The Richard Nicolls Esopus Indian Treaty of 1665** | 53 | | Nicolls Indian Treaty Document | 56 | | Nicolls Indian Treaty Transcription | 61 | | **Lesson 11 – The Wampum Belt** | 63 | | The Wampum Belt Activity Sheet –11a | 66 | | Excerpt from the 1677/78 Renewal -11b | 67 | | Design a Wampum Belt Activity Sheet –11c | 68 | | Lesson 12 – Renewal of the Esopus Indian Treaty of 1665 | 69 | |------------------------------------------------------|----| | 1712 Renewal of the Treaty Document | 71 | | 1712 Renewal of the Treaty Transcription | 74 | | 1712 Renewal of the Treaty Activity Sheet | 76 | | Lesson 13 – Scattered to the Four Winds | 77 | |------------------------------------------------------|----| | Scattered to the Four Winds Report Checklist | 79 | | Instructions for Graduated Page Booklet | 80 | | Lesson 14 – The Artifact Conundrum | 81 | |------------------------------------------------------|----| | Discussion Web Activity Sheet | 83 | Resources For the Archaeology Slide Show and images of the Native American artifacts referenced in Lessons 2, 3 & 6, please scan the QR code or visit: https://clerk.ulstercountyny.gov/archives/resources/when-cultures-collide-archaeology-add-on • Image of the Wampum Belt, courtesy of the Ulster County Clerk’s Office • Representation of the stockade built by The Friend’s of Historic Kingston, photo courtesy of Luciano Valdivia • Nicolls Treaty, courtesy of the Ulster County Clerk’s Office While walking down John Street in Kingston, New York, it can be difficult to imagine a landscape without the brick and limestone buildings protruding from the ground. It remains, however, that there was a time when the paved streets of the Uptown District were grassy plateaus and dirt paths. Beneath the store-fronts and apartment buildings we know all too well, there is an historical record that waits to be unearthed. Such was the case with the Persen House located just past the old Mohican Market where John Street meets Green Street. In the basement of this colonial stone house, an archeological study brought to light a treasure trove of historical artifacts. The building itself provides us with better understanding of colonial life, and early European settlers, while the artifacts found in the soil below connect us with the original Esopus inhabitants. Scorched into the walls of the cellar, the destruction brought about by the second Esopus War acts as the physical marker of the period when these two cultures collided. With starkly different habits, rituals, and cultures, these two societies were set on a collision course from the moment of the first contact between the Esopus natives and Hendrik Hudson in 1609. The Thomas Chambers land deed, of 1652, marks the beginning of a 200-year period of European land appropriation. Often shrouded in the surreptitious language of legalism, the terms of these agreements were often a source of further conflict between these disparate peoples. Gradually losing their customary methods of tool creation, the Esopus became increasingly dependant upon European goods. Along with their land, the Esopus lost their material culture, and to a certain extent, their traditional way of life. In return for these fertile tracts of land, the Esopus received diseases such as small pox, along with addictions to European firearms, steel, and liquor, which proved disastrous for native society. The story of the Esopus people, as is the case with countless native societies in the Americas, is a tale of enslavement, addiction, disease, and dislocation. After suffering seven ‘trails of tears,’ the descendents of the Esopus natives have been living in cultural enclaves in Canada and in the reservations of Oklahoma, far away from their original homelands in New York, New Jersey, Pennsylvania, and Delaware. Arranged chronologically, this curriculum begins with discussion of the earliest ancestors of the Lenape Nation, who arrived here 13,000 years ago – called Paleo-Indians. The first six activities, marked by the image of a projectile point in the top right corner of the page, use these artifacts as the primary documents from which the activities have been created. Activity Three, Archaeology Field School, includes a CD-ROM* documenting several archaeological excavations in Ulster County. In addition, the CD-ROM* contains several slides with images of local Native pottery, beads and projectile points. The following eight activities use written documents, as indicated by the image of a drawn turtle, as the basis for the lesson. Using primary documents, free of a historian’s interpretation, it becomes the work of the student to assess these documents from the past and provide their own view regarding their significance. In essence, the student becomes the historian, identifying the trends and meaning behind the collection of documents herein. -Susan Stessin-Cohn and Luciano Valdivia Excavation of the Persen House, Fall 2000 -photo taken by Dr. Joseph Diamond *Please note, the contents of the CD-ROM are now available online by scanning the QR Code found in the Table of Contents. Acknowledgements This project was made possible through a grant to the Ulster County Clerk’s Office from the New York State Archives Local Government Records Management Improvement Fund. I would like to express my gratitude and appreciation to the many organizations and individuals who contributed their expertise and encouragement in the production of this teaching packet. Ulster County Clerk’s Office, Kingston, NY - Nina Postupack, Ulster County Clerk, for her constant support, encouragement, leadership and access to the records of the Ulster County Clerk’s Office - Laurie Hancock, Deputy County Clerk and Records Management Officer, for her inspiration, enthusiasm and assistance for the project - Ken Gray, Archival Processing Technician, for his extensive knowledge of the Ulster County Clerk’s Archives - Barbara Carlson, Index Clerk-Typist, for her creativity and computer assistance Lenape Elementary School, New Paltz, NY - Linda Sinferoso, for advice and piloting these activities with her fourth grade class SUNY at New Paltz, New Paltz, NY - Dr. Joseph Diamond, for assistance in the project from the beginning to the end - Dr. Rose Rudnitski, for her suggestions and support Haviland-Heidgerd Historical Collection at the Elting Library, New Paltz, NY - Carol Johnson, Director, for access to the Library Collections - Marion Ryan, Director of Collections, for access to the Library Collections The Senate House Museum, Kingston, NY - Deana Preston, Historic Site Assistant for NYS Parks, Recreation and Historic Preservation, for assistance and access to the records of the Senate House - Lisa Bruck, Administrative Assistant for NYS Parks, Recreation and Historic Preservation, for assistance and access to the records of the Senate House. New Paltz Central School District - Sean Doyle, for his suggestions and support throughout the project Steve Comer, Stockbridge Munsee Nation, for reviewing the curriculum and offering advice and suggestions Tamara Francis, Delaware Nation NAGPRA/Cultural Preservation Department, for providing historical information on the Delaware Nation | Standards | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |-----------|---|---|---|---|---|---|---|---|---|----|----|----|----|----| | **Standard 1: The History of the US and NY** | | | | | | | | | | | | | | | | **Key Idea 1** | | | | | | | | | | | | | | | | ➢ PI - Know the roots of American culture and the ways different people played a role in creating it. | > | | | | | | | | | | | | | | | **Key Idea 2** | | | | | | | | | | | | | | | | ➢ PI – Gather and organize information about the traditions transmitted by various groups living in their neighborhood and community. | > | | | | | | | | | | | | | | | ➢ PI – Recognize how traditions and practices were passed from one generation to the next. | > | | | | | | | | | | | | | | | ➢ PI - Distinguish between near and distant past. | > | | | | | | | | | | | | | | | **Key Idea 3** | | | | | | | | | | | | | | | | ➢ PI - Gather and organize information about the important accomplishments of individuals and groups, including Native America Indians, living in their neighborhoods and communities. | > | | | | | | | | | | | | | | | **Key Idea 4** | | | | | | | | | | | | | | | | ➢ PI - Consider different interpretations of key events and/or issues in history and understand the differences in these accounts. | > | | | | | | | | | | | | | | | ➢ PI – Explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities and State. | > | | | | | | | | | | | | | | | ➢ PI - View historic events through the eyes of those who were there. | > | | | | | | | | | | | | | | | **Standard 2: World History** | | | | | | | | | | | | | | | | **Key Idea 1** | | | | | | | | | | | | | | | | ➢ PI – Explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop. | > | | | | | | | | | | | | | | | ➢ PI - Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. | > | | | | | | | | | | | | | | | **Key Idea 3** | | | | | | | | | | | | | | | | ➢ PI - Interpret and analyze documents and artifacts related to significant developments and events in world history. | > | | | | | | | | | | | | | | | ➢ PI - Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices. | > | | | | | | | | | | | | | | | Standards | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | |--------------------------------------------------------------------------|---|---|---|---|---|---|---|---|---|----|----|----|----|----| | **Key Idea 4** | | | | | | | | | | | | | | | | ➢ PI – Consider different interpretations of key events and developments in world history and understand the differences in these accounts. | | | | | | | | | | | | | | | | ➢ PI - explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world. | | | | | | | | | | | | | | | | ➢ PI – View historic events through the eyes of those of those who were there, as shown in their art, writings, music, and artifacts. | | | | | | | | | | | | | | | | **Standard 3: Geography** | | | | | | | | | | | | | | | | **Key Idea 1** | | | | | | | | | | | | | | | | ➢ PI – Study about how people live, work, and utilize natural resources. | | | | | | | | | | | | | | | | ➢ PI - Locate places within the community. | | | | | | | | | | | | | | | | **Key Idea 2** | | | | | | | | | | | | | | | | ➢ PI - Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994). | | | | | | | | | | | | | | | | **Standard 4: Economics** | | | | | | | | | | | | | | | | **Key Idea 1** | | | | | | | | | | | | | | | | ➢ PI – Know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources. | | | | | | | | | | | | | | | | **Standard 5 – Civics, Citizenship, and Government** | | | | | | | | | | | | | | | | **Key Idea 1** | | | | | | | | | | | | | | | | ➢ PI – Know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice. | | | | | | | | | | | | | | | | **Key Idea 4** | | | | | | | | | | | | | | | | ➢ PI - Show a willingness to consider other points of view before drawing conclusions or making judgments. | | | | | | | | | | | | | | | | ➢ PI - Suggest alternative solutions or courses of action to hypothetical or historic problems. | | | | | | | | | | | | | | | Where the written record fails us. . . . . . . archeological evidence can fill in the gaps. Through material culture, we can gain an understanding of a particular society’s daily lifestyle, including diet, belief systems, and general culture. When attempting to establish an understanding of the way a group or society functioned and lived, if there is no formal written history to base our interpretation upon, we can only gather an appropriate picture from artifacts left behind. In essence, “artifacts” are products of human activity, such as projectile points, pottery, utensils, and ornaments. A tree branch, however, is not, unless of course it has been altered by the human presence; carved, sanded, sharpened etc. Likewise, a rock is not an artifact in itself, however becomes one after being chipped, carved, or smoothed. Also useful in creating the framework for our understanding of cultures past, existing outside the written record, is “cultural debris.” Essentially the “byproducts” of human interaction with the world around them, these discarded items, such as chipped stone flakes (debitage) and food residue, provide us with indicators of how “artifacts” were made, as well as the foods consumed by the society in question. Features, or footprints so to speak, are indicators below the ground’s surface which show the manmade structures where human activity took place, such as sub-floor pits where corn and other plant material would have been stored, post holes, burials, and cooking hearths. In conjunction, “artifacts,” “cultural debris,” and “features,” provide archeologists with the necessary groundwork to make intelligible conclusions concerning a particular group or society. The manner in which a people lived their daily lives, and more broadly, the themes by which their existence can be expanded upon, can also be brought to light through these three types of material remains. Lesson 1—Artifact Stories Objectives: Students will: - identify various objects through written descriptions; - associate objects with cultural norms of our time period. Materials: - Artifacts from home - Paper bags - Paper Background information: The day before you begin this activity, assign the following for homework: - Bring to school an object or “artifact” that is special or interesting to you (it must be able to fit in an average size brown paper bag). - On a separate sheet of paper, write three words to describe this object. If you have access to a computer, type the words. - Write your name on the back of this sheet. - Make sure not to show or discuss the contents of your bag with anyone. It must be kept secret. Students will need to understand the definition of an artifact: an artifact is an object made, used or changed by people. Examples are: brushes, money, telephones, forks, etc. A rock would not be an artifact, except if it was altered as in the case of a nutting stone or pestle. Teaching Sequence: 1. Full Class – Analyzing a Primary Source a. All items are given to the teacher at the beginning of the class. Students are not to show or discuss their objects with each other. b. Place the “artifacts” on a large table and the sheets of paper into a large bag. c. Students will pick one piece of paper from the bag. They will then proceed to match up their “artifact” description with one of the actual “artifacts” on the table. The student will then bring her/his “artifact” back to his/her seat. d. Students, one at a time, are called by the teacher to stand up, show their item, read the description, and ask the person whose name is on the sheet if the item is theirs. 2. Class Discussion a. Teacher poses the following questions: - How difficult or easy was it to find the “artifact” based on the description? - What can you learn about the person whose artifact this is, based on the artifact itself? Can we see any wider patterns or themes among the “artifacts”? What might this tell us about the wider culture that produced and uses these objects? b. Use these questions to discuss how artifacts help us learn about people. **Homework idea:** Discuss with students the possibility of errors being made when making assumptions about different cultures. For example, what if an archeologist had found several items in an excavation such as the Harry Potter books, - what assumptions could the archeologist or historian make about the importance of these books? Could someone think that if these artifacts were so prevalent, could they be of a religious nature, possibly a type of bible? Have students choose three of the items brought to class and make up two different false interpretations about the significance of the artifacts and their place in the culture of the people that created them. Lesson 2– Artifact Detective Objectives: Students will: - brainstorm adjectives to describe a Native American artifact; - make individual observations of a chosen artifact, describe its attributes and draw an illustration; - draw conclusions as to how an artifact was used and compare these conclusions with actual information. Materials: - Teacher artifact brought from home - Artifact box or pictures of artifacts found using the QR code in the Table of Contents. Background information: In this activity we are using physical artifacts as our primary documents. The teacher will bring in an “artifact” from home to use in the initial part of the activity. Examples of interesting objects are: plastic hairbrushes, toothbrushes, cooking tools, etc. The following terms and their definitions are important to the understanding of this lesson. Review the meaning of the following terms: - **Artifact:** object created or modified by people for use. They can be tools, utensils, containers, ornaments, etc. - **Adjective:** modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective answers one of the following questions: An adjective can be a single word, a phrase, or a clause. - **Attributes:** a characteristic or property of an object, such as weight, size, or color. The majority of artifacts found in the collection are made of chert. Chert is a common surface rock that is very hard and resistant to weathering. It is usually white to light gray, but can range through shades of red, yellow and brown to a very dark gray. Teaching Sequence: 1. **Class Discussion** a. Place students in a circle sitting on the floor. Ask students, “What is an artifact?” Bring out the “artifact” you have brought from home. Remind students that they will be looking at this artifact carefully. Refer to the procedure they followed in Activity One. In Activity One, students used descriptive words, now use the term, “adjective”. b. Pass the artifact around the circle. Ask each student to give one adjective to describe the artifact they are touching. c. When all students have had a turn stating an adjective, explain that they will be observing a different artifact for this activity. 2. **Interpreting a Primary Source** a. Break up class into groups of four. b. Place one artifact in the middle of four students. Discuss that they will be handling an authentic artifact created thousands of years ago. Remind them that the artifact is fragile and they need to be careful when handling it. If it is not possible to obtain the “artifact box” available at the Teacher Center, slides are available online by using the QR code in the Table of Contents. c. Ask students to begin by drawing the artifact, making sure to include all the details. Under the illustration they will list its attributes. (Explain what an attribute is and that it is different from an adjective.) d. Have the group discuss the following: ➤ How do they think this artifact was made? ➤ What tools were needed to create it? ➤ What kind of material is the artifact made of? ➤ Where were the materials needed to create this artifact found? ➤ What do you think this artifact was used for? ➤ Come up with a name for your artifact. 3. Class Discussion a. Set up a large wall chart with the following information: | Group # | Name of Artifact | Material made of | Predicted use | Real Name and Uses | |---------|------------------|------------------|---------------|--------------------| | | | | | | b. Each group chooses a speaker and a recorder. The speaker will report to the rest of the class their findings. The recorder will fill in their group’s information on a large wall chart. c. Explain what the different artifacts are and their real names. Refer to the Artifact Chart. Ask students why they think so many of the artifacts are made of stone? d. Discuss the significance of each type of artifact in the wider themes of culture. Pose the following question, “What do these tools tell us about the culture and lifestyle of the first inhabitants of this county?” ## Artifact Chart All artifacts, except #7, #1689, #8, trade bead, and pottery are made of chert. | Picture of Artifact | Name | Use | Date Range | |---------------------|---------------|----------------------------------------------------------------------|------------| | 1&5 | Knives | Essential for food preparation and for skinning, butchering, trimming animals | undated | | 2 | Orient Fishtail | Hunting and fishing | 1200-700 BC | | 3 | Lomoka point | Hunting and fishing | 2500-2000 BC | | 4 | Levanna projectile point | Hunting and fishing | 1000-1650 AD | | 6 | Spear points | Hunting and fishing | 2500 BC | | 7 | Nutting stone | Cracking nuts, an important part of the Lenape diet | undated | All artifacts, except #7, #1689, #8, trade bead, and pottery are made of chert. | | | Pestle – made of sandstone | Grinding | undated | |---|---|---------------------------|---------|--------| | 8 | | | | | | 9 | | Scrapers | Cleaning hides and for cleaning the meat from the bones of animals | undated | | 10 & 11 | | Non-specific projectile points | Hunting and fishing | undated | | 12 | | Cores | A large piece of rock that can be made into a tool at any time | undated | | | | Pottery | Used for cooking | 800-1200 AD | | | | Debitage | Chipped stone flakes created from the process of making tools | undated | | | | Trade beads | | | Lesson 3—Archaeology Field School Objectives: Students will - view a Power Point presentation about archaeology; - demonstrate an understanding of archaeological terms by using them in a fictional story. Materials: - Archaeology Slide Show - Writing paper and pens Background information: The pictures used in the slide show are a compilation of field schools over the last few years from Historic Huguenot Street. The younger students were part of the Huguenot Archaeology Camp. The slide show is available to download using the QR code in the Table of Contents. Teaching Sequence: 1. Full Class Discussion - The class will be viewing a PowerPoint presentation of scenes from actual archaeology field schools located on Huguenot Street in New Paltz. - While viewing the presentation, stop to add comments and answer questions. Explain that fire-cracked rocks are a result of stones being heated over a fire and then dropped into a deerskin pouch or ceramic pot. The heat from the rocks would cause the water to boil and cook the meat. In the process, the rocks would crack. Fire-cracked rocks are also a by-product of stones being heated in a hearth when “earth-ovens” were created. - Refer to the animal burial illustrated in the slide, “Can you guess what type of animal this is”. Explain that it is a pet dog from 1290 AD. 2. Creative Writing a. Assign a creative writing piece to students using the following terms to create a fictional story: - archaeology - trowel - artifact - feature - excavation - debitage - cultural debris Lesson 4—What’s in a Name? Objectives: Students will: - brainstorm a list of geographic locations in Ulster County with Native American names; - create a name for a specific unnamed geographic location they are familiar with; - sketch this location and compose a brief explanation of how they arrived at that name. Materials: - 1875 Beers Map of Ulster County, also found on line at: http://www.co.ulster.ny.us/archives/Beers/BeersToC.html - Writing paper and pencils Background information: Many of the towns, waterways and mountain ranges in and around Ulster County were named by, or as a commemorative to the Native Americans who lived in this area. From the town of Kerhonkson to the Shawangunk mountain range, many of these names conjure up images of life before the white settlers landed on the Rondout. Most place-names of Native origin describe its physical characteristics or features of the surrounding landscape. The following information has been taken from Marc Fried’s, *Shawangunks Place Names* (2005) and Dr. Laurence M. Hauptman’s, “The Native American; a History of the First Residents of New Paltz and Environ’s”: - **Shawangunk** (Shong-gum): Three interpretations accepted by recent scholars—“the south country”, “the edge of the hill” or “where the smoky air is.” - **Wawarsing**: (Waewaersinck). This area appears to have been the most important settlement in the area. Wawarsing contained a well stockaded village until 1663 when it was destroyed by the Dutch. Possibly – “At a place where the stream winds, bends, twists or eddies around a point.” - **Mohonk**: (Moggonck), most probably – “the place of the bears”, “a place of a great tree.” - **Minnewaska**: not an authentic Native American name. Alfred Smiley created the name in 1875 to help promote the resort and to use in brochures. May be from the Dakota (Sioux) language meaning “frozen water” or “good water.” - **Kerhonkson**: (Kahankson), “small river” or “small run.” - **Awasting**: (Aioskawasting) It is the largest lake in the Shawangunk Mountain range. Possible translation oddly is “someone must be warming himself, or themselves.” - **Esopus**: “river,” “small river.” - **Ashokan**: “to cross the creek”, blackbird”, or “outlet or mouth of a stream.” - **Poughkeepsie**: “at the rock pool or basin, pond, or pool of water.” - **Wappinger**: “east land, or people who live in the east or the eastern bank of the river”. Teaching Sequence: 1. Class Discussion a. The teacher asks students to think of as many Native American names for geographic locations as they can. b. The responses are written on the board or chart paper. c. When students have exhausted their lists, the teacher reads the following list to the class, omitting the names students have offered: Minnewaska Naponoch Wappinger Mohonk Wawarsing Poughkeepsie Awasting Esopus Ashokan Kerhonkson Shawangunk Neversink d. The teacher shows the map on an overhead, highlighting some of the specific locations mentioned, choosing two or three explanations of how certain places got their names to the class. e. Ask students to think about a certain geographic location that is unique or special to them that has not been given a formal name. Examples could be: a place in your backyard, a certain hill, a pond, etc. 3. Independent Work a. Have students use unlined paper to do the following: ➤ Draw an illustration of the location and create a name for it. In choosing a name, think of some of the location’s physical characteristics. ➤ Write a short paragraph explaining why you chose the name. b. Students share their work with the class. Follow up: Explain to students that there is confusion about the names of the Native inhabitants of Ulster County, even among historians. According to Tamara Francis, the word “Lenape” means “common people”. The language belongs to the Eastern branch of Algonquian languages. Although the Lenape are sometimes referred to as the Delaware, pronounced Del-a-war, the name is not a Native American word. It comes from the name of Thomas West, 3rd Baron De La Warr, an Englishman who was one of the early governors of Virginia. According to Herbert C. Kraft, the region where the Lenape people lived (Lenapehoking) encompassed what is now “New Jersey, South-Eastern New York, Eastern Pennsylvania, almost all of Delaware, and a small part of South-Western Connecticut.” By 1754, the Lenape were divided into two groups, the Delaware and the Munsee. Often, distinct bands have been lumped together into a somewhat cohesive language group by historians and anthropologists, while the members of these bands identify themselves, not by this language group, but by the band of which they are a part. There are two dialects of the Lenape language, Munsee and Unami. Munsee was spoken by the bands who lived in the lower Hudson Valley and the upper Delaware River. Munsee means “People from Minisink” (which in turns means “the stony country”) (Grumet, 1989). While European colonists referred to all native peoples living along the Esopus river as the “Esopus Savages,” individual bands such as the, Waoranecks and Warranawonkongs identified themselves within these more specific groups. Map of Ulster County, 1875 OUTLINE PLAN OF ULSTER COUNTY NEW YORK. Scale 3 miles to the inch. Lesson 5—Every Pot Tells a Story Objectives: Students will: - draw conclusions about what pottery was used for during the pre-contact period; - demonstrate an understanding of the construction of Native American Late Woodland pottery by creating a ceramic pot. Materials: - Piece of pottery or photo of pottery - Picture of paddle - Self-hardening clay - Thick cardboard used for cutting paddle shapes - Thick nylon or cotton cord used to make paddles - Hot glue or craft glue Background information: Ceramics vessels have been used by indigenous people for cooking and storing food and seeds for thousands of years. Every woman and girl in Lenapehoking was well versed in pottery making, some being more skilled than others. Until the beginning of the Late Woodland Period, approx. 1000 yrs. ago, pottery making focused on function instead of form. Progressively, pottery making began to flourish as an art form, in which a myriad of forms, variations, and decorative motifs began to appear. Through these variations and trends within the larger practice of pottery making, archaeologists can develop a sense of the time period in which they were created, as certain patterns are specific to certain lapses of time. Migratory patterns can also be better understood through excavated pottery, as the locations of pots with certain designs can show how a group moved and deposited their remnants. In addition, cultural contact between different native bands can be illustrated through pottery motifs, as the cultural exchange between groups would most certainly be represented in the commonalities of the designs. Sifted crushed stones, shells, and vegetable fibers, were added to riverbank or hillside clay to create the pots used in everyday cooking. The addition of stones or shells helped to keep drying pots from cracking. The people of Lenapehoking as well as most Native Americans throughout the country used a technique known as coil construction. The clay was rolled into ropes and coiled into a spiral, one ring placed on top of the other. The sides were then pinched to form a smooth surface and paddled with a cord embossing. These score marks created artistic patterns while also helping adhere the sides of the pot together. On occasion, the shape of a human face was engraved into the pot. Cords were made by rolling the fibers of hemp nettles or the inner bark of certain trees. Slab techniques were also practiced by Esopus women, using large gourds as molds for their pots. *The teacher will make five to ten paddles, depending on class size. Paddles are created by adhering the cord around the paddle shapes with glue. Make sure paddles are dry before using. See Figure 1. Teaching Sequence: 1. Full Class – Analyzing a Primary Source a. The teacher will show the class an example of Esopus pottery, pointing out the designs incised into the upper rim. Ask the students, “What do you think the Esopus used pottery for?” b. Explain the significance of Esopus pottery and how it was traditionally constructed. c. The students will then construct their own pots using the same method used by the Esopus People for thousands of years. 2. Instructions for Making a Traditional Pot a. Take small pieces of clay and roll it between your hands or on a smooth surface, rocking up and back until smooth. The coils should be about as thick as a pencil. b. Starting in the center, begin layering the coils on top of each other, in increasingly wider rings, until you reach a height of approximately 5” (pots of the Late Woodland Period had collars at the top of the pot). c. Gently smooth the clay, pinching the coils together. d. Use paddles to create geometric designs and for securing the layers of the pot together. Figure 1 Paddles Illustration by Susan Stessin-Cohn Homework Idea: - Ask students to brainstorm a list of items ceramics are used for today. (Examples are plates, cookie jars, flower pots, etc.) - Students can draw two dimensional geometric designs that could be used on pottery such as the ones illustrated below. Illustrations of incised pottery designs by Luciano Valdivia Lesson 6—Using the Environment Objectives: Students will: - brainstorm a list of items that the Esopus (Warronawakong) might have used for food and clothing prior to the European invasion; - compare their list of items with the actual list of items used by the Esopus; - predict how the Esopus diet and clothing would change after the contact period. Materials: - Nutting stone or photo (use QR Code in Table of Contents to download slide show) - Activity Sheet - Mortal and pestle if available - Colored pencils, or crayons Background information: Food: During the Late Archaic Period (4000-2000 years ago), hunting, gathering and fishing played an important role in the everyday life of the Esopus people. Small game, nuts, wild cereal grains, wild plants such as sunflower seeds, maygrass and knotweed were included in the diet. The late Woodland Period (1000 to 400 years ago), marked a change in the methods used by the Esopus, in which spears and lances were exchanged for bows and arrows. Although hunting took place all year long, fall was the primary time of year for hunting deer, bear, beaver, wolf, raccoon, groundhog, opossum, rabbit, squirrel, fisher, muskrat, weasel, otter and other small animals. White tailed-deer was the most useful of all animals, providing the Esopus with food, clothing, antlers and bone, (used for tools), and sinew and guts (used for bindings and glue). In addition, turkeys, ducks, geese, passenger pigeons and other birds were also sought after. Fish taken from the Hudson River included shad, sturgeon and bass. Land was cleared using a slash and burn technique. Small gardens yielded crops such as corn, beans, squash and pumpkins. Corn was grown on hills, with its stalks being used as anchors for beans and squash. A type of cornmeal mush was eaten at every meal, often with dried and pulverized fish or meat. Native tobacco was also grown. Foods such as beaver tail fried in bear grease, striped bass heads, fat meat with chestnuts, and parched fine-ground corn were considered special treats. Clothing: Esopus women were in charge of making the clothing for their families. Natural materials such as feathers, plant fibers, and animal skins were sewn together using sinew, hair or grass. In the warmer months, Esopus men wore only a breechcloth made of deerskin, and added bearskin robes when the weather changed. Esopus women wore only a deerskin skirt during the summer months and added shawls made of turkey-feathers and animal pelts during the winter. Both women and men wore buckskin leggings and moccasins. Jewelry such as necklaces, armbands, earrings and anklets were made of materials such as shells, stones, teeth and claws and worn by both women and men. (*The Native Americans: A History of the First Residents of New Paltz and Environs* by Dr. Laurence M. Hauptman.) **Teaching Sequence:** 1. **Full Class – Discussion** 2. Ask students to close their eyes and try to visualize what Ulster County looked like 600 years ago. Have them think about what types of animals and plants would have been available for Native People to eat and use for clothing and footwear. a. Break up class in pairs. Distribute one activity sheet to each pair. Ask students to come up with a list of animal and plant sources available to the Esopus People that could have been used for food, clothing and footwear. They need to include a quick sketch of the source and describe how it might have been processed. 3. **Class Discussion** a. After the students share their responses, discuss actual Esopus food choices and clothing, reminding students of the tools used in collecting and preparing the food. If possible use an actual mortar and pestle to demonstrate how food items were ground. b. Ask students to predict what might happen after the arrival of the Europeans. How would life change? What foods might be added? What foods would be eliminated? How might clothing change? Explain that the answers to these questions will come in the next few activities. **Extension Activity** - Have students write a short paragraph about what tools an Esopus man would need to process an animal after it had been killed. - Brainstorm a list of foods that were originated by Native Americans. *Examples are:* corn, potatoes (chips, mashed, baked French fries & sweet), tomatoes, squash, beans (kidney, string, lima, navy, etc.), cassava, berries (47 kinds), avocados. Information taken from Joseph Bruchac and Michael Caduto’s, *Native American Gardening*. Note: Many of these foods originated in areas from all over the Americas, including the South Western United States, Mexico, and as far south as Chile. - Corn was introduced to the Europeans by the Native inhabitants. List all the foods we eat today that are made from corn. *Examples are:* grits, cornmeal, tortillas, cornflakes, Johnny-cakes, succotash, nachos, corn syrup, corn starch, cornbread, muffins, corn-on-the-cob, ethanol). - Many of the natural resources which the Esopus relied on for food have disappeared. Research the types of resources which have disappeared. How could this have happened? Is there anything that could have been done to prevent this from happening? - Fill in the following chart: | Clothing Esopus People wore | Clothing ideas used today based on Native American designs | |-----------------------------|----------------------------------------------------------| | | | Activity Sheet 6 – Using the Environment | Sketch plant or animal sources used by the Esopus People for food in each box. Explain how these food or animal sources would be processed | Sketch plant and animal sources used by the Esopus People for clothing and footwear. Explain how these food or animal sources would be processed. | |---|---| | | | | | | | | | Lesson 7–The 1652 Thomas Chambers Land Deed Objectives: Students will: - recall prior knowledge of European explorers; - analyze a 17th century land deed; - recognize how cultural misunderstandings can affect relationships. Materials: - Thomas Chambers Land Deed Document - Thomas Chambers Land Deed Transcription - Thomas Chambers Land Deed Activity Sheet Background Information According to *Olde Ulster Magazine* the earliest settler at “The Esopus” was Captain Thomas Chambers. While Chambers came from meager beginnings, living in the frontier society in freshly claimed New Amsterdam, he was an opportunist in the truest sense of the word and sought to advance himself and become a Patroon in the mold of Killiaen van Rensselaer. He first appears in the records on May 6th, 1642 in which he is described as an English carpenter who was contracted to build a house in New Amsterdam for Jan Janse Schepmoes. Chambers, who had previously been nicknamed Thomas Clabboard, resulting from his spending many years as a carpenter, along with two others, helped shape the settlement at Esopus (later known as Kingston). Chambers is described as being an imposing figure: tall, lean and red headed. He was known to be a “prudent and thrifty businessman,” which is illustrated in his securing of this Esopus region Deed on June 5th, 1652, the first large tract of land purchased in the Ulster County area from the Esopus People (the property amounted to approximately 76 acres). Two Esopus sachems, Kawachhikan and Sowappekat also put their marks on this document, which would herald the era of European land seizure, eventually concluding in the exodus of the Esopus. We’ll never know whether the two Esopus sachems, Kawachhikan and Sowappekat, truly understood what they were signing away. In general, the Esopus had a different sense of property than the Europeans, to them fences were unheard of. The Esopus were communal in nature and had no sense of personal property in the way that the Europeans did, who kept ledgers of their material possessions and property. “To the Delaware, land was like air, sunlight, or the waters of a river – a medium necessary to sustain life.” (Weslager, 37) Plants, trees, flowers and other natural things were thought of in the same light. *Land ownership to the Delawares meant the right to use the land, to plant on it, to build wigwams on it, to hunt the animals that lived on it, but not to possess it permanently in the sense that it belonged to one person perpetuity. . . . The concept of using the land was subtly related to the basic Indian belief in hospitality.* whereby a stranger's physical needs were fully satisfied by his host, who didn't hesitate to proffer his wigwam, his food, his fields... to his guest. C.A. Weslager, *The Delaware Indians, A History* The **Dutch East India Company** was founded in 1602 in order to establish a trading post in the resource rich Spice Islands, as well as further expand the Dutch influence in the world's trading economy. It was the first multinational corporation in the world and the first company to issue stock. Henry, or Hendrick, Hudson was hired by the East India Company in 1609 to find a northeast sea route to the Indies through the ice-jammed waters of the Arctic Ocean. After finding his path not navigable due to the ice-blocked waters of the Arctic, Hudson and his crew of the *Half Moon* turned their ship around and headed across the Atlantic Ocean, eventually exploring a river valley in North America, later known as the Hudson Valley. Hudson and his crew, upon reaching the Atlantic Coast of North America, encountered an extensive and diverse native population. By all accounts, the native people demonstrated an interest in the foreign items carried by the European explorers. The crew traded metal knives, hatchets, textiles, cooking kettles and glass beads for native tobacco, corn, pumpkins and especially furs from animals, such as beavers, trapped and prepared by the local inhabitants. In 1621, the **Dutch West India Company** (WIC – *de Geocstroyerde West-Indische Compagnie*) was chartered and given a monopoly of trade in New Netherland. One of its goals was to set up trading posts and forts in the newly-claimed regions along the shore of the Atlantic Ocean. It sold tracts of land to settlers, which it had acquired through trade with the native nations. For example, Kiliaen van Rensselaer obtained a large tract bordering the upper Hudson River and began his patroonship of Rensselaerswijck, which carries the name Rensselaer County to this day. For the full 1621 charter of the Dutch West India Company, see the Avalon Project at Yale Law School at: [http://www.yale.edu/lawweb/avalon/westind.htm](http://www.yale.edu/lawweb/avalon/westind.htm) **Teaching Sequence:** 1. **Full Class and Small Groups– Analyzing a Primary Source** - The teacher will share background information on Thomas Chambers. - Distribute the Chambers Deed, translation and the Activity Sheet. Students can work individually, in pairs or small groups to answer the questions on the Activity Sheet. - Students will share their responses. - The teacher will lead a discussion on the cultural and language differences between the Esopus and the Europeans. Continue with a discussion focused on the differences in perceptions of property rights between the Esopus and the European newcomers, and how that may have affected common understanding regarding land exchange deals. September 20th, 1689. WHEREAS complaint was made to me by John B. empowered by his Honor the Governor to request and require the affairs of Kingston upon Aruckup an Indian called Thomas Davis that said Thomas Davis never paid him for within recited lands, he hath upon examination denied what was specified in that petition, and hath contest the receipt of what was agreed for between them, and hath found his name there and his mark; And the Commissioners have thought fit to have it Endorsed on this Bill of Sale to prevent a further molestation: Kingston, 20th day and year above-mentioned. Geo. Carter, Curia Com. On this 5th day of June, 1652, appeared before me Joannie Dyckmen in the service of the honorable privileged West India Company, Commissary and Vice Director of the Fortress of Orange: Kawachhikan, and Sowappekat, both aborigines of this country, living in the Esopus, situated about and on the North river in New Netherland, and for themselves as well as for Nachomaet, Kranachkoos, Pronapa, Siaranich, Sikamach, Awandaris, Quanachha, and Warikappano, having as they declare been empowered by the aforesaid persons, do grant and convey as they are doing by the present, to Thomas Chambers, residing about the fortress of Fort Orange, situated as above (mentioned), certain parcel of land situated in the Esopus abovenamed extending Southwest and Northeast, named Machetapacick, Nechainekeoek, Sepeeckcoe, Narenmaph, Wiwisowachkick, with a path from the said land to the river; and the grantors declared to have been satisfied and paid from the same from the first penny to the last without they, the grantors, having now or at any other time any more claim or right against and on the same land, but that said Thomas Chambers, from now on, shall be entitled to possess the same as a real and individual property the same as they, the grantors, had ownership in it heretofore; without either at present or in the future being at liberty to interfere with or claim anything further from the said Chambers, as they acknowledged to have been fully satisfied for the same. In witness whereof they, in the name of all of them, have subscribed to this document, in the presence of the undersigned persons, *burghers and residents of the fortress Orange and of *Beverwyck, fully conversant with the language of the savages. Done at Fortress Orange on the date written above written. As witnesses: Jan Labatie, The mark made with his own hand (mark) by Kawachhikan as Andries Herberts Jan Theunes The mark made with his own hand (mark) Jan Daret Jacob Jansen Schermerhooren by Sowappekaet (Seal) Which I certify to have thus taken place before me, and have sealed the same with my usual signature. Joannis Dyckman Septemb' 20th 1669 Whereas complaint was made to ye Com'mers then empowered by his Hon'r ye Governo'r to Regulate and settle ye affairs of Kingston, by one Anckrup an Indy'an called then in this Bill of Sale Kawachhijkan that Capt Thomas Chambers never paid him for ye within recited Lands, hee hath confess the receipt of what was agreed upon between Them, and hath own'd his name there and his Mark: And the commissioners have thought fitt to have it Endorsed on this Bill of Sale to prevent all further Molestation. Kingston, ye day and year abovesaid Jo Clarke ClerCuria Com. Summary of the above information Complaint was made to the Governor by Anckrup, an Indian who went by the name Kawachhijkan, that Captain Thomas Chambers never paid him for the Lands mentioned in the 1652 deed. Anckrup confessed that he had received what had been agreed upon between them, and that he signed and put his mark. The court has decided to record this event to prevent further dispute. Activity Sheet 7 – Thomas Chambers Land Deed Directions: Base your answers to the questions below on the Thomas Chambers 1652 Deed. Use the back of this page if necessary. 1. Using your prior knowledge of the first European settlers in New York, what language was this document written in? 2. Can you find where Kawwachhikan and Sowappekat put their marks (signatures) on the document? Do you think they could read the document they signed or understand the language they were hearing? Explain your answer. 3. What was the Dutch West India Company? Why did their name appear on this document? 4. Where was this document signed? What is the present name for that location? Refer to the back of the document to answer questions 5 & 6. 5. What date was new information added to the deed? How many years later was this? 6. Who was Anckrup and why did he go to the court? Did this man sign the original deed? 7. Can you think of any reasons he would have waited so long to question the terms of the deed? Use the answers from questions 1-7 to help you write the following essay: In what ways did cultural differences, including language, affect the land deal between Thomas Chambers and the Esopus People? In general, how might cultural misunderstandings between Native-Americans and Europeans have affected their relations? Lesson 8—Fisher/Rutgers Land Deed Objectives: Students will: - transcribe a 17th century land deed; - draw conclusions as to why the Esopus People traded for specific items; - determine what objects the Esopus used for specific trade items prior to contact with the European traders; - determine the advantages and disadvantages for the Esopus in using specific trade items; - speculate as to why certain trade items that were to be paid to the Esopus were not paid in full. Materials: - Fisher/Rutgers Land Deed Document -8a - Versteeg’s Fisher/Rutgers Land Deed Translation -8b - Fisher/Rutgers Land Deed Transcription -8c - Glossary of Terms -8d - Goods Traded Activity Sheet -8e - Trade Items Activity Sheet -8f - Sachem’s Marks Activity Sheet -8g - Magnifying glasses Background information: The 1652 Thomas Chambers Deed was the first of approximately fifty Native American land deeds recorded in the Ulster County Clerk’s Office in Kingston, NY. It is the first of many deeds in which the Esopus people traded their most fertile land to the European newcomers. While the Thomas Chambers deed makes no mention of the items traded by Europeans for the land, later deeds show an increasing amount of European goods traded, including alcohol. Prior to contact with the European traders, the Esopus furnished themselves with their own clothing, tools, and material culture. From as far back as Henry Hudson’s interaction with the Natives in 1609, animal skins, squash, and tobacco were traded for European beads, knives, and hatchets. Gradually, the Esopus became dependent on the European made metal goods that were superior to their own stone tools. They were never taught how to produce those metal goods for themselves however, making them increasingly dependent on the Europeans to maintain their way of life as they gradually lost touch with their former methods of tool production. Cotton and wool textiles, especially used for clothing, fascinated the Esopus. Cotton hosiery, tailored shirts, brightly colored ribbons and cloth mantels were also in demand. Cloth retained its softness whereas animal skins while durable, became clammy when wet and hard and chaffy when dry. Duffel, a coarsely woven, highly napped cloth, was so sought after that the Esopus were willing to trade up to 10,000 animal pelts for 200 pieces of blue or grey duffel. Glass beads made in Europe were also absorbed into the Esopus culture, which were often used as ornaments and decoration. They could be easily sewn onto clothing, moccasins and pouches using metal needles, yet another item obtained from the settlers. Glass bottles, which had probably been used to house alcohol, were another trade item, which when broken, the fragments could be used as scrapers. Firearms were especially important since they made hunting more efficient. Guns enabled the Esopus to obtain more furs, thereby increasing their ability to trade with the settlers. In conjunction with being pushed off their most fertile land, the Native’s loss of traditional culture proved disastrous for their way of life. In addition, the European desire for animal skins had caused the Esopus to overhunt and trap their once abundant source of food and clothing into ever dwindling numbers, forcing them to trade more and more of their land to the European newcomers. Also, with the men spending so much of their time on trapping animals that would be used for trade, they neglected their own families need for meat, furs and other products. Alcohol also became increasingly important in land trade deals, as it appears on almost every land trade deal since the Chamber’s Deed. Prior to European contact, the Esopus natives knew nothing of alcohol; however, they became increasingly dependant on it as they did with the European produced metal goods and textiles. *The translation of this document was created by Dingman Versteeg. In June of 1895, Judge Alphonso T. Clearwater had the early Dutch records of Kingston examined by Dingman Versteeg, later to become the official translator of the Holland Society. In November of the same year, at a meeting of the Board of Supervisors of the county, Judge Clearwater suggested the need to translate these records at county expense. Versteeg was a native of the Netherlands. In 1896 he began the task and completed the translations on January 14, 1899.* **Teaching Sequence:** 1. **Full Class – Analyzing a Primary Source** a. The teacher will begin by explaining that in many of the documents the students will see, the term “Esopus savages” was used when referring to the Esopus Natives. b. Ask students if they know the definition of the terms savage and barbarous. c. Read the following quote to the class: > I do not believe... that there is anything barbarous or savage about [natives], except that we call barbarous anything that is contrary to our own habits. -Michael de Montaigne, *Essays* (c. 1588) d. Discuss the quote. Ask students what they think this quote means. Why would the settlers use the term, “savage” or “barbarous” to describe the Esopus? Savage is defined as: an offensive term for a member of a people considered inferior to or not as advanced as your own group. The Dutch and later the British refer to the Esopus in this derogatory manner throughout the early history of Ulster County. e. The teacher will refer back to Lesson 7 (The Chambers Deed). Discuss the background information above and tell the students they will be transcribing a translation completed in 1900 of an actual 1682 land transaction (deed). There are 22 items listed in the deed. The students are to do their best at discovering the missing words in the deed. 2. **Small Groups (two to four students in a group) – Analyzing a Primary Source** a. The teacher breaks up the class into small groups. b. Distribute the *Land Deed -8a*, *Current Transcription -8c*, *The Glossary of Terms -8d* and *Goods Traded Activity Sheet– 8e* to each group. c. Students work together to complete the Activity Sheet. 3. **Class Discussion** a. Each group shares their responses. b. The teacher then distributes the *Trade Items Activity Sheet 8f* reminding the students to refer to previous information they learned about artifacts. c. Students can resume work with their previous groups, or change groups. d. Review each group’s responses and the final discussion question – What were the advantages and disadvantages for the Esopus in using European goods? *Note to Teacher: Explain to the students that the Esopus People gradually became dependant upon the European trade goods, and in effect lost touch with many of their traditional methods. Use an example with the students such as, the telephone. Ask them what was used to communicate with people before the telephone, cell phones, and email. How would they deal with losing these modern forms of communication?* **Extension Activity** - The teacher can distribute *Sachem’s Marks Activity Sheet Activity -8g*, *Land Deed -8a* and *Versteeg Land Deed Translation -8b* and a blank chart where students will list the names of the sachems and their marks on both the Dutch and the English translation of the deed. Explain that the translation was done by Dingman Versteeg. Explain who Versteeg was and when he translated this deed, as well as all of the Dutch court records. Students are to analyze the sachem’s marks on the Dutch document and the English translation. Are they identical? The teacher can take this opportunity to discuss primary and secondary sources. Even though the Versteeg document is old, it is not a primary source, it is a secondary source. | Names of Sachems Signing Deed | Sachem Mark on Dutch Document | Sachem Mark on English Document | |------------------------------|-------------------------------|--------------------------------| | | | | | | | | Referring to the Dutch and English translations of the deed, the teacher can ask students to notice which items were paid for at the time of the transaction and which ones were paid for at a later time. Why do the students think those items would be traded first? When the final payment occurred several months later, were the original values kept? What do you think might have happened? Wessel to Brook Siack, Elsbordt, etc. W. Weyers quod Rhetis Posta: Monigro Secors Braceto aedi: homedi 200 quos ad 300 quos Fusor Van X pagoramin Jakowic Kaire Fusor Van mussi Rapio fusorique Erinatsokan fusorique Quittarim R. L. Backhaw Fusor Van Aja:utios bus 400 Namois Asnigat Syt unors tra: Spukars Syt unors Karmamit Syt unors Kart kis kw unors Rakmon Sekaus unors unors Syt Samrowage Syt unors Yaroq mohylo real and personal present and future, none excepted; thus said Franckfort delivers said negroes free and without expense; when he Blanjan has paid for the same, then the negroes [his] free and unencumbered [property]. Promise to guarantee him against all ulterior claims [see page 631 top for marginal notes]. [Roelof Swartwout] Mattys Blanhan. [Harman Hyndriessen] Oberham Franckfort. [see for Marginal notings 631] To which testifies, (Qsigned) Wd la Montagne, Secretary. Appeared before us the court at Kingston, the undersigned Coopas Savages who declare having sold to William Fisher and Jacob Rutgers certain parcel of land situated across (over) the Ronduyt Kill; all the land on the Eastern bank [of the] Kill [Coote Lyde Kill] towards the Pals, and also the land on the West bank of said Kill, viz. good and bad mountains and valleys and everything till the right of Koosinck, as also the little island in the Ronduyt Kill, and so further till the boundaries of the Nieuwe Pals. For which William Fisher and Jacob Rutgers shall pay in two years these following goods:—in full payment for the said land: | Goods | Quantity | |------------------------|----------| | 400 oldersin beewant | | | 10 blankets | 150 needles | | 10 guns | 100 [illegible] sprees (perhaps rum or gun?) | | 10 Kettles | 50 fishing hooks | | 10 cloth "stowwaters" | 10 cans of rum, all paid | | 10 cloth "duffels" | 2 anchors of rum, all paid | | 10 adzes | 4 half kegs of good beer paid | | 10 axes | 2 rolls of tobacco paid | | 10 shirts | 100 pipes paid 50 | | 10 pairs of stockings | 1 barrel of powder paid | | 10 pairs of shoes | 75 staves of lead, paid 38 | | | 5 hats, paid 3 | The delivery of the land shall take place for every partner next fall when the maize is off the land with all their right and title [they] promise to guarantee the purchasers against any claims which any other savages might enter against the land [granting said land] as a full possession. and true property. In testimony of the truth the partners each for his share have subscribed their marks on the other side [of the page] this June 23, 1682 at Kingston. We the undersigned proprietors of the said land declare having been fully satisfied so that none of us has any other claim. This was entered later on in an open space [at the foot of the page, containing the above grant by the Indians.] Wessel ten Broeck [signed] Hendrick Claesen Witt [signed] W. D. Meyer The mark of Raid to the savages 200 guilders in silver. X C Pagoornia + Jakowa Karch Matsrekapié Erminatsidack Quetsiarim? U S Packhaen Tanka Nitoos Dajarita Pil. N maes. Casinchrot. Napakato. Har manit. Skat Kis N Harmon Hekan's mother Pamirewacht Mr Fisher [signed] Jacob Rutgers. To which testifies, [signed] W. D. La Montagne Secretary. In the margin stood: this September 5, 1682, paid to the Indians, as per contract, what follows: 200 guilders, seewant. 5 axes 5 blankets 5 shirts 5 guns 5 pairs of shoes 5 rifles 5 pairs of stockings 5 cloth "strew" all these 150 needle, 5 cloth "duffel" all these 100 "flippers" 5 adzes all these 50 fish-hooks. In the presence of Wessel ten Broeck and William de Meyer overseers. [signed] Wessel Ten Broeck [signed] W. D. Meyer [signed] John Ward. Appeared before us the court at Kingston, the undersigned Esoopus Savages who declare having sold to William Fisher and Jacob Rutgers certain parcel of land, situated the Eastern bank [of the] Kill [Dost Jyde Kill] towards the Pals, and also the land on the West bank of said Kill, viz. good and bad mountains and valleys and everything, till the right of Koxsinck, as also the little island in the Ronduyt Kill, and so further till the boundaries of the Nieuwe Pals. For which William Fisjer and Jacob Rutgers shall pay, in two years these following goods:-in full payment for the said land: | Item | Quantity | Description | |-----------------------------|----------|----------------------| | 400 gldrs in seewant | | | | 10 blankets | | | | 10 guns | | | | 10 kettles | | | | 10 cloth "strowwaters" | | | | 10 cloth "duffels" | | | | 10 adzes | | | | 10 axes | | | | 10 shirts | | | | 10 pairs of stockings | | | | 10 pairs of shoes | | | | 150 needles | | | | 100 [illegible]ssysors (as it appears in original) | | | | 50 fishing hooks | | | | 10 cans of rum all paid | | | | 2 anckers of rum all paid | | | | 2 half kegs of good bier | | | | 2 rolls of tobacco paid | | | | 100 pipes paid 50 | | | | 1 barrel of powder paid | | | | 75 staves of lead paid 38 | | | | 5 hats. paid 3 | | | The delivery of the land shall take place for every partner next fall when the maize is off the land, with all their right and title. [They] promise to guarantee the purchasers against any claims which any other savages might enter against the same. [Granting said land] as a full possession and true property. In testimony of the truth the partners, each for his share have subscribed their marks on the other side [of the page], this June 23. 1682 at Kingston. We the undersigned proprietors of the said land declare having been fully satisfied, so that none of us has any more claim. [this was entered later on, in an open space at the foot of the page, con- grant by the Indians]. (signed) Wessel Ten Broeck Tierck Claszen De Witt W.D.Meyer The mark of (signed) { X Pagosamin X Jakowa Karich X Matsiekapie X Erminatsiotack X Packhaen X Tanka Nitoos X Ajaritia Piel X Namaes X Asinchrat X Napakato X Harmamit X Kat Kis X Harmon Hekan's mother X Parmirewacht Wm Fisher Jacob Rutgers To which testifies (signed) W. DlaMontagne, Secretary. In the margin stood: This September 5, 1682, paid to the Indians, as per contract, what follows | Item | Quantity | |-----------------------|----------| | 200 gldrs. seewant. | | | 5 blankets | | | 5 guns | | | 5 kettles | | | 5 cloth "strow" | | | 5 cloth "duffels" | | | 5 adzes | | | 5 axes | | | 5 shirts | | | 5 pair of shoes | | | 5 pair of stockings | | | all these 150 | | In the presence of Wessel Ten Broeck and William De Meyer, overseers.) (signed) { Wessel Ten Broeck W. D. Meyer John Ward Vocabulary **adze:** is a tool used to cut wood. Instead of chopping horizontally through a piece of wood, you use an adze to vertically shape it. **ancker:** a unit of measurement approximately 10 gallons. **duffel:** a trade cloth, named after the town of Duffel in Belgium. This material was usually 9 ½’ long and 2 ½’ wide. It was a thick napped (fibers that stick up from fabric) cheap cloth, used by the Esopus for skirts, breechcloths (a cloth that covers the lower portion of the body) and mantles (a loose sleeveless cloak). This cloth was more prized than any other trade item. During certain time periods, 10,000 animal skins were traded for 200 pieces of blue or grey duffel. **kettle:** a metal pot used for cooking, usually one with a lid. **powder:** an explosive mixture formerly used as the charge in firearms. **seewant:** the Dutch word for wampum, small polished beads made from shells, threaded on string, and used by some Native North Americans as decoration, for ceremonial purposes, or in former times for money. **staves:** any of the narrow strips of wood or narrow iron plates placed edge to edge to form the sides, covering, or lining of a vessel (as a barrel) or structure. **strowwaters:** a measure of woolen cloth. Appeared before us the court at Kingston, the undersigned Esoopus Savages who declare having sold to William Fisher and Jacob Rutgers certain parcel of land, situated the Eastern bank [of the] Kill towards the Pals, and also the land on the West bank of said Kill, viz. good and bad mountains and valleys and everything, till the right of Koxsinck, as also the little island in the Ronduyt Kill, and so further till the boundaries of the Nieuwe Pals. For which William Fisjer and Jacob Rutgers shall pay, in two years these following goods:-in full payment for the said land: 400 gldrs in seewant 150 __________ 10 __________ 100 __________ 10 __________ 50 __________ 10 __________ 10 __________ 10 _____ "strowwaters" 2 __________ 10 _______ "duffels" 4 __________ 10 __________ 2 __________ 10 __________ 100__________ 10 __________ 1 __________ 10 ____ ____ ______ 75 staves ___ ______ 10 ____ ____ ______ 5 __________ | What the Esopus used before contact with traders | Items traded in deed | |-----------------------------------------------|---------------------| | | 400 gldrs in seewant. | | | 10 blankets | | | 10 guns | | | 10 kettles | | | 10 cloth "strowwaters" | | | 10 cloth "duffels" | | | 10 adzes | | | 10 axes | | | 10 shirts | | | 10 pairs of stockings | | | 10 pairs of shoes | | | 150 needles | | | 100 [illegible]ssysors (as it appears in original) | | | 50 fishing hooks | | | 10 cans of rum all paid | | | 2 anckers of rum all paid | | | 2 half kegs of good bier paid | Choose three of the above items and explain why these items were so important to the Esopus. What were the advantages and disadvantages to the Esopus to using the European goods? 1. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 2. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ 3. _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ | Names of Sachems Signing Deed | Sachem’s Marks on Dutch Deed | Sachem’s Marks on English Deed | |-----------------------------|-------------------------------|-------------------------------| | | | | Lesson 9—Governor Peter Stuyvesant Builds a Stockade Objectives: Students will: - examine the 17th century agreement to build a stockade; - investigate an archival map and determine the early boundaries of the original Kingston stockade; - analyze a secondary source and predict an outcome to a situation; - write an essay considering the benefits or consequences of building a stockade; - create a “Poem for Two Voices”. Materials: - Versteeg’s Order to Build the Stockade Document Translation - Order to Build the Stockade Document Transcription - Order to Build the Stockade Document Excerpt Transcription -9a - Stockade Document Excerpt Activity Sheet - 9b - Recreated 1695 Map of the Stockade (Barricklo, 2000) -9c - Map of the Stockade Activity Sheet -9d - Excerpt from “A Letter from Sergeant Louwrens at Esopus to Director Stuyvesant in the City of Amsterdam” Activity Sheet -9e - Esopus Sachem’s Quote and Activity Sheet -9f - 1659: A History of Kingston Activity Sheet -9g - Stockade Document Based Question -9h Background Information “Under strong pressure from Peter Stuyvesant, and in consideration of the precariousness of their position, (living scattered and unprotected as they did on their separate farms), the settlers decided to remove their houses to a central location that was to be enclosed with palisades. This agreement was made formal by a contract or bond dated May 31, 1658. . . . . Work was begun on the stockade on June 3, with Stuyvesant’s soldiers assisting the settlers. Carpenters from Fort Orange soon arrived to give further aide. The enclosure of the palisades, fourteen feet high, was completed on June 20.” - Marc Fried’s, Early History of Kingston and Ulster County, NY. For information concerning Peter Stuyvesant go to: http://www.let.rug.nl/usa/B/stuyvesant/stuyvesant.htm The building of the Stockade in the area later known as Kingston, was perhaps the last “breakdown” in diplomatic relations between the Esopus Natives and the European settlers. It physically marked the desire for the settlers to separate themselves from the Esopus, and in effect displayed to the Esopus that the settlers did not trust them. It could be argued that the building of the Stockade, although it was intended for protection, actually helped to bolster conflict between the two colliding cultures resulting in the Esopus Wars of 1659, and 1663. With the growing population of European settlers at what is now Kingston, it became necessary to expand the Stockade area. Three additions were made to the original bounds of the fortification. There were 16 house lots in the original stockade village. The first addition would have approximately doubled the area with 31 house lots. The second expansion of the village took place between 1669 and 1670, while the third and the final addition occurred between 1676-1677 when 11 new lots were added. **Teaching Sequence:** 1. **Full Class - Discussion** a. The teacher will list key points in Peter Stuyvesant’s life and role in colonial New Amsterdam on chart paper. ![Peter Stuyvesant](image) b. Ask students if they think that Stuyvesant was making laws that were fair to all people. Have them think about that for a minute, then turn to their neighbor and discuss their response for two to three minutes. Ask the pairs to share their responses with the class. 2. **Small Group Document Analysis** a. Break the class up into pairs or groups of four. Hand each student their own packet, containing all of the above materials, except the DBQ Sheet. Review the types of documents provided in each packet. b. Instruct the students to read through the first two sheets, (9a & 9b). Each group will complete the questions together. Before beginning Document 9c, review the student’s responses to Document 9b. c. Call attention to the Map on Document 9c. Ask students if they know what the small bubbles surrounding the map represent? (The bubbles represent the actual logs of the stockade). Have the students continue working with the documents in the packet, stopping to answer questions when needed. This may take two class periods. 3. Full Class – Discussion a. Each group takes turns sharing their responses with the class. The teacher will add additional material. b. The DBQ could be completed in class or as homework. The DBQ question is: **Did building a palisade (wall) between the Esopus and the settlers help or hinder their relationship?** **Extension Idea** 1. Create a “Poem for Two Voices” a. Using the poetry of Paul Fleischman as an example (*Joyful Noise* or *I am Phoenix*), students will pair up with a partner and create a poem taking the voice of the Warronawaking (The Esopus) and the settlers inside the palisade. This form of poetry is a dialogue for two opposing points of view. b. The structure of a “Poem with Two Voices” is as follows: “Each voice speaks individually and then the two voices speak together, commenting on something about which they agree or about what they agree to disagree. The lines need to be written in three columns and is read from top to bottom.” | Voice One | Both Voices Together | Voice Two | |-----------|----------------------|----------| | ✧________✧ | ✧__________________✧ | ✧________✧ | | ✧________✧ | -idea adapted from Tary Lindquist’s, *Seeing the Whole Through Social Studies.* **Homework idea:** Ask students to research historic “Walls” around the world. Have them choose one to write a short report about. They will need to include the answer to the question: Did the construction of this wall help to alleviate the situation it was built for? Examples are: The Berlin Wall, The Great Wall of China, and the Korean Wall. In class - Discuss the new proposed Immigration Wall and the proposed Israeli West Bank Barrier. We, the undersigned inhabitants of the Esopus, from time to time having felt and experienced through very sad examples and experiences, and to the injury of all of us, the treacherous and unbearable unkindness of the savage and barbarous natives, and how vain it is to trust their promises and seeing the danger and risk there is in living separated and at such distances from each other among such a treacherous and malignant nation (upon the proposition and promise of the Director General Mr Pieter Stuyvesant to provide us with a garrison and if need be to assist us with more troops) have resolved and deemed it necessary for the greater security of our wives and children, directly after subscribing to the present, to immediately demolish in the best possible manner our separate dwellings and to congregate on the spot designated by the Lord General, to surround the said spot with each other and with the assistance sent by the Lord Lie. Gen. with palisades of a sufficient height, in order with the blessing of the only good God, to be the better able to protect ourselves and our property against the hostile assaults of the savages. Burying ourselves with God's help and under the invocation of His divine blessing, to use all honorable means and to right away without the least delay take up the work and to finish it as soon as possible, under penalty of a fine of one thousand guilders to be paid into the treasury of the commissaries to those who either by word or action should oppose the works. For greater security of which have personally subscribed to this in the presence of the Right Honorable the Lord Dir. General and Mr Govert Loockermans ex-schepen of the City of Amsterdam in New Netherland, the 31st day of May, 1658. Jacob Jansen Hulstot, Thomas Chambers, Cornelis Blaringe Slackt the mark of Willem Jansen by himself, the mark of Pieter Deackson by himself Jan Jansen, Jan Overson his mark, Derek Hendricksen his mark. Jan Footman. Below signed Lord Petrus Stuyvesant & Goovert Loockermans. The above copy, by the order of the commissaries, has been found to agree with the original. (Signed) Roelof Swartmeijdt Schout. We the undersigned inhabitants of the Esopus, have time to time having felt and experienced, through very sad examples and experiences and taken injury of all of us, the treacherous and unbearable imprudence of the savage and barbarous natives, and how vain it is to trust their promises, and [seeing] the danger and risk there is in living separated and at such distances from each other among such a treacherous and malignant nation (upon the position and promise of the Director General Mr Peter Stuyvesant to provide us with a garrison and if need be to assist us with more troops) have resolved and deemed it necessary for the greater security of our wives and children, directly after subscribing to the present to immediately demolish in the best possible manner our separate dwellings and to congregate in the spot designated by the Lord General, to surround the said spot with each other, and with assistance sent by the L’ Dir. Gen with palisades of a sufficient height, in order with the blessings of the only good God, to be the better able to protect ourselves and our property against the hostile assaults of the savages. Binding ourselves with God’s help, and under the invocation of His divine blessing, to use all honorable means and to right away, without the least delay take up the work, and finish it as soon as possible under penalty of a fine of thousand guilders to be paid into the treasury of the community by those who, either by word or action should oppose the work For greater security of which have personally subscribed to this in the presence of the Right honorable the Lord Dir. General and Mr Govert Loockermansen, -schepen of the City of Amsterdam in New Netherland, the 31st day of May 1658 Jacob Jansen Stol, Thomas Chambers, Cornells Barentse Slecht, the mark of William Jansen himself, the mark of Pieter Dercksen by himself Jan Jansen, Jan Broerson his mark, Dirck Hendrickson his mark Jan Lootman. Below signed Lord Petrus Stuyversant & Goovert Loockermans. The above copy ^ made by the order of the Commissaries, has been found to agree with the original. (signed; Roelof Swartout) Vocabulary treacherous: betraying or ready to betray somebody's trust, untrustworthy. impudence: being rude, showing a lack of respect. barbarous: uncivilized, showing extreme cruelty malignant: likely to cause harm. garrison: a body of troops stationed at a military post. palisade: A fence of pales forming a defense barrier or fortification. schepen: A member of the municipal legislative body in a town or city. In May 1658, after receiving several messages concerning violent outbreaks and unrest among the settlers and the Esopus, Peter Stuyvesant, Director-General of New Amsterdam, ordered the settlers into building a stockade in a central location of Kingston. The following is an excerpt from the agreement made between the settlers and Stuyvesant. "We the undersigned inhabitants of the Esopus........... have resolved and deemed it necessary for the greater security of our wives and children, directly after subscribing to the present to immediately demolish in the best possible manner our separate dwellings and to congregate in the spot designated by the Lord General, to surround the said spot with each other, and with assistance sent by the Lt Dir. Gen with palisades of a sufficient height, in order with the blessings of the only good God, to be the better able to protect ourselves and our property against the hostile assaults of the savages......... and to right away, without the least delay take up the work, and finish it as soon as possible under penalty of a fine of thousand guilders to be paid into the treasury of the community by those who, either by word or action should oppose the work. For greater security of which have personally subscribed _____ ........ this in the presence of the Right honorable the Lord Dir. General and Mr Govert Loockermansen –schepen of the City of Amsterdam in New Netherland, the 31st day of May 1658 Jacob Jansen Stol, Thomas Chambers, Cornells Barentse Slecht, the mark of William Jansen himself, the mark of Pieter Dercksen by himself, Jan Jansen, Jan Broerson his mark, Dirck Hendrickson his mark Jan Lootman. Lord Petrus Stuyvesant & Govert Loockermansen." Activity Sheet 9b – Stockade Document Excerpt Vocabulary inhabitant: a person or animal that lives in a particular place or area. demolish: to destroy a building or other structure completely. palisade: A fence of pales forming a defense barrier or fortification. guilders: the former main unit of the currency of the Netherlands. Directions: Base your answers to the following questions on The Order to Build the Stockade Document excerpt. 1. Name two men who put their signatures on this document? ____________________________ 2. Why did the signers of this agreement feel it was necessary to build a palisade (or wall)? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. What would happen if a settler did not move inside the palisade? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. How do you think the Esopus felt about the building of the palisade? _______________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. How might life change for the settlers and the Esopus People after the palisade was built? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Lesson 9c – Map of the Stockade PLAN OF KINGSTON IN 1695. NORTH FRONT NOW Part of Fair St. GREEN ST. CROWN ST. JOHN ST. WALL ST. MAIN ST. EAST FRONT CLINTON AVE formerly 1 The Blockhouse 2 The Church & burying place 3 The Minister's House 4 The part separated & fortified 5 The Stockade 6 The House where the Governor is entertained 7 The Town gates 8,8 The Gates to the separate fortified part 9 The House where the first Senate of the State of New York sat in 1777. Directions: Use the attached map of the Stockade area in Kingston and the Map Key to answer the following questions. 1. What do the small circles surrounding the village represent? ______________________ 2. What date does this map represent? ________________________________ What clues tell you that it was created after that date? ______________________ ______________________________________________________________________ ______________________________________________________________________ 3. How many Town Gates are shown on this map? _____ Circle them all in red. 4. Find the area of the stockade that is the most heavily fortified. Color it green. 5. When did the first Senate of New York meet? _____________________________ Locate the area where that happened and color it blue. What is the name of that site today? _______________________________________________________ ______________________________________________________________________ 5. Use a dictionary or the internet to determine what a blockhouse is? __________ ______________________________________________________________________ ______________________________________________________________________ 6. Why do you think a blockhouse was needed in the stockade? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 7. When the stockade was originally built in June, 1658 it was bounded in the north by North Front Street, in the south by John Street, in the east by East Front Street and the west wall was midway between what is now Wall Street and Crown Street. Approximately how much smaller would the stockade area have been in 1658? ______________________________________________________ Color the area of the map, which would have represented the 1658 stockade. 8. Locate the minister’s house. Why do you think it was located where it was and not in another location? _______________________________________________ __________________________________________________________________________ __________________________________________________________________________ Activity Sheet 9e – Excerpt from a Letter from Sergeant Louwrens at Esopus to Director Stuyvesant in the City of Amsterdam and to-day about 500 savages are assembled; their number is constantly increasing, God only knows, what their intentions are... I pray, that your Exc'y, will please send orders as quickly as possible... that the Hon'ble General will please provide us as quickly as possible with as much needed supply of ammunition". -Your Exc'y's obedient and faithful servant Andries Louwrens Great Aeosopus the 8th of August Ano 1658. Vocabulary intentions: something that somebody plans to do. ammunition: bullets, shells, missiles, and other projectiles used as weapons. Directions: Base your answers to the following questions on the above document. 1. Where was the Sergeant Andries Louwrens when he wrote this letter? 2. Why is the Sergeant asking for assistance? 3. What kind of assistance is he asking for? 4. Who is this letter written to? 5. What do you think will happen? “We do not harbor any evil intentions against you. . . . We patiently submit to the Blows each of you inflicts on us. We suffered your people you take away from us four fields of corn. So many times (holding up seventeen sticks) has your nation struck and injured us at different places. We wish to live in peace. We pass many things by in silence for we are not inclined to trouble. We expect your sachem (Stuyvesant) to fulfill his promises; for so long as he does not we understand he is not inclined to peace. -Esopus sachem at a conference with the Dutch settlers. 1659. Directions: Base your answers to the following questions on the above document. 1. What were the concerns of this Esopus sachem? ____________________________________________________________________________________________ 2. How many times were the Esopus People injured by the European settlers? ____________________________________________________________________________________________ 3. What do you think Peter Stuyvesant promised the Esopus People? Do you think he kept those promises? Explain your answer. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ “During the winter some maize and beaver were stolen from the Indians. A Dutchman badly beat an Indian and threatened him with a knife. The spring and summer of 1659 found tension high, with mutual fear and distrust between the Indians and the whites. The Indians took the initiative in making overtures to solve their difference with the Dutch, but no satisfactory answer could be given by the settlers, as Stuyvesant had not empowered them to enter into an agreement or make treaties with the Indians.” -Marc Fried Directions: Base your answers to the following questions on the above excerpt from Marc Fried’s, *A History of Kingston and Ulster County*. 1. What acts of violence were committed by the settlers against the Esopus? 2. Did this unrest happen before or after the stockade was built? Explain your answer. 3. Why would there have been distrust between the settlers and the Esopus? 4. Predict the outcome of these events. Using Documents 1 though 5, your answers to the questions and your knowledge of social studies, write a well organized essay answering the following question: Did building a palisade (wall) between the Esopus and the European settlers help or hinder their relationship? In your essay, remember to include: - why the settlers built a palisade - how the life of the settlers and the Esopus changed after the construction of the palisade - the concerns of the Esopus sachems - Peter Stuyvesant’s promise to keep the peace - why there might have been misunderstandings between the settlers and the Esopus Lesson 10 - The Richard Nicolls Esopus Indian Treaty of 1665 Objectives: Students will: - work with a partner to interpret a clause from the Nicolls Peace Treaty; - design an illustration to go along with a written piece explaining the clause; - create a class book explaining the Nicolls Peace Treaty; - design a symbol to represent themselves. Materials: - Nicolls Indian Treaty Document - Nicolls Indian Treaty Document Treaty Transcription - Paper - Crayons, colored pencils and other writing equipment Background information: The following excerpt is taken from the *Richard Nicolls Esopus Indian Treaty 1665*, published by the Ulster County Clerk’s Record Management Program in 2002. “In 1659 and 1663 the Esopus Wars brought Native-Dutch hostilities to the Kingston area. The killing of one of a party of Indians engaged in a noisy carousal brought an attack upon the Esopus River settlement; a subsequent uneasy truce ended when the Esopus Indians burned a second settlement in the area to the ground. Hostilities were curtailed only when the exhausted Dutch were forced to turn their colony over to the English in 1664. Native-English relations were much more peaceable…nevertheless, a perhaps inevitable process of withdrawal on the part of the Munsee people had already well begun.” Steve Comer (Stockbridge Munsee) Against a backdrop of intimidation, massacre, and open warfare with the Native Americans and an impending crisis with the English, Peter Stuyvesant, Director-General of New Netherland, imposed a treaty upon the Esopus Indians at Fort Amsterdam on May 16, 1664. After the Dutch Republic surrendered to the English that same year, and the Colony of New York was established, the newly appointed Governor Richard Nicolls inherited a troubled peace. The new English governor initiated a more enlightened policy toward the natives. The Duke’s Laws, under mandate by King Charles II, provided that Indian lands could only be taken by purchase, that prior consent of the Governor and the Indian Sachem or rightful owner was necessary, and that satisfactory payment was compulsory. In this atmosphere of mutual understanding, Nicolls negotiated a new treaty that provided terms for peaceful trade, just settlement of future grievances, payment in full for lands in dispute, and precise boundary descriptions for any lands sold. So on October 7, 1665 at Kingston, the beginning of a lasting peace was recognized in a document titled “An Agreement made between Richard Nicolls Esq. Governor under his Royall Highness the Duke of York and the Sachems and People called the Sopes Indyans.” The document contains twelve pages approximately thirteen by eight inches each. The first five pages show the nine numbered clauses of the original 1665 treaty. The remaining pages, dated 1670-1681, record nine renewals of the agreement, confirming its lasting significance. The essence of the peace is established in the first four clauses. “No act of hostility shall be committed on either part” whether to physical property or person, and if any is committed, “full satisfaction shall be given upon demand.” If any willful killing is committed, justice will be administered by the officers in charge. The third clause allows for the construction of a lodging for Indians “without the Ports of said Towne” from which the Indians could leave their weapons and trade with the settlers. The fourth clause further clarifies issues of revenge, arrest or punishment for any willful killing. The fifth clause describes “the certain parcel of land” that the Indians relinquished. Considered the most important part of the agreement, it describes a tract of land bound on the east by the Hudson River, on the west by hills bordering the Esopus River, on the north by the Ulster-Saugerties line and on the south to the Rondout Creek. Governor Nicolls had just visited Kingston in September 1665 to settle some differences between some of the residents and the military, but also to make arrangements to secure the release of more land from the Indians. Wanting to encourage increased settlement by farmers in the territory, he issued circulars describing the land as “ready for cultivation” and “being clear ground.” It was the rule of the English that before land could be granted, Indian title had to be quenched. The sixth clause of the treaty encouraged “the said Sachems doth engage to come once every year, and bring some of their young People, to Acknowledge every part of this agreement in the Sopes, to the end that it may be kept in perpetual memory.” Clause seven forgives and forgets all injuries of the past. Clause eight makes special allowances for “the young Sachem called Wingeesinoe” to plant on land that borders a “Small Creeke Choughkawokanor.” Loosely interpreted, he can plant there for three years unless he’s ordered to leave by Richard Nicolls or his agents. If he is ordered off before the three year period elapses, he receives a blanket as a courtesy. As payment for the aforementioned property, clause nine lists the goods given to “said Sachems and their Subjects.” These include forty blankets, twenty pounds of powder, twenty knives, six kettles and twelve bars of lead. Also mentioned here is a reference to two existing copies with “one to remain in the hands of the Sopes Sachems, the other upon Record at New Yorke”. Representing the Esopus Indians were sachems Onackatin, Naposhequiqua, Sewackenamo and Shewotin. Onackatin was from the Warranawonkongs, the most numerous of the Esopus chieftancies. Their territory embraced the waters of the Shawangunk, the Wallkill and the Esopus Rivers, extending from Dans-kammer (near Newburgh) to Saugerties. Onackatin’s lands were near the village of Walden, now in Orange County and were part of a patent granted to Henry Wileman of June 30, 1712. Sewackenamo had represented the Esopus Indians at earlier peace agreements with the Dutch. Native witnesses or “Esopes young men” were Pepuickhais, Robin Cinnaman, a Pekoct (Connecticut River area) Sachem, Ermawamen and Bywackus. As stipulated in the treaty itself (clause six), the natives were encouraged, if not ordered, to “come every year” to renew the treaty. That they understood the gravity of the stipulation is evident in the nine meetings that are documented following the treaty proper from 1670 to 1681. A full copy of the treaty and explanation can be found at: http://www.co.ulster.ny.us/archives/downloads/EsopusIndianTreaty.pdf Teaching Sequence: 1. Class Discussion a. The teacher will share some background information concerning the events leading up to the signing of the Nicolls Treaty. Explain who Richard Nicolls was. b. After the students have read the document, pose the following questions: ➤ When was this document written? ➤ Why do you think the people who wrote this document included Clause 6? ➤ Are any of the names found on this document familiar? ➤ What sections of this document deal with issues other than laying the foundation for peace? ➤ Why do you think this document was written? Was it needed at this time? ➤ Do you think renewals of this treaty occurred? 2. Analyzing a Primary Document a. The teacher will break up the class into nine groups. b. Groups will be given a document with the numbers one through nine. Each group will be assigned a different number. c. Each group is responsible for discussing their clause and its significance. They will pick a recorder who will write their explanations down on paper. This explanation will be edited and typed. d. The teacher will distribute one sheet of 8 1/2” x 11” drawing paper to each group. Students will draw an illustration representing their clause on the drawing paper. The explanation of the clause can be glued onto the back of this sheet. 3. Class Discussion a. Students share their explanations and illustrations with the class. b. The pages are assembled into a class book. c. Students create a symbol for themselves and use that symbol to sign a blank page inserted into the book. Symbols taken from Fisher-Rutgers Deed An Agreement made betweene Richard Nicolls Esq. Governour under his Royall Wightness the Duke of Yorks and the Sachems and People called the Sopes Indians. 1. That no Act of Hostility shall at any time bee committed on either part, or if any damage shall happen to bee done by other Party, to the Cowne, Cattle, Horses, Hoggs, Houses, or any other Goods whatsoever, of the other Party shall full satisfaction shall be given upon demand for the same. 2. That if any Christian shall wilfully kill an Indian, or any Indian a Christian has shall bee put to death, And the said Sachems do promise on their parts to bring any such Indian to ye Officer in Chief at the Sopos, to receive his punishment thoro'. 3. That a convenient House shall bee built, where the said Indians may at any time Lodge without the Parts of the said Towne, in which House the Indians are to leade their Arms, and stay come without molestation, to Sell or Buy what they please from the Christians. 4. That in Case any Christian should Kill an Indian, or any Indian a Christian, the Board shall not be broken, or any Proceedings taken, but Satisfied is demanded by the one Party, and refused by the other, allowing a competent time for the apprehending of the Offender, in which Case the Indians are to give Hostage, till the Offender is brought to Enquire, the said Hostage is to be civilly treated, and shall suffer no other Punishment, but Imprisonment. 5. That the said Sachems and their Subjects now present, do for and in the names of themselves and their heirs forever, give, Grant, Aliminate, and confirm all their Right and Interest, Claimed or Demanded, in a certain Parcel of Land lying and being to the East and South West, of a certaine Chookson River called by the name of Kahaniken & Soup to the head thereof, where the old flout was, And so with a direct Line from thong'd through the woods, and through Madoacots, to the Great Hill, lying and being to the West, or Southwest, which great Hill, is to be the true West, or Southwest Bounds of the said Lands, And the said Creek called Kahanksen, the South, or North East Bounds of the said Lande hordin mentioned to God quod granted and confirmed, unto the said Richard Nicolle, Governour under his Royall Highness the Duke of York, on his Alights, by the said Sachems, and their Subjects, for ever, and to hold and Enjoy the same as his good Lord & Possession, against any Claim he after to God made by the said Sachem or their Subjects, or any their Heirs and Successors, In token of the of the said Agreement, the aforesaid Sachems, do Solinde two Small Sticks, and in con- firmation thereof, do Solinde two more Small Sticks, to the said Richard Nicolls, And in the name of the Prayons their Subjects and of the Subjects do Solinde two other round Small Sticks, in token of their assent to the said Agreement, And the said Richard Nicolls, does deliver as a present to their Sachems, through Jacob Roden. 6. The said Sachems doth Engage to come every year, and bring some of their young People, to Acknowledge every part of this Agreement in the Popes, to his, and that it may be kept in perpetuall memory. 7. That all past Injuries, are buried & forgotten on both sides. 8. That the young Sachem called Wingectinoe, hath Liberty for three years, to Plant upon a Small plot of Land, over against 9. Smart Creek, though Kawakawoe, might be the said young Sachem had warned off by order to remove, and give place to such Christian, as shall have Orders from the said Richard Nicolls, or his Assignes, to Plant thereat which time, the said young Sachem is to receive a Blanket, by way of Curtoid, and to remove to the other side of the Creek withouts delay, not paying any future Interest there upon, In consideration of the premises, the said Richard Nicolls doth further give, and pay to the said Sachems, and their Subjects, forty Blankets, Twenty Pounds of Powder. Twenty Knives, Sea Kettles, Twosos Barres of Load, which Payne wood acknowledge to have 100. in full Satisfaction for the prisoners And bind Our selves, Our heirs & Successors for ever, to perform every part of this Obedience without any fraud or reservation of mind, And further, That we will maintain & Justify the said Richard Nicolls, or his Assigns, in the peaceable Possession of the said Tract of Land, Royalties and Priviledges for ever, against any Nation of Indians whatsoever, pretending right in the same, In testimony whereof, We have set our marks, to two Indian Writings, the one to remain in the hands of the first Sachem, the other upon Record at New York the 7th day of October 1668. Witnesses The mark of Onackatin Sachem The mark of Napathequiqua The mark of Sewakanama The mark of Shewotin Indian Witnesses, of the Escapes young men The mark of Cepuckkhaiss Robin Cinnamon Da Pekoot Sachem Ermanamen Dynackus Sept 25 1669 The two appeared the second and third Sachems about named and owned those marks. Lesson 10 - The Richard Nicolls Indian Treaty Transcription An agreement made between Richard Nicolls, Esqre, Governor under his Royal Highnesse, the Duke of Yorke, and the Sachems and People called the Sopes Indyans. 1. That no Act of Hostillity shall at any time bee committed on either part, or if any damage shall happen to bee done by either Party, to the Corne, Cattle, Horses, Hoggs, Houses, or any other Goods whatsoever, of the other Party, full satisfaction shall be given upon demand for the same. 2. That if any Christian shall wifully kill an Indyan, or any Indyan a Christian, hee shall bee put to death. And the said Sachems do promise on their parts to bring any such Indyan to ye Officer in charges at the Sopes, to receive his punishment there. 3. That a convenient House shall bee built where said Indyans may at any time Lodge without the Ports of the said Towne, in which House ye Indyans are to leave their Arms, and may come without molestason, to Sell or Buy what they please from the Christians. 4. That in Case any Christian should kill an Indyan, or any Indyan a Christian, the Peace shall not bee broaken, or any Revenge taken before Satisfaction is demanded by the one Party, and refused by the other, allowing a competent time for the apprehending of the Offender, in which Case ye Indyans are to give Hostage till ye Offender is brought to Punishm’t, the aid Hostage (will be well Treated and suffer) no other Punishment but Imprisonment. 5. That the said Sachems and their Subjects now present do, for and in the names of themselves and heirs forever, give, Grant, Alienate, and Confirm all their Right and Interest, Claime or demand, to a certaine Parcell of Land, lying and being to the west and South West, of a certaine Creeke or River, called by the name of Kahanksen, and so up to the head thereof, where the old Fort was. And so with a direct Line from thence, through the woods, and Cross the Meadows, to the Great Hill, lying and being to the West, or South West, which Great Hill is to bee the true west, or Southwest Bounds of the said Lands, And the said Creeke, called Kahanksen, the North or North East Bounds of the said Lands herein mentioned, to bee given, granted, and confirmed, unto the said Richard Nicolls, Governor under his Royall Highnesse the Duke of Yorke, or his Assignes, by the said sachems, and their Subjects forever, to hold and Enjoy the same as his free Land and Possession, against any clayme hereafter to be made by the said Sachems, or their Subjects, or any their heirs and Successors. In token of the aforesaid Agreem’t, the aforesaid Sachems, do deliver two Small Sticks; and in confirmation thereof, do deliver two more small sticks, to the said Richard Nicolls. And in the name of the Indyans their Subjects, and of the Subjects, do deliver two other round Small Sticks in token of their assent to the said agreement, And the said Richard Nicolls does deliver (as a present) to their Sachems, three laced Redd Coates. 6. The said Sachems doth Engage to come once every yeare and bring some of their young People to Acknowledge every part of this Agreement in the Sopes, to the end that it may bee kept in perpetual memory. 7. That all past Injuryes are buryed and forgotten on both sides. 8. That the young Sachem called Wingeesinoe hath Liberty for three yeares to Plant upon a Small neck of Land over against a Small Creeke Choughkawokanor, unless the saide young Sachem bee warned off by order to remove, and give place to such Christians as shall have Order from the said Richard Nicolls or his Assignes, to Plant there at which time the said young Sachem is to receive a blanket by way of Courtesie, and to remove to the other side of the Creeke without delay or Clayming any future Interest thereupon. 9. In consideration of the premises, the said Richard Nicolls doth farther give and pay to the said Sachems and their Subjects forty Blanketts, Twenty Pounds of Powder, Twenty Knives, Six Kettles, Twelve Barrs of Lead, which paym’t wee acknowledge to have rec’d in full Satisfaction for the premisses, And do binde our selves, our heires and Successors for ever to pforme every part of this Agreement, without any fraud or reservation of minde. And further, That we will maintaine and Justifie the said Richard Nicolls, or his Assigns, in the full, peaceable Possession of the said Tract of Land, Roylatyes, and Priveledges for ever, against any nation of Indyans whatsoever, pretending right to the same; In testimony whereof wee have Sett our markes to two severall writings, the one to remain in the hands of the Sopes Sachems, the other upon Record at New Yorke, this 7th day of October, 1665. **Richard Nicolls** Witnesses: Jeremias Van Renslaer, Phgilip Pietersen Schuyler Robert Nedham, S. Salisbury, Edw. Sackville, Sachems The mark of Onackatin X The mark of Waposhequiqua X The mark of Sewakonama X The mark of Shewatin X Indyan Witnesses of the Esopes young men. The Marks of Pepunckhais X Robin Cinnamen X a Pekoct Sachem Ermawawamen X Bywackus X Lesson 11–The Wampum Belt Objectives: Students will: - observe an image of an original wampum belt; - make assumptions concerning the make up and design patterns on the Ulster County Peace Belt; - demonstrate an ability to empathize with the Esopus by creating symbols on a belt of their own. Materials: - The Wampum Belt Activity Sheet -11a - Excerpt from the 1677/78 Nicolls Treaty Renewal -11b - Design a Belt Activity Sheet -11c Background Information Prior to contact with European traders, Native beads were made from fruit pits, bones, pottery and shells. Wampum (referred to as seewant, zeewant or sewan by the Dutch) was a specific type of bead made from the Whelk (white beads) and Quahog shell (purple beads). The beads were most probably polished and drilled by the men of the band. Typically, native peoples living on coastal regions, specifically the Pequots and Narragansetts, harvested the shells and created the Wampum, (although after European contact, a great deal of Wampum was manufactured by the Dutch. Eventually, the market was flooded with Wampum, and its value plummeted. The word "Wampum" comes from the Narragansett word for 'white shell beads'. Wampum beads were made in two colors: white and purple. White beads were traditionally used in rituals and ceremonies. They symbolized peace, health, welfare and prosperity. Purple or black wampum beads were used for serious or civic affairs and represented disease, distress, hostility sorrow, death, condolence and mourning, particularly when used as a background color in belt patterns. Some Typical Uses for Wampum were: 1. Storytelling: Wampum belts could be used to show a pictorial representation of a story enabling a storyteller to provide visual indicators of events within a story. 2. Nation History: Used as a documentation of the history of a particular Native Nation. These belts could be added to as time passed and would be carried from generation to generation, serving as documentation to propel oral tradition. 3. Marriage and other Rituals: Similar to an engagement ring in modern American culture, a Wampum belt was presented to a woman and her family, and would be accepted if she wished to agree to the proposal. Conversely, Wampum was also used at the time of death, often buried with the deceased. 4. Gifts: Often given as gifts, Wampum belts were a way of indicating peace, war, or friendship between Native Nations. They were also used to make reparations to a family for a murdered person. Weaker tribes often paid tribute to stronger tribes using Wampum. 5. **Agreements or Treaties**: After Europeans came to the Americas, wampum was sometimes used to establish peace, as in the “Richard Nicolls and Esopus Indian Treaty of 1665.” 6. **Declaration of War**: Sometimes painted red, the Wampum belt was used to declare war on another band, Nation, or people. 7. **Communication**: Belts were used to carry messages from person to person or group to group. 8. **Currency**: Only after European-Native contact. Wampum was used as a form of currency. A fathom (six feet of strung beads) of white wampum, numbering between 240 and 360 beads, was roughly worth ten shillings. Purple beads were worth double that amount. **History of the Ulster County Wampum Belt** The wampum belt became the custody of the Ulster County Clerk in 1732 by an order of the Court of Sessions. It was presumably stored with other records until 1952 when it was loaned to the Senate House Museum for display during Kingston’s tercentennial celebration. Resolution #33 of 1953 made the loan to the Senate House Museum permanent. In 1959 the belt was loaned to the New York State Museum for preservation and study. In 1975 Resolution #48 rescinded #33 and ended the permanent loan to the Senate House. On October 3rd 1975, the belt was returned to the custody of the Ulster County Clerk. **Description of the Belt** The belt measures 2” X 30” X ¼”. The belt is strung on a vegetable fiber, either thistle or hemp and is gathered on both ends in two knots. The beads are arranged in six rows, cylindrical in shape and arranged at right angles. There are three sections without beads, possibly areas of darker beads. The purple beads form a triangular shape on the white background. There are a total of 598 beads. --- **Teaching Sequence:** 1. **Individual or Small Groups – Analyzing the Wampum Belt** a. The teacher will begin the lesson by distributing a photo of the Ulster County Wampum Belt with its accompanying questions (Activity Sheet 11a). Students can work individually or with a partner to answer the questions. 2. **Full Class Discussion – Further Analysis of Primary Sources** a. The teacher will ask the students to share their responses. Explain the significance of wampum, how it was produced and its significance in Esopus culture. b. Inform the students of the details of the wampum belt they viewed in this activity and how it was presented to Ulster County. c. Show the students the excerpt from the 1677/78 Nicolls Treaty Renewal (11b), pointing out where the gift of a belt is mentioned. d. Explain that many wampum belts were created in the 17th, 18th and early 19th centuries. Examples of different wampum belts can be seen at the Throughout the Ages website, created by the New York State Archives, http://iarchives.nysed.gov/Gallery/gallery.jsp?id=104&ss=EDU. The Penn Treaty Wampum Belt can be seen at this site along with other wampum belts created by members of the Iroquois Confederacy. e. Ask students to think about messages of peace the Esopus might have wanted to say in symbols. Have them use scrap paper to try out different ideas. After they have tried several different ideas, distribute the Design a Wampum Belt Activity Sheet (11c). Have them use the graph paper to simulate the layout of a beaded wampum belt. f. Students will orally share their creations with the class, explaining the elements of their design. Teacher’s Notes: Activity Sheet 11a–The Wampum Belt Directions: Use the picture below of the Ulster County Wampum Belt to answer the following questions. 1. How would you describe the wampum beads? ________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. What material do they appear to be made of? _______________________________________ _____________________________________________________________________________ 3. How many rows of beads are there? ________________________________________________ _____________________________________________________________________________ 4. What do you think the cord is made of? ____________________________________________ _____________________________________________________________________________ 5. Do you see any kind of pattern in the belt? Explain your answer. ______________________ _____________________________________________________________________________ _____________________________________________________________________________ Lesson 11b—Excerpt from the 1677/78 Renewal Transcription of excerpt: 1677-78, 23d. Feb. This treaty is again renewed with the Esopus Indians, and being now satisfied and glad that all is well, they have offered a belt of sewant, in token that from this time they will remain content. Wm. Jansen, X Assumeraken, Wm. Ashfordby, X Pannerewack, John Gaston, X Pouck Vajandam, Wm. Lamontayne, Sect., X Winguves, Thom. Chambers, X Ankerop, G. Hall, Sheriff, X Wissenacka, Dirick Shepmoes, X Niamsymaekak, Hendrick Jochems, Jan Williamse, Mattys Mattysen, Gerret Cornelis, Lambert Huyberts, Roeloff Hendricksen. Create a design that expresses without using words, what the Esopus sachems might have wanted to say in a “belt” to the officials of Wiltwyck (Kingston) as a token of peace and goodwill. Use the colors that wampum was available in to create your design. Write a brief explanation of what message your belt contains. Lesson 12- Renewal of the Esopus Indian Treaty of 1665 Objectives: Students will: - determine the outcome of a request made by the Esopus on behalf of the Shawnee; - interpret an excerpt from the 1665 Nicolls Treaty renewal. Materials: - 1712 Renewal of the Treaty Document - 1712 Renewal of the Treaty Transcription - 1712 Renewal of the Treaty Activity Sheet Background information: More than 45 years after the original 1665 Nicolls Treaty was signed, five Esopus Sachems, including Ancrop, the chief sachem, came before the Ulster County Justices to once again renew the peace. The Treaty had been renewed at least ten times prior to this date, although not every year as the original agreement had directed. The attached renewal took place on June 2nd, 1712, in which the Esopus sachems came before the Justices with a string of wampum along with various pelts, in order to provide gifts to mark the peace. In return, they hoped to get the various goods that had not been paid to them, and in addition, permission to allow 600 Shawannos (Shawnee) refugees to live in peace among them in the mountains of Ulster County. The Shawnee Nation lived in many places, moving as conflicts arose with the colonists as well as marauding Native Americans from other nations. The Shawnees, who spoke an Algonquian dialect similar to that of the Lenape Nation, had migrated from their original homeland in Ohio. In this document, the sachems were quoted as saying: “We are all brethren, and what befalls one shall befall the other.” Most likely, they were referring to the complicated relationship between Native populations and European settlers, and how their interactions would determine their collective future. Teaching Sequence: 1. Class Discussion a. The teacher will discuss the Treaty renewals that occurred between 1669 and 1745. Review the original treaty, specifically Clause six, “The said Sachems doth Engage to come once every yeare and bring some of their young People to Acknowledge every part of this Agreement in the Sopes, to the end that it may bee kept in perpetual memory.” The sachems did keep their word and brought children to observe these renewals. 2. Analyzing a Primary Document in Pairs a. Assign a partner to each student. Ask the pairs to take turns reading the document to each other. They can try to read the original document or read its transcription. They are to take special notice of the bolded areas. When they have completed reading the document, they are to answer the questions on the Treaty Renewal Activity Sheet. 3. **Class Discussion** a. Students share their responses. **Homework Idea:** - Students can research the Shawnee Nation, looking for their original homeland and where they live today. **Teacher’s Notes:** Witnesses: At a meeting of Justices of the peace for said County assembled & of the Chiefs Sachems of the Esopus Indians in said County, this 2nd Day of June, 1712, In order to Renew the peace made with said Indians by Coll' — Nichols first English Governor of the province of New York, according to Articles of the same. Cap't Dirk Schepmoss Cap't Edw Whittaker Ezr Evert Wynkoop, Esq Justice Mr Cornelius Cook, Steward And Esopus Chief Sachems Keataghcage Dramektan Crawamogh Paijonhanck The said Sachems produced to the Justices the said Articles of peace, an writing delivered to them by Coll' Nichols time, and presented a string of Wampum's in Acknowledgment of Renewing the peace & say they hope it may Continue. The Justices promised the said Articles of Of peace, & told the Sachims they were glad to be them full fill the same in renewing said peace, & hoped that the Indians might give no occasion of breaking the same. The Sachims further say we are all brethren and what one shall forfeit the other is promised to give notice of & assist at any rising or invasion of any Indians or other enemy, and in token of their fidelity presented six Beaver skins, one Elk skin, two bears ditto, one fox ditto & one Marten ditto. The Justice Rose was the same with satisfaction, & told them if any of the common enemy should assault them that they should be welcome to shelter themselves under the Christians and that when we would protect them and made them a present to their great satisfaction. Luisianian Chief the broad complains that Capt. Johnnies Vigooy owes him a Cloth, two buffalos & donys to pay him, and that Ignian Quick Jones paid a pound of powder & a shirt & also donys to pay him. The Justice told the Sachims to take care to inquire into the premises & if his words be just to do him justice. The said Sachem, informs the Justice that there is about 500 hundred Indians called Shawonnes who cannot live at peace in their own native Country & begg'd the said Sachem that they might settle among them to the West & North west of the Blue Hills in Ulster County where said Esopus Indians now reside and that they will become subject under Annapo the great Sachem of the Esopus Indians. And the said Sachem ask leave of the Justice to settle said Indians Among them. The Justice answered that such things was above their power to grant & that it did belong to the Excellency of the Governor who they ought to request for the same. The Sachem thereupon desired the Justice to represent the desire of the said Indians & them to his Excellency and to desire his answer theron. The Justice promised to do the same. At a Meeting of Justices of the peace for said county Assigned & of the Chiefe Sachims of the Esopus Indians in Said county this 2d Day of June 1712. In order to Renew the peace made with the said Indians by Coll° Nicolls first English Governore of the province of New York, according to articles of the same Presents Cap' Dirck Schopmoos Cap' Edw° Whittaker Mr Evert Wynkoop Mr Cornelis Cook Ancrop Chiefe Sachime Keatagheage Aramochtan Crawamogh Paijomhanck Esq'rs Justices of peace The said Sachims produced to the Justices the said Articles of peace In writing delivered to them in Collo. Nicols time And presented a String of Wampum in Acknowledgement of Renewing said peace & say they hope it May Continue The Justices perused the said Article of peace & told the Sachims they were glad to see them fullfill the Same in Renewing said peace & hoped that the Indians might give no Occasion of breaking the same The Sachims further say we are all brethren and what befalls one Shall befall the other & promised to give notice of & Assist agst. any Rising or Invasion of any Indians or Other Enemy and in token of their Fidelity presented six beaver Skins one Elk ditto two beare ditto one fox ditto & one Martin ditto The Justices Received the Same with Satisfaction & told them if any of the Common Enemy Should assault them that they should be welcome to Shelter themselves under the Christians and that then we would protect them and made them a present to their great Satisfaction. Paijemhanck the Indian Complains that Capt. Johannis Vernooy owes him a Cloth of duffells & denys to pay him and that Jurian Quick owes him a pound of powdr. & a Shirt also denys to pay him. The Justices told the Sachims to take Care to Inquire into the Premisses & if his demand be Just to do him Justice. The Said Sachims Informs the Justices that there is about Six hundred Indians Called Shawonnos who Cannot live at peace in their own Native Country & begged the Said Sachims that they might Settle among them to the west or north west of the blew hills in Ulster County where Said Esopus Indians now Reside and that they will become Subjects under Ancrop the Chiefe Sachime of the Esopus Indians and the Said Sachims Ask leave of the Justices To Settle Said Indians Among them. The Justices Answered that Such things was above their power to grant & that it did belong to his Excellcy. the Governor Who they ought to Request for the same. The Sachims thereupon desired the Justices to Represent the desire of the said Indians & them to his Excellcy and to desire his Answer thereon. The Justices promised to do the Same. Activity Sheet 12- 1712 Renewal of the Treaty Direction: Base your answers to the following questions on the attached document. 1. What is the date of this document? ____________________________ How many years after the signing of the Nicolls Treaty was this document written? ____________________________ 2. Why did the sachems come before the court? ____________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. The Esopus sachems asked the Court that 600 Shawonnos (Shawnees) be permitted to live among the Esopus People. Why would the Shawonnos have wanted to live here in Ulster County instead of their homeland? ____________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. What was the Court’s response to this request? ____________________________ _________________________________________________________________________________________________ What do you think happened? ____________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5. To the Court, the Esopus sachems said: “We are all brethren, and what befalls one shall befall the other.” In your own words, What do you think the Esopus sachems were trying to say? ____________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Lesson 13- Scattered to the Four Winds Objectives: Students will: - locate the whereabouts of the five major bands of the Delaware on a map of North America; - research one of the five Delaware bands in the United States or Canada and create a report. Materials: - Map of North America - Scattered to the Four Winds Report Checklist - Instructions for graduated page booklet Background information: To date, the Lenape people, now located in Oklahoma and Canada, have suffered betrayals, massacres, and at least seven "Trails of Tears," all marked by multiple treaties and multiple relocations. Originally located in the river valleys and woodland mountains of Delaware, NY, New Jersey, and some areas of Pennsylvania, the Delaware peoples have achieved an extraordinary record of negotiations with both the United States and Canadian governments. They also have achieved an extraordinary record of physical and cultural survival. -Marks in Time: Delaware Treaty History The Delaware Tribe of Eastern Oklahoma After being devastated by European diseases, defrauded of lands, and used as pawns in several global wars (King Philip’s War, The French-Indian War, the Revolutionary War, The War of 1812 and The Civil War), the Lenape People are now scattered across the United States and Canada. They have been displaced more times than any other Native Nation, having been driven from New York, New Jersey, Delaware and Eastern Pennsylvania to Philadelphia, Missouri, Kansas, Oklahoma and Ontario. During periods of dislocation, some small bands chose to stay behind, joining with other Native Nations, including the Mahicans and Oneida. The largest group of Delaware, The Delaware Nation of Eastern Oklahoma, have a current membership of 10,000. The Delaware Nation of Western Oklahoma live nearby with a membership of 25,000. Delaware people living in either of these locations do not have a reservation, and live among non-Indians. Seeking political refuge following the Revolutionary War, the Munsee and Northern Unami People (which included the Esopus) escaped to southern Ontario where they founded the Moravian Delaware Nation (Moraviantown) with a current membership of 1,000 and the Munsee Delaware Tribe of Ontario (Munceytown) with 450 members, and the Six Nation Reserve (among the Iroquois). In 1756, several hundred Wappingers (Munsee speakers) merged with the Mahicans of Stockbridge, Massachusetts, forming what is presently known as the Stockbridge/Munsee Nation of Wisconsin. Individuals with Lenape heritage live in almost every state in the US. George Catlin, a renowned mid-19th century painter and historian of Native Americans said this about the plight of the Delaware people in 1842: No other tribe on the Continent has been so much moved and jostled about by civilized invasions; and none has retreated so far, or fought their way so desperately, as they have honorably and bravely contended for every foot of ground they have passed over. . . . . The Four Directions Institute has a detailed timeline on their website. http://www.fourdir.com/delaware.htm Teaching Sequence: 1. Class Discussion a. The teacher can begin the lesson by reading the Delaware Tribe of Eastern Oklahoma quote found in the Background Information. b. Discuss the hardships the Esopus faced in their removal from their eastern homeland which included mass outbreaks of European born diseases (especially smallpox) and a loss of traditional hunting grounds, resulting in hunger and starvation. Many Munsee, as well as members of other Nations, were removed from their families and sent to Indian boarding schools. These schools, often run by the Church, stripped the Esopus of their language, culture, and religion. Delaware children were often beaten for speaking the Delaware language in school. c. Explain that the Delaware Nation has been “scattered to the four winds”. d. Show a map of the United States and Canada to the class, calling attention to the relocations of the Delaware Nation. e. Explain that students will work with a partner or group to learn more about the descendants of the Esopus (Delaware, Munsee, Lenape). 2. Group Project Work a. Organize students into pairs or small groups. Each group will create a short report using the given checklist, on one of the following Delaware/Munsee Nations: - The Delaware Tribe of Eastern Oklahoma http://www.delawaretiebofindians.nsn.us/ - The Delaware Nation of Western Oklahoma http://www.delawarenation.com/ - The Moravian Delaware Nation - The Munsee Delaware Nation of Ontario http://www.tolatsga.org/dela.html - The Six Nation Reserve - Students will use the Checklist Activity Sheet for information on what to include in their report. b. Students can choose a format for their project. Instructions are provided for a graduated page booklet. Lesson 13- Scattered to the Four Winds Report Checklist You will create a booklet either using a graduated page format or a format of your choice using six items from the checklist below. Items with a star before them must be included in your report. You can choose any of the three additional items from the list or come up with topics of your own choice. ★ The name of the Nation ★ A map of the state or province these Delaware/Munsee People currently live in, and the name of the reservation affiliated ★ Two important facts concerning their history - Festivals still celebrated - Draw the symbol of their Nation - Traditional Games or Dances still practiced - Population on and outside of the reservation - Tribal Government Lesson 13- Instructions for Graduated Page Booklet Materials - 3 or 4 sheets of 8 ½” x 11” paper per booklet - 2 sheets construction paper for cover - Stapler - Writing materials Directions - Line the three sheets of paper up vertically, leaving a 1” space at the bottom of each page. (Figure 1) - Fold the pages in the middle. (Figure 2) - If a separate cover is being used, fold construction paper to fit on front and back of booklet. - Staple the booklet together close to the top edge. (Figure 3) Lesson 14 – The Artifact Conundrum Objectives: Students will: - use a Discussion Web format to weigh both sides of an issue, and arrive at a consensus; - orally present the views of their group to the class; - write in their journals about their experiences working with the group and arriving at a consensus. Materials: - Discussion Web Activity Sheet Background information: Over the years, there have been various archaeological digs throughout Ulster County. Current day Ulster County represents a portion of the traditional territory of the Lenape (Esopus) People, referred to as Lenapehoking. Projectile points, debitage, pottery shards, and most importantly human remains have been found during these digs. Due to the laws of property rights, whatever is unearthed from an archaeological site is the property of the landowner, unless they are human remains. In the event that human remains are found, as they were during the 2006 Huguenot Street/ Village Sewer Project in which a Stop and Desist Order was passed, representatives of Native nations were called in to discuss how the discovery would be dealt with. Aside from oral histories passed down through the years, artifacts may represent the only remaining connection many native nations have with their traditional homeland. When these cultural remains are found, they are legally the property of the land owner. Is this the ethical response, or should we consider the descendants of the original inhabitants of Lenapehoking, regardless of where they are located now? In this activity, students will consider both sides of this conundrum. Using a Discussion Web format, students will arrive at their own conclusions concerning this debate. Teaching Sequence: 1. Class Discussion a. Discuss the conundrum surrounding the ownership of artifacts as discussed in the Background Information section above. Review different key points already discussed in this curriculum. 2. Create a Discussion Web a. Pose the following question: Should artifacts found on private property be returned to the Native inhabitants who originally lived in the area? b. Students take a few minutes individually to think about the question. Encourage them to jot down some notes while they are thinking. c. Assign a partner to each student. d. Students discuss their ideas with their partner. Working with the Discussion Web format, students take turns filling in the yes and no columns of the chart. They are to try and have equal numbers of yes and no reasons on either side of the chart. By looking at both sides of an issue, students while being engaged in critical thinking skills. Point out that understanding both sides of an argument does not preclude taking a stand. e. Ask each pair to join with another pair and compare their responses. At this point they work as a group of four to eliminate contradictions and inconsistencies in their thinking as they come to a consensus. They must now decide as a group if they agree or disagree with the statement. They are to choose the main reason for their choice and fill in the appropriate boxes on the Discussion Web. f. Remind students that they will have an opportunity to voice their individual opinions during the class discussion and a written homework piece. g. Each group is asked to choose a speaker to share the group’s responses with the class. After the speaker has finished presenting, others in the groups are given the opportunity to voice their opinions. 2. Full Class Discussion a. Ask students to think of other possible solutions to this dilemma. Homework Idea: ➤ Ask students to write a short paragraph including the following: o What were their reactions to working with their groups? o Was it difficult to come up with a group consensus? o Did they agree or disagree with the group’s conclusion? Should artifacts found on private property be returned to the Native inhabitants who originally lived in the area? Reason Reasons Reasons Conclusion Barricklo, Kenneth Hewes. *Historic Structure Report: The Mathewis Persen House*. The County of Ulster Department of Buildings and Grounds, 2000. Bradley, James W.. *Before Albany*. New York State Museum Bulletin 509, 2007. Caduto, Michael J. and Bruchac Joseph. *Native American Gardening: Stories, Projects and Recipes for Families*. Fulcrum Publishing, 1996. Craft, Herbert C. *The Lenape or Delaware Indians*. Seton Hall University Museum, 1996. Craft, Herbert C. and Craft, David. *The Indians of Lenapehoking (The Lenape or Delaware Indians)*. Seton Hall University Museum, 1997. __________. *The Lenape-Delaware Indian Heritage: 10,000 BC to AD 2000*. Lenape Books, 2001. Diamond, Dr. Joseph. Professor of Archeaology, SUNY at New Paltz, Personal interview, Fall 2007. Fried, Marc B. *The Early History of Kingston & Ulster County, N.Y.* Ulster County Historical Society, 1975. Goddard, Ives. "Delaware." *Handbook of North American Indians Encyclopedia*: Volume 15, 1978. Grumet, Robert S. *The Lenapes*. New York: Chelsea House Publishers, 1989. Hauptman, Laurence. *The Native Americans: a history of the 1st residents of New Paltz & environs*. New Paltz, NY: Haviland-Heidgerd Historical Collection, 1975. Hauptman, Laurence. M. and Bethanne Grant. *Lenapehoking: my Hudson Valley Homeland*. New Paltz, NY. Haviland-Heidgerd Historical Collection, 1992. Kraft, Herbert C. *The Lenape-Delaware Indian Heritage, 10,000 BC to AD 2000*. Lenape Books, 2001. Roe, Kathleen. *Teaching with Historical Records*. New York State Education Department, 1981. Ruttenber, E.M. *Indian Tribes of Hudson’s River*. Hope Farm Press and Bookshop, 1992. (Reprint of original 1872). State Archives and Records Administration. *Consider the Source: Historical Records in the Classroom*. New York State Archives, 1995. Weslager, C. A. *The Delaware Indians: A History*. New Brunswick, New Jersey: Rutgers University Press, 1972. http://www.talk-lenape.org/. Lenape Talking Dictionary. http://www.fourdir.com/delaware.htm. List of Delaware sites including a detailed historical timeline. http://freepages.genealogy.rootsweb.com/~massasoit/bruchac.htm. “Thoughts on Indian Images, Names, and Respect”. http://www.hartford-hwp.com/archives/41/037.html. By Lois Scozzari, Trinity College, Hartford, Connecticut. “The significance of wampum to seventeenth century Indians in New England”. Ulster County Clerk’s Office Records Management Program 300 Foxhall Avenue Kingston, New York 12401 (845) 340-3415 Made possible through a grant from the New York State Archives Local Government Records Management Improvement Fund
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Ramsden Primary School CHILD-ON-CHILD ABUSE POLICY | Compiled by | Headteacher | September 2022 | |-------------|-------------|----------------| | Approved by | Chair of Governors | Headteacher | | | September 2022 | September 2022 | | To be reviewed | | September 2023 | Ramsden Primary School Child-on-Child Abuse Policy Child-on-Child Abuse Policy September 2022 Introduction At Ramsden Primary School we have a zero-tolerance approach to all forms of child-on-child abuse including sexual violence, sexual harassment (SVSH) and harmful sexual behaviour (HSB). We believe that child-on-child abuse is never acceptable, and it will not be tolerated. It will never be passed off as “banter,” “just having a laugh,” “a part of growing up” or “boys being boys.” We will respond to all signs, reports, and concerns of child-on-child abuse, including those that have happened outside of our school premises, and/or online. We recognise that children are vulnerable to and capable of abusing their peers, we take such abuse as seriously as abuse perpetrated by an adult. We recognise that even if there are no reports it does not mean it is not happening, it may be the case that it is just not being reported. We acknowledge that children who have allegedly abused their peers or displayed harmful sexual behaviour are themselves vulnerable. We are committed to a whole school approach to ensure the prevention, early identification, and appropriate management of child-on-child abuse within our school and beyond. In cases where child-on-child abuse is suspected or identified we will follow our Child Protection procedures, taking a contextual, trauma-informed, and strengths-based approach to support all children who have been affected by the situation including the victim and alleged perpetrator. Policy Development This policy has been developed to reflect the most recent Keeping Children Safe in Education (KCSiE) Statutory Guidance (1 September 2022) and was formulated in consultation with the whole school community. This policy is available: - Online on the school website - From the school office This policy is reviewed and evaluated throughout the academic year. It is updated annually. Roles and Responsibilities All staff working with children maintain an attitude of ‘it could happen here,’ and this is especially important when considering child-on-child abuse. The Head teacher Mr Wilson has overall responsibility for the policy and its implementation and liaising with the Governing body, parents/carers, LA (Local Authority), and outside agencies. Safeguarding is the responsibility of all however all staff, parents/carers and pupils need to be aware of who to report to and how to report any safeguarding concerns. The Designated Safeguarding Lead (DSL) and their Deputies in our school are Mr Wilson, Miss Campbell and Mrs Mallinson. The nominated Governor with responsibility for child-on-child abuse is Mr B Shelton. Definitions Child-on-child abuse is most likely to include, but may not limited to: - Bullying (including cyberbullying, prejudiced-based and discriminatory bullying) - Abuse in intimate personal relationships between children, (sometimes known as ‘teenage relationship abuse’) - Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and/or encourages physical abuse) - Sexual violence, such as rape, assault by penetration and sexual assault; (this may include an online element which facilitates, threatens and/or encourages sexual violence) • Sexual harassment, such as sexual comments, remarks, jokes, and online sexual harassment, which may be standalone or part of a broader pattern of abuse • Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party • Consensual and non-consensual sharing of nude or semi-nude images and/or videos (also known as sexting or youth produced sexual imagery) • Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress, or alarm • Initiation/hazing type violence and rituals (this could include activities involving harassment, abuse, or humiliation used as a way of initiating a person into a group and may also include an online element). This may also be an indicator of wider exploitation such as Child Sexual Exploitation (CSE) and/or Child Criminal Exploitation (CCE) and/or County Lines. **Recognising** At Ramsden Primary School we recognise that behaviours associated with child-on-child abuse take place on a spectrum. Understanding where a child’s behaviour falls on this spectrum is essential to being able to respond appropriately to it. We recognise that all children grow and develop at their own pace. We will use our professional judgement and knowledge of child development when responding to child-on-child abuse. **Reporting and Responding** At Ramsden Primary School we want children, parents/carers, staff, and visitors to confidently report abuse, knowing their concerns will be treated seriously. We recognise that our school’s initial response to a report of child-on-child abuse is incredibly important - how we respond to a report can encourage or undermine the confidence of future victims to report or come forward. As a school we will also respond to reports of alleged child-on-child abuse that have occurred online or outside of school. These reports will be treated seriously, and the school remains committed to supporting and safeguarding all parties including the victim, alleged perpetrator, and any other child(ren) who may be affected. We will make decisions on a case-by-case basis, with the Designated Safeguarding Lead (or a deputy) taking the leading role and using their professional judgement, supported by other agencies, such as the Local Authority, Children’s Social Care, and the Police as appropriate. We will ensure that we reference and follow other school policies and procedures as appropriate. We have clear reporting systems for each group of our school community, the effectiveness of these reporting systems is reviewed throughout the academic year and may be expanded to meet the needs of all members of our community. **Children (including bystanders)** It is important to understand that a victim may not find it easy to tell staff about their abuse verbally. Children can show signs or act in ways that they hope adults will notice and react to. In some cases, the victim may not make a direct report. We recognise that in some instances another child may report on another child’s behalf. All children will know how to report concerns or incidents of child-on-child abuse. We ask that all children report any concerning behaviour to a member of school staff – this can be any member of teaching or non-teaching staff, including a class teacher, a TA, the Head teacher, a lunchtime supervisor, or a member of the office team. We talk about trusted adults regularly in class and in assemblies to remind our children of who they can report concerns to. The member of staff will listen to the child and make an initial note of their concerns, they will then discuss next steps with them and reassure them that they will be supported. In line with the statutory guidance provided in *Keeping Children Safe in Education 2022*, we will never promise a child that we will not tell anyone about a report of any form of abuse, as this may not be in the best interests of the child. The member of staff will make a formal record of the concern/report on the school’s recording system (CPOMs) and other relevant members of staff will be alerted. The member of staff will directly alert the school’s Designated Safeguarding Lead if the report is deemed urgent or if a child is considered at risk. We understand that some children may find it difficult to tell a member of staff about their concerns verbally, we therefore have additional reporting mechanisms in place. Our school has a worry box in each classroom where the child can put their name/a brief note about their concerns/draw a picture of their concern – these worry boxes are introduced to the children at the start of the year and children are reminded of them regularly. Our school also has a designated Safeguarding email address – if a child feels unable to tell a member of staff about their concerns verbally, they could send an email with their concerns, and these will be followed-up/responded to by the school’s Designated Safeguarding Lead or Deputy. **Parents/carers** We understand that parents and carers may well struggle to cope with making or receiving a report that their child has been the victim of or is an alleged perpetrator of child-on-child abuse. In line with the statutory guidance provided in *Keeping Children Safe in Education 2022 Part 5*, we will seek advice and support from other services as decided on a case-by-case basis. All decisions and actions taken by the school will consider the needs of the individual children involved, and the wider school community. We ask that if parents/carers have concerns about their child experiencing or allegedly perpetrating child-on-child abuse, that they contact the school’s Designated Safeguarding Lead/Deputy (in person/via telephone call/via email) to explain their concerns. The Designated Safeguarding Lead/Deputy will take an initial note of the concerns but may ask to schedule a meeting to allow for more time to discuss the concerns in detail. Following the report and/or the meeting, the Designated Safeguarding Lead/Deputy will make a formal record of the report on the school’s recording system (CPOMs) and other relevant members of staff will be alerted. The Designated Safeguarding Lead/Deputy will seek advice from Statutory Services if the report is deemed urgent or if a pupil is considered at risk. We ask that parents/carers to come directly to the school with their concerns rather than discussing them with other members of the school community in person or online. Our school remains committed to supporting pupils and their families in all instances of child-on-child abuse. We will endeavour to ensure that all parties are kept informed of progress and any developments, but we will also need to show due regard to GDPR (General Data Protection Regulations) and ongoing investigations by statutory services. This may mean, at times, that we are not able to provide or share information or updates. If a parent/carer is not satisfied with our school’s actions, we ask that they follow our school’s complaint policy and procedures. This is available online from our school website and on request from the school office. **Staff** Our staff work closely with our children and therefore may notice a change in a child’s behaviour or attitude that might indicate that something is wrong before receiving a report from a child or a member of the school community. If staff have any concerns about a child’s welfare or are concerned that a child is displaying behaviours that may show they have been the victim of or that they are perpetrating child-on-child abuse, they should act on them immediately rather than wait to be told. We ask that staff report their concerns to a Designated Safeguarding Lead/directly to the Head teacher. The member of staff receiving the report will take an initial note of the concerns and will then make a formal record of the report on the school’s recording system (CPOMs) and other relevant staff members will be alerted. The Designated Safeguarding Lead/Deputy will seek advice from Statutory Services if the report is deemed urgent or if a pupil is considered at risk. Visitors We ensure that all visitors to our school are aware of our Child Protection and Safeguarding procedures and which staff member they should report any concerns to (the member of staff may differ depending on the purpose of the visit e.g., supply teacher, governor, external agency etc.). We ask that if a visitor to our school has any concerns about child-on-child abuse that they have witnessed, or have been told about, that they report their concerns at the earliest opportunity in person to the school’s Designated Safeguarding Lead/the Head teacher/a member of the Senior Leadership Team. We ask that visitors report their concerns in person by the end of the school day. For example, it would not be appropriate to wait until the following day or leave a written note with concerns. The member of staff receiving the report will take an initial note of the concerns and will then make a formal record of the concerns on the school’s recording system (CPOMs) and other relevant staff members will be alerted. The Designated Safeguarding Lead/Deputy will seek advice from Statutory Services if the report is deemed urgent or if a child is considered at risk. Recording and evaluating We will ensure a written report is made as soon after the disclosure as possible recording the facts as presented by the child. These may be used as part of a statutory assessment if the case is escalated. We will ensure the Designated Safeguarding Lead (or deputy) will be informed as soon as possible, if they were not involved in the initial report. (Provide details of where you will be recording this information on your systems – CPOMS etc.) We will ensure that details of decisions made and reasons for decisions are recorded as well as any outcomes. We will ensure that any ‘safety plans’ are recorded (paper or electronic) and kept under review. (These will be kept on CPOMS). Strategies for Prevention Our school Ramsden Primary School actively seeks to raise awareness of and prevent all forms of child-on-child abuse by: - **Staff training** – including for supply staff, governors or management committees, volunteers, and visitors is provided in:: - Contextual safeguarding - Identification and classification of specific behaviours – SVSH, HSB etc - Making it clear there is a zero-tolerance approach to child-on-child abuse (especially in relation to SVSH) that it is never acceptable and will not be tolerated. Ensuring it is never passed off as “banter,” “just having a laugh,” “a part of growing up” or “boys being boys.” - Recognising, acknowledging, and understanding the scale of harassment and abuse and that even if there are no reports it does not mean it is not happening, it may be the case that it is just not being reported - Challenging physical behaviours (potentially criminal in nature) such as grabbing bottoms, breasts, and genitalia, pulling down trousers, flicking bras and lifting up skirts - Challenging the attitudes that underlie such abuse (both inside and outside of the classroom) - Responsibilities of the Governing body / proprietors / management committee – they must be aware of their statutory safeguarding responsibilities (effective child protection policy – child-on-child abuse policy) - Ensuring that all child-on-child abuse issues are fed back to the safeguarding lead/team so that they can spot and address any concerning trends and identify those children who may need additional support - **Information for children** – children are made aware in lessons about: - Creating an ethos and culture in which all children feel able to share their concerns openly, in a non-judgemental environment, and have them listened to - All children are frequently told what to do if they witness or experience any form of child-on-child abuse, the effect that it can have on those who experience it and the possible reasons for it at an age appropriate manner They are regularly informed about the school’s approach to all forms of child-on-child abuse, including the school’s zero-tolerance approach towards all forms of child-on-child abuse, the process for reporting their concerns of child-on-child abuse and where to go for further help, support, and advice at an age appropriate level. Educating all children about the nature and prevalence of child-on-child abuse via a well embedded RHE/RSHE curriculum, PSHE curriculum or wider curriculum Challenging the attitudes that underlie such abuse (both inside and outside of the classroom) **Information for parents/carers** - give specific details on engagement with parents/carers - Talking to parents, both in groups and one-to-one - Providing opportunities for parents to be involved in the review of school policies and lesson plans; and - Encouraging parents to hold the school to account on this issue - Asking parents what they perceive to be the risks facing their child and how they would like to see the school address those risks - Challenging the attitudes that underlie child-on-child abuse – in school and/or the wider community - Ensuring parents/carers are aware of the ethos and culture of the school or college **RHE (Relationships and Health Education) / RSHE curriculum** - you may wish to give specific details of your school’s ethos as well as linking with your RSHE policy and curriculum development - The school have a clear set of values and standards, upheld, and demonstrated throughout all aspects of school life, which is supported by a planned programme of evidence based RSHE curriculum - Our RHE/RSHE/PSHE programme is fully inclusive and developed to be age and stage of development appropriate (especially when considering children with SEND (Special Educational Needs and Disabilities) and/or other vulnerabilities) - We will, through our RHE/RSHE/PSHE programme promote: - Healthy and respectful relationships - Boundaries and consent - Equality and raise awareness of stereotyping and prejudice - Body confidence and self-esteem - How to recognise an abusive relationship, including coercive and controlling behaviour - The concepts of, and laws relating to – sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, teenage relationship abuse (intimate personal relationships between children), and how to access support, and - What constitutes sexual harassment and sexual violence and why these are always unacceptable **Breaches / Complaints** Breaches to this policy will be dealt with in the same way that breaches of other school policies are dealt with, as determined by the Head teacher and Governing Body. If a parent/carer is not satisfied with our school’s actions, we ask that they follow our school’s complaint policy and procedures. This is available online from our school website, and on request from the school office. **Links with other policies** You may find it helpful to read this child-on-child abuse policy alongside the other following school policies: (Please amend the titles of the policies below to ensure they reflect your specific school policies, please add any other policies which you feel are relevant) | Policy | How it may link | |-----------------|----------------------------------------------------------------------------------| | Safeguarding Policy | Includes information about child protection procedures and contextualised safeguarding | | Behaviour Policy | Includes details about the school’s behaviour system including potential sanctions for pupils | | Policy | Description | |---------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------| | Anti-Bullying policy | Includes information about bullying behaviours and vulnerable groups | | Online Safety / E-Safety / Acceptable Use Policies | Includes information about children’s online behaviour and details about online bullying/cyberbullying | | Equalities Policy | Includes information about our school’s approach to tackling prejudice and celebrating differences. Links to prejudice-related language and crime and the protected characteristics | | RSHE / PSHE Policy | Includes information about our school’s RSHE programme and how we teach about healthy relationships, friendships, and bullying | | Complaints Policy | Includes information about how to make a complaint if you are not satisfied with the school’s response | **Further information and support can be found through the following links:** - Part 5: Child-on-child sexual violence and sexual harassment (pages 103-133) of *Keeping Children Safe in Education* (2022) [Keeping children safe in education 2022](https://publishing.service.gov.uk) - Definitions - [Keeping children safe in education 2022](https://publishing.service.gov.uk) - Simon Hackett (2010) Continuum model of sexual behaviours - - Sexual development and behaviour in children | NSPCC Learning - NSPCC Learning Understanding sexualised behaviour in children | NSPCC Learning **Monitoring and Review** This policy is reviewed and evaluated throughout the academic year. It is updated annually.
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Lesson 10 What Is Life All About? Theme: True Happiness – Seeing that God has set eternity in our hearts Memory Verse "Now all has been heard; here is the conclusion of the matter: Fear God and keep His commandments, for this is the whole duty of man. For God will bring every deed into judgment, including every hidden thing, whether it is good or evil." Ecclesiastes 12:13-14 Daily Bible Readings Thursday Ecclesiastes 1:1-6, 10-14 Friday Ecclesiastes 2:1-7, 10-11, 17 Saturday Ecclesiastes 2:18-19, 24-25 Monday Ecclesiastes 3:1-10 Tuesday Ecclesiastes 3:11-13, 19-22 The Old Testament book of Ecclesiastes opens with the question, "What does a man get for all of his work? Why does he work so hard on this earth?" (1:3, NIrV). The man who asked this question calls himself the Preacher. He was searching for something – some purpose, some meaning to his life in the world. This is an important search, and what he writes helps us learn what will make our lives the best they can be. Life Under the Sun "Under the sun" is the Preacher’s favorite way of describing life in the world. He searches for meaning in his life "under Ecclesiastes 1:1-6, 10-14 “Vanity” means … good. full. empty. What does it mean to strive or chase after wind? Ecclesiastes 2:1-7, 10-11, 17 According to these verses, what did the Preacher try to give some meaning to his life “under the sun”? Work Money Pleasure Now, list three pleasures the Preacher tried. 1. ____________________________ 2. ____________________________ 3. ____________________________ What is Life All About? The Preacher first tried education. He read books and gained knowledge. But he soon saw that this was like chasing the wind. Next he tried pleasure, just having fun. He had the money to do whatever he wanted to do. He drank wine, built houses and parks, and had entertainment. You would think this would be great. But do you know what he found? He found out that pleasure was empty and useless. It was vanity. The Preacher thought maybe work would make him happy. He worked wisely and hard. Then one day he began thinking about what would happen to all his money and things. He knew some day he would die and leave everything to others. They would get what he worked for and he could do nothing about it. He decided that hard work was also empty and useless. It was vanity. Is there Something More? The Preacher thought about life and saw that everything happens at certain times. The earth goes around and life continues. In one day, both good things and bad things happen in the world – birth and death, building up and tearing down, loving and hating, and much more. It just keeps going on and on. But the Preacher saw that nothing in the world really satisfied his heart and made him Ecclesiastes 2:18-19, 24-25 When a person dies, what happens to all the “stuff” he worked for? Ecclesiastes 3:1-10 True or False? God has provided a time and place for things in life. The wise man decided his work... • was the most important thing in life. • seemed to have no profit. • took too much time and effort. Life under the sun goes on. We live in the world. But it doesn’t take many years to see that what goes on in the world is not so great. It is vanity — useless. So, what do we do? Life has its good moments, but much of it is hard and bad. The Preacher just couldn’t find any great meaning for his life in this world. So he kept looking. What will he find? Ecclesiastes 3:11-13, 19-22 What did God put in our hearts that causes us to look beyond this world for meaning? • Love • Eternity • Desire for riches I remember that some things look fun but really aren’t fun. Put an X in the light that best describes you. Red — usually not Yellow — sometimes Green — all the time The wise man refers to striving or chasing after wind. Discuss with a parent what this means and define it here: Describe something you did that took a lot of time and hard work, but when it was finished it didn’t last — something like dusting the furniture. How is this like striving after the wind? **Shine a Light on the Bible Facts** Which books of the Old Testament are about kings ruling Israel and focus on the temple? Fill in the blanks with the Beatitudes: “Blessed are the ________ in spirit, for theirs is the ___________ of heaven. Blessed are those who ___________, for they shall be ___________. Blessed are the gentle, for they shall inherit the ___________. Blessed are those who ____________ and ____________ for righteousness, for they shall be satisfied. Blessed are the ________, for they shall receive ________. Blessed are the ________ in heart, for they shall see ________. Blessed are the ________________, for they shall be called _______ of God. Blessed are those who have been ____________ for the __________ of ________________, for theirs is the kingdom of heaven.” NASB On a map inside the back cover, locate the United Kingdom and the Twelve Tribes. Before you look at the map, write the names of the Southern and Northern Kingdoms.
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Selection Foods made from wheat, rice, oats, cornmeal, barley or other grains are considered a grain product. There are two subgroups: whole grains and refined grains. Whole grains contain the entire grain kernel. The process of refining grains to make flour and other products removes the fiber and some of the nutrients from the grain. Therefore, select at least half of your grains from whole grain sources. Whole grain sources grown in Montana include whole wheat bread, oatmeal, whole corn and hulled barley. Although most refined grains are enriched—the nutrients are added back following processing—they are lacking in the fiber of the original whole grain. Storage Keep whole grains and flour stored in a cool, dry place in airtight containers. To extend shelf life, store in the refrigerator or freezer for up to six months. Nutrition Information Whole grains differ from refined and enriched grains because they consist of the entire grain, bran, endosperm and germ. All of these parts make a more nutrient dense grain product. The outer layer called the bran contains insoluble fiber, B vitamins, trace minerals and phytochemicals and protein. The center of the grain, called the endosperm, contains carbohydrates, protein and soluble fiber. The innermost center is oily and contains Vitamin E and B, healthy fats, protein and trace minerals. Including whole grains as part of a balanced diet is associated with lower body weight and a reduced risk of diabetes, cancer and other diseases. Uses Breakfast. Use in parfaits, prepare hot for cereal, or roast with dried fruit to make granola. Ground. Grains can be ground using electric or hand mills. Depending on the types of grain, the flour can be used in products such as breads, muffins, cake, crepes, tortillas, or various desserts. Pasta. Whole grain pasta tends to be tougher because it contains bran and germ, thus requiring a longer cooking time. To cook, use approximately 1 cup pasta to 6 cups water or broth, bring to a boil then simmer for 8-12 minutes or until tender. Add to cold salads with chopped vegetables or make a hearty entree with tomato sauce and chopped vegetables. Pilaf, Risotto, Soups, Stews or Stir-fry. Add cooked grains for additional nutrients and texture. Pop. Drizzle cooking oil in a heated pan and add seasonings. Put several corn kernels in the pan. When the kernels pop, add 1/3 cup corn kernels evenly in the pan, cover with lid and remove from heat for 30 seconds. Return to heat and gently shake the pan while kernels pop. Salad. Chill grains after cooking. Combine with chopped vegetables, such as tomatoes and broccoli, then toss with a balsamic, Italian, or another vinaigrette dressing. Add to a pasta or green salad for fiber and texture. Ideal for wheat berries and hulled barley. Season. For added flavor, cook grains in water with broth, or diced tomatoes. To enhance flavor, experiment with low-sodium seasonings such as experiment with allspice, basil, cinnamon, chili powder, celery seed, cloves, garlic, ginger, nutmeg, oregano, sage, and thyme. Food Safety Tips 1. Clean. Wash hands and food contact surfaces often. 2. Chill. Keep produce and food cool and chill promptly. 3. Separate. Keep produce and food separate from raw meats and eggs. 4. Cook. Cook food to the safe temperature. Questions? Click on www.foodsafety.gov Preparation: Step-by-Step Wash hands. Thoroughly rinse grain to remove any dirt. Check for rocks and other debris. Barley. Prior to use, wash carefully. To cook, use 1 cup hulled barley to 3 cups water or broth, bring to a boil then simmer for 45-60 minutes. Yields approximately 3 1/2 cups. Cornmeal and Oats. To cook, use 1 cup to 4 cups water or broth and bring to a boil. For cornmeal, simmer for 25-30 minutes. Yields approximately 2 1/2 cups. For oats, simmer for 20 minutes. Yields approximately 4 cups. Wheat. Prior to use, wash and soak wheat berries for 10-12 hours in water and drain. To cook, use 1 cup wheat berries to 4 cups water or broth, bring to a boil then simmer for 45-60 minutes. Yields approximately 3 cups. For More Information: Montana State University Extension: www.msuextension.org MSU Extension Master Gardener: www.mtmastergardener.org MSU Extension Food and Nutrition: www.msuextension.org/nutrition MSU Extension Nutrition Education Programs: www.buyeatlivebetter.org Information Courtesy of: Edwards, Jane, Garden-Robinson, Julie. (2012). Whole Grains: Agriculture to Health. https://www.ag.ndsu.edu/pubs/yff/foods/fn691.pdf Montana Barley Production (EB0186), 2008. MSU Extension. Montana Wheat Production Guide (EB0197), 2010. MSU Extension. The Visual Food Encyclopedia. MacMillan, New York, 1996. Print. USDA Choose My Plate. (2015). Grains. http://www.choosemyplate.gov/food-groups/grains.html Date of Publication: November 2015
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4.0 STATE OF NJ PROFILE 4.1 PHYSICAL SETTING This section presents the physical setting of the State of New Jersey, including geography, government, transportation, climate, and hydrology. 4.1.1 GEOGRAPHY New Jersey is located in the Mid-Atlantic region of the United States. It is about 150 miles long and 70 miles wide, comprising 8,722 square miles (7,419 square miles of land and 1,303 square miles of water) with a population of 8,904,413 (ACS 5yr Estimates, 2015). The State is bordered to the north by the State of New York, to the south by the Delaware Bay and Atlantic Ocean, to the east by the Atlantic Ocean, and to the west by the Delaware River and the State of Pennsylvania. The Delaware River is the largest river in the State and defines the State’s southern and western borders. New Jersey is the most densely populated state in the United States, and one of the most ethnically diverse (American Community Survey 5yr Estimates, 2015). It is composed of 21 counties and 565 municipalities, as illustrated in Figure 4-1. Geographically, Hudson County is the smallest county (46.19 square miles) and Burlington County is the largest (798.58 square miles). In terms of population, the largest municipality is the City of Newark, with a population of 279,793 (ACS 5yr Estimates, 2015). The capital of New Jersey is the City of Trenton, located in Mercer County, which is also the approximate geographic center of the State. New Jersey is situated between the two metropolitan areas of New York City and Philadelphia. Figure 4-1 State of New Jersey Counties and Municipalities Source: NJDEP, NJOIT-OGIS, NJGS 4.1.2 PHYSIOGRAPHIC PROVINCES New Jersey is occupied by four physiographic provinces: Valley and Ridge, Highlands, Piedmont, and Coastal Plain (Harper, 2013). Each province defines a region in which relief, landforms, and geology are significantly different from that of the other regions. The boundary between each province is determined by a major change in topography and geology. The geographic location and extent of each province is identified in Figure 4-2. The Valley and Ridge Province is approximately 536 square miles. It is characterized by steep-sided, linear ridges and broad valleys (Dalton, 2006). The rocks in this province are the second oldest, ranging between being 400 and 540 million years old (Harper, 2013). The Kittatinny Valley forms the eastern segment of the Province, and Kittatinny Mountain is the ridge that separates the upper Delaware River above the Delaware Water Gap from the Kittatinny Valley. High Point, near the northern end of Kittatinny Mountain, is the highest point in New Jersey at 1,803 feet above sea level (Dalton, 2006). The Highlands Province is approximately 980 square miles (Dalton, 2006). This province contains the oldest rocks in New Jersey, dating as far back as being between 980 and 1,363 million years old (Harper, 2013). Wawayanda Mountain is the highest point in the Highlands at 1,496 feet above sea level. (Dalton, 2006). The Piedmont Province is approximately 1,600 square miles (Dalton, 2006), most of which can be identified as being located in the Newark Basin (Harper, 2013). The province is classified as being mainly a low rolling plain divided by a series of higher ridges (Dalton, 2006). It consists of sedimentary sandstone, shale, diabase, mudstone and igneous basalt that date back to being between 195 and 225 million years old (Harper, 2013). The largest province in New Jersey is the Coastal Plain Province. It is approximately 4,667 square miles and occupies three-fifths of the State (Dalton, 2006). This province makes up the southern half of the state and contains sand, gravel, clay and greensand formations. Deposits along the Atlantic Ocean between 10 and 120 million years ago have lead to the development of this province. The Coastal Plain is often divided into the Inner Coastal Plain, which is made mostly of sand and clay formations, and the Outer Coastal Plain, which can be identified as having more sandy soil (Harper, 2013). The maximum elevation of the Coastal Plain is 391 feet at Crawford Hill. The Highlands of Navesink, at 266 feet above sea level, is the highest point along the coast of New Jersey (Dalton, 2006). Figure 4-2 Physiographic Provinces of New Jersey Physiographic Provinces of New Jersey Physiographic Provinces - Coastal Plain - Highlands - Piedmont - Valley and Ridge Source: NJDEP, NJOIT-OGIS, NJGS 4.1.3 GOVERNMENT The New Jersey legislature consists of a senate of 40 members and an assembly of 80 members. Assembly members are elected for a two-year term and state senators are elected and serve four-year terms (New Jersey Legislature, 2002). The Governor and Lieutenant Governor serve a four-year term and cannot serve more than two consecutive terms (The State of New Jersey, 2017). New Jersey sends 12 representatives and two senators to the United States Congress and has 14 electoral votes (USA.gov, 2016). The State is made up of 21 counties and 565 municipalities. All 565 New Jersey municipalities belong to one of five forms of municipal government: Borough, Township, City, Town, or Village as authorized by the Faulkner Act (New Jersey State League of Municipalities, 2010). 4.1.4 TRANSPORTATION New Jersey’s transportation network consists of multiple forms of transportation, including vehicular, rail, light rail, bus, air, and ferry. Numerous bridges, tunnels, highway, and rail lines facilitate interstate travel. The Garden State Parkway and the New Jersey Turnpike are part of a network of toll roads and freeways. New Jersey is linked to Delaware and Pennsylvania by many bridges across the Delaware River. Traffic to and from New York is served by railway, subway tunnels and by the facilities of the Port Authority of New York and New Jersey including the George Washington Bridge, the Lincoln and Holland vehicular tunnels, and three bridges to Staten Island. Newark airport (operated by the Port Authority of New York and New Jersey) ranks among the nation’s busiest. Shipping centers in New Jersey include the ports of the Newark Bay and New York Bay areas, notably the Ports of Newark and Elizabeth. Along the Delaware, there is a relatively minor amount of seagoing traffic. More than 71.9% of the workers in New Jersey commute to work alone in a car, while 8.1% carpool. Public transportation use accounted for 11.1% of workers, 3.1% walked to work, and 4% work from home. The average commute time in New Jersey is 31 minutes (ACS 5yr Estimates, 2015). The State’s transit system is extensive, consisting of multiple operators and transit types that include bus, rail, and ferry. Operators of these transit systems include New Jersey TRANSIT (NJ TRANSIT), Port Authority, the Port Authority Trans-Hudson Corporation (PATH), Port Authority Transit Corporation (PATCO), and Amtrak Northeast Corridor. The 2012 study by New Jersey Future, Targeting Transit, outlines a comprehensive list of transit. Since that study, the Pennsauken Transit Center has been completed (NJ TRANSIT). In total, there are 243 transit stations in New Jersey that consist of: - 12 stations are ferry-only terminals - 16 stations are major bus terminals not served by another mode of transportation - 205 stations are served by rail only: - 139 commuter rail only - 9 rapid transit only (7 PATCO and 2 PATH) - 54 are light rail only (21 HBLR, 15 Newark Light Rail, 18 River Line) - 4 are served by multiple rail modes: Lindenwold (PATCO and commuter rail), Newark-Broad Street (commuter and light rail), Newport (PATH and light rail), and The Pennsauken Transit Center (commuter and light rail). - 10 are multimodal terminals - Hoboken Terminal is served by all three rail modes and is also a bus and ferry terminal - Newark Penn Station is served by all three rail modes and is also a bus terminal. - Trenton is served by commuter rail (both NJ Transit and SEPTA), light rail and bus - Walter R and Transportation Center in Camden is served by light rail, rapid transit (PATCO) and bus - Metropark, New Brunswick, Asbury Park, and Atlantic City are commuter rail stations and bus terminals - Journal Square is a rapid transit station that also serves as a bus terminal - Exchange Place PATH station is a rapid transit station and a ferry terminal Figure 4-3 Major Transportation Routes in New Jersey NEW JERSEY MAJOR TRANSPORTATION ROUTES Transportation Network - NJ Turnpike - Atlantic City Expressway - Garden State Pkwy - Interstate Highways - State Routes - County Routes Source: NJDOT, 2013 Highways New Jersey has more miles of highway per square mile than any other state. New Jersey has 39,065 miles of highways (33,381 miles urban and 5,684 miles rural). Of the total miles of highways, 432 miles are Interstate, 453 miles are other freeways or expressways, 5,455 miles are arterial, 3,330 miles are collector, and 23,756 miles are local (NJDOT Public Road Mileage by Area Type, 2015). New Jersey also has 7,878 bridges located throughout the State (NJDOT, 2017). Rail The New Jersey rail system is an extensive network that dates back to the early 19th century. Today, it transports people and freight through some of the most densely populated areas in the United States. Three Class I railroads, one Class II railroad, and 15 Class III (or short line) railroads operate in New Jersey. Each of the railroads are privately owned and operated. Two major passenger rail companies also operate in the State: New Jersey TRANSIT (NJ TRANSIT) and Amtrak. NJ TRANSIT is a State-run agency that provides commuter rail services. NJ TRANSIT serves New York Penn Station and operates into other New York State locations through an agreement with Metro-North. Amtrak provides intercity passenger rail service, connecting New Jersey’s major metropolitan areas with cities in the northeast United States and throughout. The Northeast Corridor, a rail line owned by Amtrak, passes through New Jersey between Trenton and the Hudson River. It is the most traveled passenger rail in the United States. In 2015, more than 750,000 passengers traveled the Northeast Corridor every day (Northeast Corridor Infrastructure and Operation Advisory Commission, 2015). Freight rail in New Jersey plays a vital role in the State’s economy. The State acts as both a distribution center and a throughway for freight in the country. Some of the main industries in New Jersey that rely on freight rail include waste disposal, power generation, and chemical manufacturing. For these businesses, rail has been more efficient than highway or air transport. Port of New York and New Jersey The Port of New York and New Jersey is the largest port on the east coast and the third largest in the country (PANYNJ, 2016). It leases most of its terminal space to private terminal operators, which manage the daily loading and unloading of container ships. In 2016 79,844,000 tons of cargo moved through Port facilities. This included over 6.25 million boxes (PANYNJ Port Planning Summit, 2017). The dollar value of all cargo that moved through the Port exceeded $200 billion (PANYNJ, 2016). Capital investment in the Port has expanded. In 2016, a 10 year, $1.6 billion project to deepen the shipping channel to 50 feet was completed. There is a further $1.1 billion of planned capital investment for the port over the next ten years, and a 30-year Port Master Plan project is underway (PANYNJ, 2017). The Port of New York and New Jersey is the North American port for automobile imports and exports. In 2016, the Port handled over 600,000 vehicles, of which over 400,000 were imports and around 200,000 were exports (PANYNJ Trade Statistics, 2016). Vehicle terminals are located at the Auto Marine Terminal in Jersey City and at the Port Newark/Elizabeth Marine Terminal complex in Newark Bay. Each terminal provides immediate access to major interstate highways and a number of rail services. There are three major passenger cruise ship terminals in the Port of New York and New Jersey. The Manhattan Cruise Terminal is owned by the City of New York and operated by Ports America. It provides five 1,000-foot long berths. The Brooklyn Cruise Terminal is located in the Borough’s Red Hook section. The Cape Liberty Cruise Port is located in Bayonne, New Jersey and is operated and managed by the Cape Liberty Cruise Port LLC. PANYNJ manages Port Newark, the Elizabeth-Port Authority Marine Terminal, the Howland Hook Marine Terminal, the Brooklyn-Port Authority Marine Terminal, the Red Hook Container Terminal, and the Port Jersey Port Authority Marine Terminal. These facilities make up the marine terminal facilities of the Port of New York and New Jersey. The following describes the ports located in New Jersey: Port Newark Container Terminal (PNCT) is located in Port Newark, New Jersey and occupies 180 acres. Its primary cargo is containers. In 2011, PNCT secured a long-term extension in its lease agrees with the PANYNJ for an additional 20 years through 2030, along with a 30-year option through 2050. PNCT is one of the largest infrastructure projects in New Jersey. Maher Terminals is one of the largest multi-user container terminal operators in the world. The Terminal in the Port of New York and New Jersey is North America’s largest marine container terminal, at 445 acres. Global Terminal is located in Jersey City and situated in Upper New York Bay and is 350 acres. It is the closest container terminal to the harbor entrance. The Terminal has easy access to all major and rail routes. It has direct access to the New Jersey Turnpike as well. There are also several commuter ferry routes in the New York Harbor that provide ferry transportation to commuters. There are six ferry service providers. **New Jersey Transit** New Jersey TRANSIT (NJ TRANSIT) is the State’s public transportation corporation and includes a service area of 5,325 square miles. NJ TRANSIT is the nation’s third largest provider of bus, rail and light rail transit, linking major points in New Jersey, New York, and Philadelphia (NJ TRANSIT, 2017). “11.1% of workers rely on public transit to get to their job daily”. - American Community Survey Currently, the agency operates a fleet of 2,027 buses, 711 trains and 45 light rail vehicles. Each year, NJ TRANSIT provides nearly 223 million passenger trips on their statewide network of bus routes and rail lines (NJ TRANSIT, 2017). In 2017, NJ TRANSIT operated 255 bus routes, 12 commuter rail lines servicing 116 municipalities, and 3 light rail lines serving 22 municipalities. There are 6,305.3 route miles of bus service, 1,001.8 route miles of rail service, and 116.2 route miles of light rail operated by NJ Transit. There are 30 passenger bus stations with over 18,698 stops and over 18,400 commuter parking spaces for bus service. The commuter rail services have 166 stations with a commuter parking capacity of over 65,600. For the light rail services there are 62 stations with a commuter parking capacity of over 8,500 (NJ TRANSIT, 2017). The rail and light rail system are shown in Figure 4-4. Figure 4-4 NJ Transit Rail and Light Rail System Map Source: NJ TRANSIT 2014 NJ TRANSIT is also responsible for a tremendous amount of infrastructure in the State. The rail infrastructure includes the following: Table 4-1 NJ TRANSIT Infrastructure in New Jersey | INFRASTRUCTURE TYPE | NUMBER OF INFRASTRUCTURE IN THE STATE | |-------------------------------------|--------------------------------------| | **RAIL INFRASTRUCTURE** | | | Undergrade Bridges | 575 | | Overhead Bridges | 103 | | Moveable Bridges | 12 | | Track Miles Maintained (not including Amtrak’s Northeast Corridor) | 544.4 | | Interlockings | 106 | | Signals | 1336 | | Grade Crossings | 318 | | Switches | 1290 | | Miles of Catenary | 264 | | Substations | 52 | | **LIGHT RAIL INFRASTRUCTURE** | | | Undergrade Bridges | 35 | | Overhead Bridges | 52 | | Moveable Bridges | 0 | | Track Miles Maintained | 108 | | Interlockings | 52 | | Signals | 293 | | Grade Crossings | 120 | | Switches | 282 | | Miles of Catenary | 51 | | Substations | 22 | Source: NJ TRANSIT 2016 4.1.5 CRITICAL INFRASTRUCTURE AND RESILIENCY INITIATIVES Impacts from Superstorm Sandy have led to continuous inspections of NJ TRANSIT facilities, infrastructure, and equipment across all regions of New Jersey. This is part of an intensive effort to restore the State's public transportation network to normal operations. Superstorm Sandy caused major damage throughout New Jersey in 2012, leaving behind long-term mechanical and operational challenges (NJ TRANSIT, 2013). NJ TRANSIT cancelled all service one day prior to the storm hitting New Jersey which enabled the agency to ensure the safety of customers and employees and allowed personnel to move locomotives, train cars, buses, and other equipment to locations where they could be protected from the elements. After Sandy struck New Jersey, NJ TRANSIT crews worked to inspect more than 500 miles of track, equipment yards, buses, and train sets. They also made repairs or cleaned up where necessary. Storm damage was severe in many areas and residual impacts from Superstorm Sandy caused many passengers to experience delays, suspensions, or cancellations (NJ TRANSIT, 2013). The following outline highlights resiliency initiatives taken by the State of New Jersey and the Governor’s Office of Recovery and Rebuilding since Superstorm Sandy (NJ Governor’s Office of Recovery and Rebuilding, 2017). - State Departments and Agencies have incorporated strategy and planning to encourage better, more resilient development than before - The State established that best available data from FEMA’s latest flood maps, plus one foot of freeboard, as the general rebuilding standard to adapt to changing flood hazard risks and corresponding federal flood insurance rates - NJOEM launched a planning initiative under FEMA’s Hazard Mitigation Grant Program to provide eligible counties with grants to develop multi-jurisdictional hazard mitigation plans - Efforts to study the State’s energy vulnerabilities in order to identify opportunities for improvement have been taken in order to advance energy resiliency, especially at critical facilities - The State created the Office of Flood Hazard Risk Reduction Measures within NJDEP in order to create projects - Many flood hazard mitigation initiatives including beach and dune projects, acquisition of properties in flood loss area and building more resilient homes have been encouraged 4.1.6 CLIMATE (FOR STATE CLIMATOLOGIST TO UPDATE) The Office of the New Jersey State Climatologist (ONJSC) summarizes the climate of New Jersey as presented in the section below. The State of New Jersey is located approximately halfway between the equator and the North Pole, resulting in a climate that is influenced by wet, dry, hot and cold airstreams, making a highly variable environment. The southern portion of New Jersey tends to be more temperate than the north. The dominant feature of the atmospheric circulation over North America, including New Jersey, is the broad, undulating flow from west to east across the middle latitudes of the continent. This pattern exerts a major influence on the weather throughout the State. The northern and southern portions of the State experience a difference in temperatures, with the greatest differences during the winter months and least in the summer. All weather stations across the state have registered readings of 100 degrees Fahrenheit (°F) or higher and as well as 0°F and below. The average number of freeze-free days is 163 days in the northern Highlands, 179 days in the central and southern interior, and 217 days along the Atlantic Ocean coast. Average annual precipitation ranges from approximately 40 inches along the southeast coast to 51 inches in the north-central portion of the State. Most areas in New Jersey average between 43 and 47 inches of precipitation annually. Snow typically falls from about October 15 to April 30 in the Highlands and from around November 15 to April 15 in the southern counties. Most locations in New Jersey receive between 25 and 30 thunderstorms each year, with fewer storms near the coast than inland. New Jersey experiences measurable precipitation about 120 days each year. The fall months are typically the driest, with an average of eight days of measurable precipitation. Other seasons average between nine and twelve days each month with measurable precipitation. New Jersey also has approximately five tornadoes each year, which generally tend to be weak. The State of New Jersey is divided into five distinct climate zones. Distinct variations in the day-to-day weather between each of the climate zones is due to the geology, distance from the Atlantic Ocean, and prevailing atmospheric flow patterns. The five climate zones in New Jersey, illustrated in Figure 4-5, are: Northern, Central, Pine Barrens, Southwest, and Coastal. Each climate zone is described below. **Northern Zone** The Northern Zone covers about one-quarter of New Jersey and consists mainly of elevated highlands and valleys which are part of the Appalachian Uplands. Surrounded by land, this region is characterized as having a continental type of climate with minimal influence from the Atlantic Ocean, except when the winds contain an easterly component. Prevailing winds are from the southwest in summer and from the northwest in winter. A major source of precipitation for this area comes from storms tracking from the Mississippi Valley, over the Great Lakes, or along the St. Lawrence Valley. Coastal storms, with precipitation shields reaching inland, add to the precipitation totals. The highlands and mountains in this area make the Northern Zone distinct from the rest of the State. Clouds and precipitation are enhanced by cold frontal passage as the air, forced to rise over the mountains, produces clouds and precipitation while the rest of the State observes clear skies. The latter is due in part to subsiding air flowing off the highlands. **Central Zone** The Central Zone has a northeast to southwest orientation, running from New York Harbor and the Lower Hudson River to the Great Bend of the Delaware River near the City of Trenton. The northern edge of the Central Zone is often the boundary between freezing and non-freezing precipitation in the State. **Pine Barrens Zone** Scrub pine and oak forests dominate the interior southern portion of New Jersey, hence the name, Pine Barrens. Sandy soils, which are porous and not very fertile, have a major effect on the climate of this region. On clear nights, solar radiation absorbed by the sandy soils during the day is quickly radiated back into space, resulting in surprisingly low minimum temperatures. Atlantic City Airport, which is surrounded by sandy soil, can be 15 to 20 °F cooler than the Atlantic City Marina on the Absecon Inlet about thirteen miles away. The porous soil permits any precipitation to rapidly infiltrate and leave surfaces quite dry. Drier conditions allow for a wider range between the daily maximum and minimum temperatures, and these conditions make the area vulnerable to forest fires. **Southwest Zone** The Southwest Zone lies between sea level and approximately 100 feet above sea level. The close proximity to the Delaware Bay adds a maritime influence to the Southwest Zone. The Southwest Zone has the highest average daily temperatures in the State and, due to the lack of sandy soils, tends to have higher nighttime temperatures than the neighboring Pine Barrens. This zone receives less precipitation than the Northern and Central Zones of the State as there are no orographic features and it is farther away from the Great Lakes-St. Lawrence storm track. The Southwest Zone is inland, avoiding the heavier rains from some coastal storms. Therefore, this zone receives less precipitation than the Coastal Zone. Prevailing winds are from the southwest, except in winter when west to northwest winds dominate. High humidity and moderate temperatures prevail when winds flow from the south or east. The moderating effect of the Delaware Bay also allows for a longer growing season. Autumn frosts usually occur about four weeks later here than in the north and the last spring frosts are about four weeks earlier, giving this region the longest growing season in New Jersey. **Coastal Zone** In the Coastal Zone, continental and oceanic influences battle for dominance on daily to weekly bases. In autumn and early winter when the ocean is warmer than the land surface, the Coastal Zone will experience warmer temperatures than interior regions of the State. In the spring months, ocean breezes keep temperatures along the coast cooler. Being adjacent to the Atlantic Ocean, which has a high heat capacity (compared to land); seasonal temperature fluctuations in the Coastal Zone tend to be more gradual and less prone to extremes. Sea breezes play a major role in the coastal climate. When the land is warmed by the sun, heated air rises, allowing cooler air at the ocean surface to spread inland. Sea breezes often penetrate five to 10 miles inland, but under more favorable conditions, can affect locations 25 to 40 miles inland. Sea breezes are most common in spring and summer. Coastal storms, often characterized as Nor’Easters, are most frequent between October and April. These storms track over the coastal plain or up to several hundred miles offshore, bringing strong winds and heavy rains. Each winter there is usually at least one significant coastal storm and some years see upwards of five to ten. Tropical storms and hurricanes are also a special concern along the coast. In some years, they contribute a significant amount to the precipitation totals of the region. Damage during times of high tide can be severe when tropical storms, hurricanes, or Nor’Easters affect the region. **4.1.7 HYDROGRAPHY AND HYDROLOGY** Numerous ponds, lakes, creeks, and rivers make up the waterscape of the State of New Jersey. According to the United States Geological Survey 1,368 square miles, or 15% of New Jersey’s total area is made up of water (USGS, 2016). There are more than 800 lakes and ponds, more than 100 rivers and creeks, and 127 miles of Atlantic Ocean coastline in the State. The major rivers of New Jersey include the: Delaware River, Hudson River, Raritan River, Passaic River, Rancocas Creek, Mullica River, Manasquan River, Great Egg Harbor River, and Maurice River. The Passaic River system, with its main stem approximately 80 miles long, is the longest river system within the State of New Jersey. Major lakes and reservoirs in the State include: Lake Hopatcong, Budd Lake, Culver Lake, Spruce Run Reservoir, and Round Valley Reservoir. Lake Hopatcong, which is approximately four-square miles in size, is the State’s largest lake. New Jersey also has large bays, including the Delaware Bay, which is the largest bay in the State, but is only partially located within New Jersey. The Barnegat Bay is the largest bay located completely within New Jersey. 4.1.8 WATERSHEDS Figure 4-6 Hydrologic System of a Watershed This section has been updated for the 2019 Plan to provide a high-level summary of the watersheds located in the State of New Jersey. A watershed is the area of land that drains into a body of water such as a river, lake, stream, or bay. Figure 4-6 depicts the hydrologic system of a watershed. Urbanization (or development) can have a great effect on local water resources. Water quality in New Jersey is extremely important since the majority of the State’s drinking water is housed within its boundaries. As a watershed becomes developed, the rate of stormwater runoff can increase. Less stormwater is able to soak into the ground when sidewalks, roads, parking lots, and rooftops block this infiltration. This means a greater volume of water can reach the waterway more quickly and less of that water is able to infiltrate to groundwater. This can lead to more flooding after storms, with the potential of a reduced flow in streams and rivers during dry periods. When Flooding Occurs, it impacts an entire watershed. Watersheds come in all shapes and sizes and can cross municipal and county boundaries. Twenty watersheds are in the State of New Jersey, and all 20 are listed by county in Table 4-2. | COUNTY | WATERSHED MANAGEMENT AREAS (WATERSHED NUMBER) | |------------|-----------------------------------------------| | Atlantic | Great Egg Harbor (15) | | | Maurice, Salem, Cohansey (17) | | | Mullica (14) | | Bergen | Hackensack, Hudson, Pascack (5) | | | Lower Passaic, Saddle (4) | | | Pompton, Pequannock, Wanaque, Ramapo (3) | | Burlington | Assiscunk, Crosswick, Doctors (20) | | | Barnegat Bay (13) | | | Lower Delaware (18) | | | Mullica (14) | | | Rancocas (19) | | Camden | Great Egg Harbor (15) | | | Lower Delaware (18) | | | Mullica (14) | | | Rancocas (19) | | Cape May 5 | Cape May (16) | | | Great Egg Harbor (15) | | Cumberland | Cape May (16) | | | Great Egg Harbor (15) | | | Maurice, Salem, Cohansey (17) | | Essex | Arthur Kill (7) | | | Lower Passaic, Saddle (4) | | | Upper and Mid Passaic, Whippany, Rockaway (6) | | Gloucester | Great Egg Harbor (15) | | | Lower Delaware (18) | | | Maurice, Salem, Cohansey (17) | | Hudson | Hackensack, Hudson, Pascack (5) | | | Lower Passaic, Saddle (4) | | Hunterdon | Central Delaware (11) | | | Millstone (11) | | | North and South Branch Raritan (8) | | | Upper Delaware (1) | | Mercer | Assiscunk, Crosswick, Doctors (20) | | | Central Delaware (11) | | | Millstone (10) | | Middlesex | Arthur Kill (7) | | | Lower Raritan, South River, Millstone (10) | | | Lawrence (9) | | | Monmouth (12) | | Monmouth | Assiscunk, Crosswick, Doctors (20) | | | Barnegat Bay (13) | | | Lower Raritan, South River, Lawrence (9) | | | Millstone (10) | | | Monmouth (12) | | Morris | North and South Branch Raritan (8) | | | Pompton, Pequannock, Wanaque, Ramapo (3) | | | Upper and Mid Passaic, Whippany, Rockaway (6) | | | Upper Delaware (1) | | Ocean | Assiscunk, Crosswick, Doctors (20) | | | Barnegat Bay (13) | | | Rancocas (19) | | | Mullica (14) | | | Monmouth (12) | | Passaic | Lower Passaic, Saddle (4) | | | Pompton, Pequannock, Wanaque, Ramapo (3) | | | Walkill (2) | | Salem | Lower Delaware (18) | | | Maurice, Salem, Cohansey (17) | | Somerset | Lower Raritan, South River, Lawrence (9) | | | Millstone (10) | | | North and South Branch Raritan (8) | | | Upper and Mid Passaic, Whippany, Rockaway (6) | | Sussex | Pompton, Pequannock, Wanaque, Ramapo (3) | | | Upper Delaware (1) | | | Upper and Mid Passaic, Whippany, Rockaway (6) | | | Walkill (2) | | Union | Arthur Kill (7) | | | Lower Raritan, South River, Lawrence (9) | | | Upper and Mid Passaic, Whippany, Rockaway (6) | | Warren | Upper Delaware (1) | Source: NJDEP, 2012 Figure 4-7 New Jersey Streams and Watershed Management Areas NEW JERSEY STREAMS AND WATERSHED MANAGEMENT AREAS (WMAS) 01. Upper Delaware 02. Wallkill 03. Pompton, Pequannock, Wanaque, Ramapo 04. Lower Passaic and Saddle 05. Hackensack, Hudson, and Pascack 06. Upper Passaic, Whippany, and Rockaway 07. Arthur Kill 08. North and South Branch Raritan 09. Lower Raritan, South River, and Lawrence 10. Millstone 11. Central Delaware 12. Monmouth 13. Barnegat Bay 14. Mullica 15. Great Egg Harbor 16. Cape May 17. Maurice, Salem, and Cohansey 18. Lower Delaware 19. Rancocas 20. Assiscunk, Crosswicks, and Doctors Source: NJDEP, 2012 4.2 POPULATION AND DEMOGRAPHICS Most of the data analyzed in this section was taken from the United States Census and from the American Community Survey. The American Community Survey (ACS) is conducted annually by the United States Census Bureau, providing social, economic, and housing characteristics for the United States. The five-year estimates were used to provide data for all counties and the State because the data is more precise than one and three year estimates. Since the data represents all areas and has the largest sample size it is the most reliable of the estimates available. Where appropriate the margin of error of the estimate is reported. Where it is not included, a statistical test for sampling variability is not appropriate (United States Census Bureau). Population Statistics and Density New Jersey is the most densely populated state in the United States and the eleventh most populated. The estimated 2015 population of New Jersey was 8,904,413 (American Community Survey 5yr Estimates, 2015). This is an increase of 1.28% (112,519 persons) from the population of 8,791,894 in 2010 (United States Census, 2010). The City of Newark is the largest city by population in New Jersey, accounting for 3.1% of the State’s total population. Newark is one of the principal cities in the New York-Newark-Jersey City, NY-NJ-PA Metropolitan Statistical Area. The 2010 population for this Metropolitan Division was 2,471,171 (United States Census, 2010). Urban areas tend to be more prone to hazard since they have larger populations and numbers of structure. These areas tend to experience greater loss during hazard events since they have more to lose. The top five most populated counties in New Jersey are clustered together in the northeastern section of the State adjacent to New York City: Bergen, Middlesex, Essex, Hudson, and Monmouth Counties (American Community Survey 5yr Estimates, 2015). The most populous county in New Jersey is Bergen County, with a population of 926,330, and Salem County is the least populated county, with a population of 65,120 (American Community Survey 5yr Estimates, 2015). As of 2015, the population density of New Jersey was 1,210 persons per square mile (American Community Survey 5yr Estimates, 2015), making it the country’s most densely populated state. For comparison, it is one of only five states that have a density greater than 500 people per square mile (NJ Data Bank, 2013). Between 1980 and 2010, the population density in New Jersey increased by more than 20%, from 1,001 persons per square mile to 1,210 persons per square mile (NJ Data Bank, 2013). The densest county is Hudson County with 14,345 people per square mile, followed by Essex County with 6,272 people per square mile. The least dense county is Salem County with 196 people per square mile (American Community Survey 5yr Estimates, 2015). A detailed list of population, size and density of each county is provided in Table 4-3. Table 4-3 County Population, Density and Area | COUNTY | 2010 POPULATION COUNT (CENSUS) | 2015 POPULATION ESTIMATE (ACS) | DENSITY (PERSON PER SQUARE MILE, 2010) | DENSITY (PERSON PER SQUARE MILE, 2015) | TOTAL AREA (SQUARE MILES) | |------------|--------------------------------|-------------------------------|----------------------------------------|----------------------------------------|---------------------------| | Atlantic | 274,549 | 275,376 | 494.1 | 495.55 | 555.7 | | Bergen | 905,116 | 926,330 | 3,884.50 | 3,975.49 | 233.01 | | Burlington | 448,734 | 450,556 | 561.9 | 564.20 | 798.58 | | Camden | 513,657 | 511,998 | 2,321.50 | 2,314.01 | 221.26 | | Cape May | 97,265 | 95,805 | 386.9 | 381.04 | 251.43 | | Cumberland | 156,898 | 157,035 | 324.4 | 324.65 | 483.7 | | Essex | 783,969 | 791,609 | 6,211.50 | 6,272.16 | 126.21 | | Gloucester | 288,288 | 290,298 | 895.3 | 901.52 | 322.01 | | Hudson | 634,266 | 662,619 | 13,731.40 | 14,345.51 | 46.19 | | Hunterdon | 128,349 | 126,250 | 300 | 295.10 | 427.82 | | Mercer | 366,513 | 370,212 | 1,632.20 | 1,648.61 | 224.56 | | Middlesex | 809,858 | 830,300 | 2,621.60 | 2,687.84 | 308.91 | | Monmouth | 630,380 | 629,185 | 1,344.70 | 1,342.15 | 468.79 | | Morris | 492,276 | 498,192 | 1,069.80 | 1,082.60 | 460.18 | | Ocean | 576,567 | 583,450 | 917 | 927.91 | 628.78 | | Passaic | 501,226 | 507,574 | 2,715.30 | 2,749.74 | 184.59 | | Salem | 66,083 | 65,120 | 199.1 | 196.20 | 331.9 | | Somerset | 323,444 | 330,604 | 1,071.70 | 1,095.40 | 301.81 | | Sussex | 149,265 | 145,930 | 287.6 | 281.17 | 519.01 | | Union | 536,499 | 548,744 | 5,216.10 | 5,334.86 | 102.86 | | Warren | 108,692 | 107,226 | 304.5 | 300.42 | 356.92 | | State Total| 8,791,894 | 8,904,413 | 1,195.49 | 1,210.79 | 7354.22 | Source: United States Census 2010, American Community Survey 2015 Figure 4-8 Population Density in New Jersey Most Dense Counties in New Jersey (Persons Per Square Mile) 1. Hudson: 14,345 2. Essex: 62,72 3. Union: 5,334 4. Bergen: 3,975 5. Passaic: 2,749 Seasonal Population Along New Jersey’s 1,729 miles of shoreline (NOAA, 2011) there are 130 miles of beaches, many boardwalks, and casinos in Atlantic City. These amenities make New Jersey a popular tourist destination, especially during the summer season. Monmouth, Ocean, Atlantic, and Cape May Counties all see large summer population increases, especially along the coastline. Tourism has a huge influence on the County, especially in the summer months. According to the 2008 Summer Coastal Population Study prepared by the Monmouth County Planning Board, 750,000 people were recorded visiting Monmouth County on an average summer day and 900,000 were recorded visiting on a peak day (Monmouth County Planning Board, 2008). According to the 2010 United States Census, over 11,000 housing units in the county are meant for seasonal, recreational or occasional use. Cape May County has a tourism-based economy, making the leisure and hospitality industry the largest employment sector in the County. The hospitality industry employment sector includes providers of lodging, food services, recreation, and amusements. In 2013 the County Planning Department recorded as many as 812,000 visiting Cape May County on any given weekend in the summer months, fueling their tourism based economy. There are also almost 49,000 housing units meant for seasonal use in the County, catering to this visiting population (United States Census, 2010). Year round, there are 95,805 residents (American Community Survey 5yr Estimates, 2015), and currently, 50,763 people, or 53% of these residents live in the County floodplain (NOAA, 2017). In 2010, Ocean County had a total of 42,056 seasonal housing units throughout the County. The Township of Long Beach had the highest number of seasonal units with 6,965 and the Borough of South Toms River had the smallest number of seasonal homes with just four (United States Census, 2010). Atlantic County, however, has less of a seasonal fluctuation, since the casinos in Atlantic City draw visitors year-round. Race and Ethnicity New Jersey is an ethnically diverse state. Caucasians make up 67.7% of the population, which is below the national percentage of 73.1%. New Jersey’s minority percentage is correspondingly higher than the national trend. The State is also above the national percentage for foreign-born persons and language other than English spoken at home. The percentage of foreign-born residents is 21.6%, while the national percentage is 13.1%. More than 30% of households in New Jersey reported speaking a language other than English, while the national percentage is over 21% (American Community Survey 5yr Estimates, 2015). 4.2.2 VULNERABLE POPULATIONS The Disaster Mitigation Act of 2000 (DMA 2000) requires that Hazard Mitigation Plans (HMPs) consider socially vulnerable populations. These populations can be more susceptible to hazard events, based on a number of factors including their physical and financial ability to react or respond during a hazard and the location and construction quality of their housing. The next couple of pages analyze certain vulnerable populations in New Jersey. Figure 4-9 Vulnerable Populations in New Jersey Population Over 65 The growth of the population aged 65 and over from 2000 to 2010 (6.5%), was faster than the State’s total population growth (4.5%) during the same time period (United States Census, 2010). Table 4-4 shows the elderly population for each county in New Jersey. Cape May County has the largest percentage of persons aged 65 and older, followed by Ocean County. Bergen and Ocean counties have the largest number of persons aged 65 and older. Salem County has the smallest number of persons aged 65 and older, while Hudson and Essex counties have the smallest percentage of persons aged 65 and older (American Community Survey 5yr Estimates, 2015). Table 4-4 Elderly Population of New Jersey, Age 65 and Older | COUNTY | POPULATION 65+ | MARGIN OF ERROR | PERCENT OF COUNTY POPULATION | PERCENT OF STATE POPULATION | |----------|----------------|-----------------|------------------------------|-----------------------------| | Atlantic | 42,282 | 53 | 15.35% | 0.47% | | Bergen | 146,053 | 47 | 15.77% | 1.64% | | Burlington | 67,930 | 39 | 15.08% | 0.76% | | Camden | 70,952 | 71 | 13.86% | 0.80% | | Cape May | 22,281 | 78 | 23.26% | 0.25% | | Cumberland | 20,987 | 47 | 13.36% | 0.24% | | Essex | 96,129 | 88 | 12.14% | 1.08% | | Gloucester | 39,699 | 46 | 13.68% | 0.45% | | Hudson | 70,391 | 61 | 10.62% | 0.79% | | Hunterdon | 19,070 | 108 | 15.10% | 0.21% | | Mercer | 49,699 | 40 | 13.42% | 0.56% | | Middlesex | 108,827 | 64 | 13.11% | 1.22% | | Monmouth | 95,076 | 65 | 15.11% | 1.07% | | Morris | 74,801 | 44 | 15.01% | 0.84% | | Ocean | 126,352 | 35 | 21.66% | 1.42% | | Passaic | 64,986 | 38 | 12.80% | 0.73% | | Salem | 10,772 | 99 | 16.54% | 0.12% | | Somerset | 45,114 | 36 | 13.65% | 0.51% | | Sussex | 20,472 | 95 | 14.03% | 0.23% | | Union | 70,913 | 77 | 12.92% | 0.80% | | Warren | 16,437 | 92 | 15.33% | 0.18% | | State Total | 1,279,223 | N/A | | 14.37% | Source: American Community Survey 5yr Estimates, 2015 Population Living Below Poverty Table 4-5 provides poverty information from the 2015 ACS 5-year estimate. The table includes the number of persons with an income below poverty and the associated margin of error, the total population used to determine poverty status with the associated margin of error, and the percent of persons below the poverty level for different geographies. The data indicates that Hudson County has the highest number of persons with an income below poverty, with 17.31% of the County’s population. Hunterdon County had the least number of people with an income below poverty, with 4.40% of the County’s population. Overall, 10.82% of the State’s population, or 944,847 persons, have an income below poverty (American Community Survey 5yr Estimates, 2015). Table 4-5 Population Below Poverty in New Jersey, 2015 | COUNTY | PERSONS WITH INCOME BELOW POVERTY (2015) | PERSONS BELOW POVERTY MARGIN OF ERROR (+/-) | TOTAL POPULATION USED TO DETERMINE POVERTY STATUS | TOTAL POPULATION MARGIN OF ERROR (+/-) | PERCENT OF PERSONS BELOW POVERTY LEVEL | |------------|------------------------------------------|---------------------------------------------|--------------------------------------------------|----------------------------------------|----------------------------------------| | Atlantic | 40,868 | 866 | 269,407 | 2,480 | 15.17% | | Bergen | 67,959 | 725 | 915,596 | 3,080 | 7.42% | | Burlington | 27,881 | 757 | 438,211 | 1,704 | 6.36% | | Camden | 66,802 | 635 | 505,061 | 2,548 | 13.23% | | Cape May | 9,744 | 441 | 93,500 | 1,128 | 10.42% | | Cumberland | 25,760 | 996 | 144,303 | 1,946 | 17.85% | | Essex | 133,788 | 873 | 772,698 | 3,562 | 17.31% | | Gloucester | 23,200 | 561 | 286,000 | 1,706 | 8.11% | | Hudson | 114,900 | 490 | 656,054 | 3,363 | 17.51% | | Hunterdon | 5,379 | 643 | 122,125 | 813 | 4.40% | | Mercer | 40,354 | 1023 | 351,951 | 2,494 | 11.47% | | Middlesex | 70,908 | 1,400 | 802,875 | 3,041 | 8.83% | | Monmouth | 46,492 | 542 | 622,799 | 2,484 | 7.47% | | Morris | 22,068 | 594 | 490,485 | 1,796 | 4.50% | | Ocean | 64,795 | 621 | 575,934 | 3,446 | 11.25% | | Passaic | 83,203 | 644 | 499,431 | 3,109 | 16.66% | | Salem | 8,602 | 308 | 63,755 | 822 | 13.49% | | Somerset | 16,479 | 540 | 327,057 | 1,382 | 5.04% | | Sussex | 8,237 | 309 | 144,415 | 860 | 5.70% | | Union | 59,034 | 596 | 541,847 | 3,020 | 10.89% | | Warren | 8,394 | 273 | 105,364 | 928 | 7.97% | | State Total| 944,847 | 13,837 | 8,728,868 | 45,712 | 10.82% | Source: American Community Survey 5yr Estimates, 2015 Other Socially Vulnerable Populations Other socially vulnerable populations in New Jersey include persons with disabilities, persons without automobiles, persons with limited English proficiency, children, and persons living in nursing homes, dormitories, prisons, and shelters. Table 4-6 provides the number of persons for each of these population types per county. Table 4-6 Other Socially Vulnerable Populations in New Jersey | COUNTY | PERSONS UNDER 18 (2015) | PERSONS WITH DISABILITIES (2015) | PERSONS WITH LIMITED ENGLISH (2015) | PERSONS LIVING IN NURSING HOMES (2010) | PERSONS LIVING IN DORMS (2010) | PERSONS LIVING IN PRISONS (2010) | |------------|-------------------------|----------------------------------|-------------------------------------|----------------------------------------|-------------------------------|---------------------------------| | Atlantic | 61,661 | 35,047 | 29,806 | 1,460 | 2,370 | 953 | | Bergen | 202,687 | 76,409 | 126,412 | 3546 | 3913 | 732 | | Burlington | 99,340 | 47,864 | 16,831 | 2,245 | 0 | 5,857 | | Camden | 120,280 | 67,549 | 40,590 | 3,017 | 423 | 1,816 | | Cape May | 17,273 | 13,559 | 3,480 | 868 | 0 | 248 | | Cumberland | 37,220 | 22,072 | 16,060 | 900 | 3 | 10,194 | | Essex | 192,129 | 97,111 | 107,942 | 4,510 | 4,972 | 7,347 | | Gloucester | 67,455 | 35,884 | 7,682 | 948 | 2,001 | 427 | | Hudson | 135,337 | 62,051 | 156,430 | 2,403 | 2,503 | 1,843 | | Hunterdon | 27,232 | 10,400 | 4,403 | 351 | 0 | 2,516 | | Mercer | 81,473 | 36,848 | 39,410 | 2,699 | 11,254 | 3,279 | | Middlesex | 184,867 | 71,843 | 131,283 | 3,665 | 13,766 | 3,965 | | Monmouth | 142,396 | 60,922 | 39,463 | 2,963 | 1,583 | 1,305 | | Morris | 112,811 | 38,290 | 42,810 | 2,628 | 3,529 | 411 | | Ocean | 137,090 | 76,121 | 24,736 | 4,277 | 1,261 | 540 | | Passaic | 124,208 | 44,963 | 97,061 | 2,088 | 5,476 | 1,068 | | Salem | 14,634 | 9,766 | 2361 | 634 | 3 | 287 | | Somerset | 78,098 | 25,709 | 31,810 | 1,810 | 479 | 273 | | Sussex | 32,229 | 14,153 | 3,662 | 1,093 | 0 | 174 | | Union | 131,582 | 50,029 | 101,753 | 2,591 | 1,266 | 1,098 | | Warren | 23,311 | 11,898 | 4,996 | 816 | 681 | 135 | | State Total| 2,023,313 | 908,488 | 1,028,981 | 45,152 | 55,483 | 44,468 | Source: United States Census, 2010; American Community Survey 5yr Estimates, 2015 Notes: N/A Not available; Margin of error is available for the 2015 estimates and are publicly available through American FactFinder a Based on 2015 statistics for the civilian non-institutionalized population b The Census indicates this number as those persons who speak English less than “very well” c Includes those persons living in emergency shelters, traditional housing and hotel/motel paid for by an agency 4.2.3 POPULATION TRENDS The following section provides information regarding population trends for the State of New Jersey and its counties. Statewide Population Trends The first United States Census was conducted in 1790 and New Jersey’s population was 184,139. Currently New Jersey’s population is estimated to be 8,904,413 (American Community Survey 5yr Estimates, 2015). Population growth was relatively slow in New Jersey during the first half of the 19th century. From 1790 to 1850 there was minimal population change. From 1850 to 1930 there was a steady population increase, until the Great Depression hit. New Jersey’s largest population growth was experienced during the era known as the Baby Boom between 1850 and 1870 when the population increased by over 50,000 people per decade. Since the end of the Baby Boom the population has continued to grow, however, not quite as at a dramatic rate. Between 1790 and 2010, New Jersey has never experienced a decrease in population. Between 2010 and 2015, the New Jersey population is estimated to have grown by 1.28% or 72,696 persons. The population of New Jersey is projected to be 9,338,000 persons by 2024, which is a 4.87% increase from the 2015 estimated population (NJLWD, 2014). **Figure 4-11 Population Trends in New Jersey, 1790 to 2015** Source: American Community Survey 5yr Estimates, 2015; Wu, 2010 **Population Trends by County** In the 15 years between 2000 and 2015, the highest growth occurred in Middlesex County, whose population grew by 80,138 persons (10.68%). Cape May County experienced the largest decrease in population during this time frame, decreasing by 6,521 persons (-6.37%). In the five years between 2010 and 2015, the most significant growth occurred in Hudson County, with a population increase of 28,353 persons (4.47%). The largest decrease in population between 2010 and 2015 occurred in Sussex County, with a loss of 3,335 persons (-2.23%). Population has been estimated for all New Jersey counties for the year 2024. Hudson County is anticipated to have the most significant growth, increasing by 8.46%. Cape May, Hunterdon, Salem, Sussex and Warren Counties are all anticipated to decrease in population. The state is anticipated to grow in population by 4.87% overall, as shown in Table 4-7 (American Community Survey 5yr Estimates, 2015; NJLWD, 2014). ### Table 4-7 Population Growth Projections by County | COUNTY | POPULATION | POPULATION CHANGE | 2024 PROJECTION | HOUSING UNITS | |------------|------------|-------------------|-----------------|---------------| | | 2000 (Census) | 2010 (Census) | 2015 (ACS) | 2000 TO 2010 CHANGE | 2010 TO 2015 CHANGE | 2000 TO 2015 CHANGE | PERCENT CHANGE (NILWD) | PERCENT CHANGE FROM 2015 (NILWD) | 2010 ESTIMATE (Census) | 2015 MARGIN OF ERROR (ACS) | | Atlantic | 252,552 | 274,549 | 275,376 | 22,824 | 8,27 | 9,04% | 0.30% | 278,900 | 1.28% | 126,746 | 127,435 | 365 | | Bergen | 884,118 | 905,116 | 926,330 | 22,812 | 21,214 | 4.77% | -23.4% | 998,700 | 7.81% | 352,497 | 353,978 | 300 | | Burlington | 423,304 | 448,734 | 450,556 | 27,162 | 1,822 | 6.42% | 0.41% | 460,400 | 2.18% | 175,781 | 177,058 | 301 | | Camden | 508,932 | 513,657 | 511,998 | 3,066 | (1,659) | 0.60% | -0.32% | 519,400 | 1.45% | 205,067 | 205,768 | 254 | | Cape May | 102,326 | 97,285 | 95,805 | (6,521) | (1,460) | -6.37% | -1.50% | 94,400 | -1.47% | 98,361 | 98,747 | 200 | | Cumberland | 146,438 | 156,898 | 157,035 | 10,597 | 137 | 7.24% | 0.09% | 159,700 | 1.70% | 55,883 | 56,216 | 336 | | Essex | 793,633 | 783,969 | 791,509 | (2,024) | 7,640 | -0.26% | 0.97% | 819,100 | 3.47% | 313,091 | 313,824 | 384 | | Gloucester | 254,673 | 288,288 | 290,298 | 35,625 | 2,010 | 13.95% | 0.70% | 301,200 | 3.76% | 109,991 | 111,445 | 219 | | Hudson | 608,975 | 634,266 | 662,619 | 53,644 | 28,353 | 8.81% | 4.47% | 718,700 | 8.46% | 207,677 | 274,423 | 280 | | Hunterdon | 121,859 | 128,349 | 126,250 | 6,490 | (2,099) | -3.43% | -1.64% | 123,200 | -2.42% | 49,544 | 49,816 | 256 | | Mercer | 350,761 | 366,573 | 370,212 | 19,451 | 3,699 | 5.55% | 1.01% | 388,900 | 5.05% | 143,216 | 143,833 | 400 | | Middlesex | 750,162 | 809,558 | 830,300 | 80,380 | 20,442 | 10.68% | 2.52% | 900,000 | 8.39% | 295,010 | 297,940 | 493 | | Monmouth | 615,301 | 630,280 | 629,185 | 13,884 | (1,195) | 2.26% | -0.19% | 649,500 | 3.23% | 258,581 | 259,823 | 252 | | Morris | 470,212 | 492,276 | 498,192 | 27,980 | 5,916 | 5.95% | 1.20% | 533,700 | 5.12% | 189,937 | 190,765 | 272 | | Ocean | 510,916 | 576,567 | 583,450 | 72,554 | 6,883 | 14.20% | 1.19% | 624,200 | 6.98% | 279,889 | 279,889 | 287 | | Passaic | 489,049 | 501,226 | 507,574 | 18,525 | 6,348 | 3.79% | 1.27% | 528,100 | 4.04% | 176,018 | 176,433 | 228 | | Salem | 64,285 | 66,083 | 65,120 | 835 | (963) | 1.30% | -1.46% | 62,600 | -3.87% | 27,441 | 27,619 | 124 | | Somerset | 297,490 | 323,444 | 330,004 | 33,114 | 7,160 | 11.13% | 2.21% | 354,800 | 7.32% | 123,211 | 124,672 | 200 | | Sussex | 144,166 | 149,265 | 145,930 | 1,764 | (3,335) | 1.22% | -2.23% | 140,400 | -3.79% | 62,090 | 62,184 | 138 | | Union | 522,541 | 536,499 | 548,274 | 26,203 | 12,245 | 5.01% | 2.28% | 588,300 | 9.21% | 199,580 | 200,708 | 258 | | Warren | 102,437 | 108,652 | 107,226 | 4,789 | (1,466) | 4.66% | -1.35% | 104,100 | -2.92% | 44,959 | 45,266 | 115 | | State Total| 8,414,350 | 8,791,804 | 8,904,413 | 490,063 | 112,519 | 5.82% | 1.28% | 9,338,000 | 4.87% | 3,555,870 | 3,577,942 | 5,662 | Source: United States Census 2000 & 2010; American Community Survey 5yr Estimates, 2015; NJLWD, 2014 Note: The current best available data for population projections for New Jersey is from the Department of Labor and Workforce Development. Projections are based off of 2014 data using the Economic-Demographic Projection Model. 4.3 AGRICULTURE The most recent agricultural data for New Jersey is from 2012. According to the 2012 data, New Jersey has a total of 9,071 farms and 715,057 acres in farmland. The average size of New Jersey farms is 79 acres. In 2012, crop sales totaled $890,767,000, or 88.5% total market value of products sold. Livestock sales totaled $116,169,000, or 11.5% total market value of products sold (United States Department of Agriculture, 2012). Hunterdon County has the largest number of farms out of all the counties in New Jersey, followed by Sussex County. Salem County has the largest amount of land in farms with 101,847 acres, as well as the highest average farm size. Refer to Table 4-8 for more details. Table 4-8 2012 Census of Agriculture for New Jersey, by County | COUNTY | OPERATED FARMLAND (acres) | NUMBER OF FARMS | AVERAGE FARM SIZE (acres) | MEDIAN FARM SIZE (acres) | |----------|---------------------------|-----------------|---------------------------|--------------------------| | Atlantic | 29,479 | 402 | 73 | 20 | | Bergen | 1432 | 60 | 24 | 7 | | Burlington | 95,899 | 838 | 114 | 17 | | Camden | 7,143 | 175 | 41 | 17 | | Cape May | 7,352 | 152 | 48 | 22 | | Cumberland | 64,526 | 583 | 111 | 28 | | Essex | 128 | 13 | 10 | 6 | | Gloucester | 43,265 | 584 | 74 | 17 | | Hudson | N/A | N/A | N/A | N/A | | Hunterdon | 96,025 | 1,447 | 66 | 20 | | Mercer | 19,744 | 272 | 73 | 23 | | Middlesex | 17,261 | 198 | 87 | 17 | | Monmouth | 38,961 | 823 | 47 | 12 | | Morris | 14,458 | 366 | 40 | 13 | | Ocean | 7,969 | 178 | 45 | 13 | | Passaic | 1,454 | 78 | 19 | 10 | | Salem | 101,847 | 825 | 123 | 32 | | Somerset | 34,735 | 400 | 87 | 23 | | Sussex | 61,033 | 885 | 69 | 23 | | Union | 96 | 8 | 12 | 10 | | Warren | 72,250 | 784 | 92 | 24 | | State Total | 715,057 | 9,071 | 79 | 20 | Source: USDA, 2012 4.3.2 EDUCATION According to the 2015 American Community Survey 5-year Estimates, of people 25 and over, 88.6% of the State’s population received a high school diploma, and approximately 37% of the State’s population have a Bachelor’s degree or higher. New Jersey Schools The State is home to 2,005 public elementary schools, 511 public secondary schools, 132 private high schools (State of New Jersey, 2017). Figure 4-10 shows the location of public, private and charter schools in New Jersey. Figure 4-12 Public, Private and Charter Schools in New Jersey SCHOOLS IN NEW JERSEY Source: State of New Jersey Department of Education, 2003 New Jersey is home to a variety of higher educational institutions. There are 26 four-year colleges/universities, 19 community colleges, and 27 Talmudic Institutions and Theological Seminaries. The four-year colleges and universities include: ### Table 4-9 Higher Education Institutions in New Jersey | Institution Name | Institution Type | Year Established | Number of Students | |-----------------------------------------|------------------------|------------------|--------------------| | Bloomfield College | Private College | 1868 | 2,000 | | Caldwell University | Private University | 1939 | 938 | | Centenary University | Private University | 1867 | 2,680 | | College of Saint Elizabeth | Private College | 1899 | 1,200 | | Drew University | Private University | 1867 | 2,000 | | Farleigh Dickinson University | Private University | 1942 | 12,000 | | Felician University | Private University | 1923 | 2,130 | | Georgian Court University | Private University | 1896 | 2,122 | | Kean University | Public University | 1855 | 15,221 | | Monmouth University | Private University | 1933 | 4,693 | | Montclair State University | Public University | 1908 | 21,000 | | New Jersey City University | Public University | 1927 | 9,150 | | New Jersey Institute of Technology | Public University | 1881 | 11,400 | | Pillar College | Private College | 1908 | 421 | | Princeton University | Private University | 1746 | 7,979 | | Ramapo College of New Jersey | Public College | 1969 | 6,008 | | Rider University | Private University | 1865 | 5,150 | | Rowan University | Public University | 1923 | 16,155 | | Rutgers University | State University | 1766 | 68,942 | | Saint Peter’s University | Private University | 1872 | 3,400 | | Seton Hall University | Private University | 1856 | 10,000 | | Stevens Institute of Technology | Private College | 1870 | 6,913 | | Stockton University | Public University | 1969 | 8,728 | | The College of New Jersey | Public College | 1855 | 6,580 | | Thomas Edison State University | Public University | 1972 | 17,500 | | William Paterson University | Public University | 1855 | 11,000 | Source: State of New Jersey Office of the Secretary of Higher Education, 2017 ### 4.4 LAND USE AND DEVELOPMENT New Jersey is the most developed state in the United States, with large portions of land that are either protected open space or part of one of the three regional planning areas: the Pinelands Area, Highlands Region, and Meadowlands District (New Jersey Future, 2011). New Jersey has experienced three main stages of economic development and land use. The first stage was characterized by the development of a few large cities, including Newark and Camden, and numerous independent towns. The second stage started in the 1930s, when the economy was driven by urban industrial centers, later shifting to manufacturing and technological innovation laboratories. After World War II, New Jersey developed rapidly through suburban expansion outward from its urban centers. This was largely aided by the construction of super highways that facilitated circulation in and out of these centers. The third stage is characterized by the advancement of an interconnected network linking urban and suburban centers. The expansion of the transportation networks in the 1980s (Interstates 287, 280 and 80, and Garden State Parkway) defined the shift in the provision of economic functions, decentralizing development and dispersing employment, housing, retail, health, cultural, and recreational activities throughout the State. Since the mid-2000s there has been growing demand for housing in urban centers like Jersey City and Hoboken due to their proximity and accessibility to employment hubs in Manhattan (Urban Land Institute, 2014). This has led to the redevelopment of many of the urban cores and revitalization of many of the State’s older cities. The continued redevelopment of the State’s urban centers will likely remain an important component of the future development of the state. ### 4.5 URBANIZATION New Jersey has 26 urban areas and 7 metropolitan statistical areas. A majority of the State’s population is concentrated in the New York–Northern New Jersey-Long Island, NY-NJ-PA and Philadelphia-Camden-Wilmington, PA-NJ-DE-MD MSAs (United States Census Bureau, 2010). Rowan and Rutgers universities have studied New Jersey’s urban growth and land use change. Between 2007 and 2012 New Jersey has increased its amount of urban land by 24,250 acres, which creates a statewide total of 1,558,862 acres of urban land. Urban land makes up 31% of New Jersey’s land area, which makes it the states most significant land use type. (Hasse and Lathrop, 2012). Between 1986 and 2012 New Jersey has experienced a steady growth in urban land development, and a steady decline in agriculture land use, forest and wetlands. Approximately 41,437 net acres (64.7 square miles) of forest lands were lost statewide between 2002 and 2012. Similarly, the rate of agricultural land loss has declined over the same period of time. Between 2002 and 2012 there has been a net loss of 48,883 net acres (76.4 square miles). Wetlands were also lost between 2002 and 2012 due to urban growth with the net acreage of wetlands loss totaling 13,070 net acres (20.4 square miles) (Hasse and Lathrop 2010). These trends indicate that urban growth has been encouraged, while the preservation of natural resources has been declining. #### 4.5.1 IMPERVIOUS SURFACES Water quality and environmental conditions of a watershed are related to the amount of impervious surface within the watershed because impervious surfaces can cause depletion of groundwater resources, flooding of local streams and rivers, non-point source pollution and more. It is estimated that there are 515,117 acres of impervious surface cover New Jersey (NJDEP, 2012). Figure 4-12 illustrates 2012 land use and impervious surface cover, and how it has changed over time. Figure 4-12. Land Use and Impervious Surface in New Jersey LAND COVER OF NEW JERSEY IMPACTED AND DEGRADED WATERSHEDS BY IMPERVIOUS SURFACE COVER IMPERVIOUS SURFACE CONDITIONS FOR NEW JERSEY Source: NJDEP, 2012; Hasse and Dornisch, 2009 Note: Maps to the left are from a study titled Integrating Impervious Surface Management and Smart Growth Development in New Jersey completed by Hasse and Dornisch in 2009. They were used for analysis in the 2012 plan. 4.5.2 BUILDING PERMITS IN NEW JERSEY Local construction officials issue building permits for new construction, additions, and alterations. New construction permits authorize new buildings. Permits for additions authorize work that adds space to an existing structure and make up about 3% of total building permits issued throughout New Jersey between 2010 and 2015. Table 4-10 and Figure 4-13 show the total number of housing units authorized by building permits for 2010 through 2015. Table 4-10 Housing Units Authorized by Building Permits, by County | COUNTY | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | TOTAL | |----------|------|------|------|------|------|------|-------| | Atlantic | 444 | 372 | 420 | 415 | 782 | 353 | 2,786 | | Bergen | 879 | 1,903| 2,054| 1,557| 1,620| 1,213| 9,226 | | Burlington | 418 | 546 | 488 | 553 | 977 | 748 | 3,730 | | Camden | 332 | 493 | 539 | 425 | 236 | 308 | 2,333 | | Cape May | 432 | 445 | 517 | 683 | 646 | 639 | 3,362 | | Cumberland | 201 | 144 | 133 | 147 | 130 | 129 | 884 | | Essex | 419 | 465 | 885 | 849 | 2,220| 1,612| 6,450 | | Gloucester | 643 | 517 | 470 | 634 | 397 | 660 | 3,321 | | Hudson | 901 | 1,446| 2,604| 3,240| 5,660| 4,097| 17,948| | Hunterdon | 97 | 74 | 91 | 76 | 223 | 164 | 725 | | Mercer | 648 | 422 | 447 | 862 | 280 | 708 | 3,367 | | Middlesex | 1,642| 958 | 1,087| 1,587| 1,809| 1,588| 8,671 | | Monmouth | 806 | 806 | 1,034| 1,425| 1,367| 1,176| 6,614 | | Morris | 400 | 421 | 605 | 899 | 691 | 948 | 3,964 | | Ocean | 1,768| 1,455| 1,517| 2,467| 3,328| 2,934| 13,469| | Passaic | 380 | 344 | 327 | 658 | 333 | 300 | 2,342 | | Salem | 63 | 54 | 58 | 36 | 41 | 22 | 274 | | Somerset | 575 | 469 | 1,060| 1,061| 689 | 848 | 4,702 | | Sussex | 95 | 67 | 129 | 59 | 74 | 46 | 470 | | Union | 649 | 347 | 744 | 1,043| 1,323| 925 | 5,031 | | Warren | 93 | 134 | 61 | 119 | 70 | 85 | 562 | | State Total | 11,885 | 11,882 | 15,270 | 18,795 | 22,896 | 19,503 | 100,231 | Source: NJDCA Building Permit Yearly Summary Data, 2010 to 2015 Figure 4-13 State Total Housing Units Authorized by Building Permits Source: NJDCA Building Permit Yearly Summary Data, 2010 to 2015 Figure 4-14 Housing Units Authorized by Building Permits, by County Northern New Jersey Southern New Jersey Source: NJDCA Building Permit Yearly Summary Data, 2010 to 2015 Note: Red underline of a County in Northern NJ graph means County is part of The New York City Metropolitan Statistical Area, and in the Southern NJ graph means County is part of the Philadelphia Metropolitan Statistical Area. | COUNTY | 2010 | 2015 | AVERAGE UNITS PER SQUARE MILE (2015) | NUMBER OF HOUSING UNITS GAINED 2010 TO 2015 | % CHANGE 2010 TO 2015 | |------------|-----------|-----------|-------------------------------------|---------------------------------------------|-----------------------| | Atlantic | 125,826 | 127,435 | 229 | 1,609 | 1.28% | | Bergen | 351,122 | 353,978 | 1,519 | 2,856 | 0.81% | | Burlington | 174,382 | 177,058 | 222 | 2,676 | 1.53% | | Camden | 204,435 | 205,768 | 930 | 1,333 | 0.65% | | Cape May | 98,394 | 98,747 | 393 | 353 | 0.36% | | Cumberland | 55,406 | 56,216 | 116 | 810 | 1.46% | | Essex | 311,738 | 313,824 | 2,487 | 2,086 | 0.67% | | Gloucester | 108,337 | 111,445 | 346 | 3,108 | 2.87% | | Hudson | 264,844 | 274,423 | 5,941 | 9,579 | 3.62% | | Hunterdon | 49,159 | 49,816 | 116 | 657 | 1.34% | | Mercer | 142,377 | 143,833 | 641 | 1,456 | 1.02% | | Middlesex | 292,495 | 297,940 | 964 | 5,445 | 1.86% | | Monmouth | 256,504 | 259,823 | 554 | 3,319 | 1.29% | | Morris | 188,329 | 190,765 | 415 | 2,436 | 1.29% | | Ocean | 275,793 | 279,989 | 445 | 4,196 | 1.52% | | Passaic | 175,223 | 176,433 | 956 | 1,210 | 0.69% | | Salem | 27,293 | 27,619 | 83 | 326 | 1.19% | | Somerset | 122,244 | 124,672 | 413 | 2,428 | 1.99% | | Sussex | 61,567 | 62,184 | 120 | 617 | 1.00% | | Union | 198,668 | 200,708 | 1,951 | 2,040 | 1.03% | | Warren | 44,897 | 45,266 | 127 | 369 | 0.82% | | State Total| 3,529,033 | 3,577,942 | 487 | 48,909 | 1.39% | Source: American Community Survey 5yr Estimates, 2010 and 2015 Figure 4-15 Housing Density in New Table 4-12 lists the number of permits issued for residential construction as well as the square footage of permits for non-residential construction in New Jersey for 2010 through 2015. Both residential and non-residential construction experienced a gradual growth in issued permits between 2010 and 2014 but experienced a decrease in 2015. | | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | TOTAL | |------------------------|--------|--------|--------|--------|--------|--------|-------| | **RESIDENTIAL (UNITS)**| | | | | | | | | One and Two Family | 6,934 | 6,236 | 6,700 | 9,666 | 10,678 | 9,470 | 49,684| | Multifamily | 4,733 | 5,184 | 8,527 | 8,998 | 11,909 | 9,989 | 49,340| | Mixed Use | 218 | 462 | 43 | 131 | 309 | 44 | 1,207 | | Issued Permit Total for State | 11,885 | 11,882 | 15,270 | 18,795 | 22,896 | 19,503 | 100,231| | **NON-RESIDENTIAL (SQUARE FOOTAGE)**| | | | | | | | | Hotels, motels, guest houses | 181,533 | 566,059 | 283,946 | 317,695 | 461,114 | 991,959 | 2,802,306| | Business / Office | 5,496,579 | 4,915,544 | 7,395,704 | 5,830,508 | 5,426,729 | 5,751,737 | 34,816,801| | Education | 793,531 | 777,265 | 748,064 | 952,585 | 3,494,118 | 1,289,204 | 8,054,767| | Hazardous uses | 15,151 | 26,186 | - | 227,553 | 12,063 | 55,128 | 336,081 | | Industrial | 338,104 | 394,992 | 646,978 | 1,453,059 | 498,513 | 641,621 | 3,973,267| | Institutional | 654,868 | 334,504 | 1,138,474 | 901,979 | 793,991 | 1,197,161 | 5,020,977| | Retail | 2,192,231 | 1,680,445 | 2,088,658 | 2,240,758 | 3,536,522 | 3,544,141 | 15,282,755| | Storage | 3,722,203 | 3,880,713 | 4,682,197 | 9,549,177 | 18,574,552 | 11,368,650 | 51,777,492| | Signs, fences, miscellaneous | 4,812,689 | 2,229,216 | 5,134,715 | 2,881,840 | 2,722,430 | 2,349,635 | 20,130,525| | Issued Permit Total for State | 18,206,889 | 14,804,924 | 22,118,736 | 24,355,154 | 35,520,032 | 27,189,236 | 142,194,971| Source: NJDECA Building Permit Yearly Summary Data, 2010 to 2015 These tables and figures show development has continued throughout New Jersey. The areas experiencing the largest increase in new housing development are the areas that have experienced an overall increase in population. 4.6 ECONOMY The County Business Patterns (CBP) is provided by the United States Census Bureau and is an annual series that presents subnational economic data by industry. The CBP includes the number of establishments, employment during the week of March 12, first quarter payroll, and annual payroll. The CBP covers most of the Country’s economic activity based on establishments (United States Census Bureau, 2015). According to the 2015 CBP for New Jersey, the State has a total of 2,306,506 business establishments. The retail trade industry has the highest number of establishments in the State, making up 13.7% (315,570 establishments) of all businesses. Following retail trade is the professional, scientific and technical services industry, making up 12.7% of all businesses (293,510 establishments). The third highest industry is health care and social assistance, making up 11.9% (274,580 establishments) of all businesses. Table 4-13 provides 2015 industry and employment information for the State of New Jersey and Figure 4-16 provides details about the top industries in the State. Table 4-13 2015 Economic Census for the State of New Jersey | INDUSTRY | NUMBER OF ESTABLISHMENTS | ANNUAL PAYROLL | NUMBER OF EMPLOYEES * | |--------------------------------------------------------------------------|--------------------------|--------------------|-----------------------| | Agriculture, Forestry, Fishing & Hunting | 2,020 | $342,764 | 8,323 | | Mining, Quarrying, and Oil and Gas Extraction | 780 | $828,011 | 11,318 | | Utilities | 3,780 | $23,100,029 | 191,760 | | Construction | 210,790 | $101,396,877 | 1,461,060 | | Manufacturing | 74,130 | $138,139,395 | 2,132,567 | | Wholesale Trade | 140,600 | $229,593,702 | 2,537,632 | | Retail Trade | 315,570 | $132,528,607 | 4,545,456 | | Transportation and Warehousing | 74,820 | $83,016,298 | 1,634,998 | | Information | 37,150 | $85,771,028 | 850,045 | | Finance and Insurance | 118,250 | $220,386,982 | 1,884,556 | | Real Estate and Rental and Leasing | 88,600 | $32,747,367 | 564,524 | | Professional, Scientific, and Technical Services | 293,510 | $286,254,365 | 3,212,554 | | Management of Companies and Enterprises | 15,030 | $167,311,023 | 1,267,091 | | Administrative and Support and Waste Management and Remediation Services | 139,910 | $126,267,276 | 3,160,287 | | Educational Services | 38,250 | $41,509,603 | 1,088,604 | | Health Care and Social Assistance | 274,580 | $272,989,796 | 5,641,862 | | Arts, Entertainment, and Recreation | 36,030 | $16,922,724 | 588,503 | | Accommodation and Food Services | 206,100 | $59,192,009 | 2,956,814 | | Other Services | 235,830 | $46,695,066 | 1,523,363 | | Public Administration | 776 | $20,616 | 924 | Source: United States Census County Business Patterns, 2015 * This number only includes paid employees 4.6.2 KEY INDUSTRY CLUSTERS OF NEW JERSEY There are seven industry clusters that contribute to New Jersey’s economy and have statewide and regional importance. These seven industries represent 61% of New Jersey’s total employment and approximately 64% of the total wages earned. These industry clusters are bio/pharmaceuticals and life sciences, health services, transportation, logistics and distribution, advanced manufacturing, technology, finance, and leisure, hospitality and retail trade. The following are descriptions of each cluster. **Bio/Pharmaceuticals and Life Sciences Industry Cluster** New Jersey is home to more than 3,100 life science establishments. This industry cluster includes companies that produce medicinal products, make medical devices, manufacture equipment or supplies, and participate in research and development or analytics and diagnostics (NJLWD, 2015). The bio/pharmaceutical life sciences industry employs 116,700 people, which makes up 3.5% of the State’s private sector workers. This cluster is made up of three primary components: pharmaceutical sector (41.0%), biotechnology (38.3%) and medical device manufacturing (20.7%). From 2010 to 2015, the number of establishments in this cluster grew by 8.2%. Employees in the bio/pharmaceutical and life sciences cluster made an average wage of $144,410 in 2015, which is almost a 12% increase from 2010. More than three-fifths of workers in this cluster hold at least a Bachelor’s (32.2%), Master’s/Professional (23.5%) or doctoral (7.1%) degree (NJLWD 2015). Figure 4-17 illustrates the location of the bio/pharmaceutical and life sciences industry clusters throughout the State. **Figure 4-17 Bio/Pharmaceuticals and Life Sciences Employers in New Jersey** Financial Services Industry Cluster The financial services industry cluster has a relatively small employment base (5.8% of total employment in 2011). However, the cluster contributes almost $30 billion, or approximately 2.8% of the entire nation’s GDP. The financial services industry employs around 177,000 people, and makes up 5.3% of all private sector jobs in the State. From 2010 to 2015 the cluster experienced a 6% decline in employment. Despite this employment decline, the State has remained in the forefront of financial advancement by becoming the national leader in developing data centers to support the industry. The average annual wage for workers in the financial cluster is over $120,000. The greatest concentration of jobs within this industry cluster is found in Hudson County (more than 17.5%) (NJLWD, 2015). Figure 4-18 illustrates the location of the financial services industry clusters throughout the State. Figure 4-18 Financial Services Employers in New Jersey Advanced Manufacturing Industry Cluster The advanced manufacturing industry contributed over $33.1 billion (6.6% of New Jersey’s output) to the GDP in 2014. Nearly 157,000 people are employed in the advanced manufacturing cluster in New Jersey. Chemical manufacturing industries employed almost 44,000 people in 2015, which is a decrease from 53,000 people in 2011. The average annual wage earned by employees in the advanced manufacturing industry exceeds $85,000 in, which is 21% higher than the national average wage for the industry cluster. In 2015, the manufacturing industry cluster paid more than $13.5 billion in wages (NJLWD, 2015). While advanced manufacturing is still a prominent cluster, it has experienced a steady decline over the past couple of decades. Figure 4-19 illustrates the location of the advanced manufacturing industry clusters throughout the State. Technology Industry Cluster The technology industry cluster includes those companies that are typically associated with the 21st century information and knowledge economy such as: data providers, processors, and hosts; Internet services; telecommunications; information technology; and IT research and development (PlanSmart NJ, 2013). New Jersey’s technology cluster accounts for 362,730 jobs (10.9%) of private sector employment statewide. Employment within the technology industry cluster can primarily be found within four industry sectors: wholesale trade (16.3%), manufacturing (17.5%), information (13.9%), and professional, scientific and technical services (50.1%). This cluster has an educated workforce, with over 85% of employees... having some college or higher degree, and 66% having a bachelor’s degree or higher. The annual average wage for the technology cluster is $118,430 and employers pay over $43 billion in wages (NJLWD, 2015). Figure 4-20 illustrates the location of the technology industry clusters throughout the State. **Figure 4-20 Technology Employers in New Jersey** *Source: New Jersey Department of Labor and Workforce, 2017* **Transportation, Logistics, Distribution Industry Cluster** The transportation, logistics and distribution (TLD) cluster employs 370,260 workers, 11.2% of the State’s private sector workers. TLD contributes $56.8 billion to the State’s GDP. Employees in the TLD industrial cluster made an average wage of $73,325 (NJLWD, 2015). Figure 4-21 illustrates the location of the TLD industry clusters throughout the State, and the transportation section above provides detail about the State’s transportation network. health care industry cluster The health care industry contributed $36 billion to the GDP in 2015, or approximately 7.2% of all state output. There are about 21,520 health care establishments in New Jersey. Health care employment is found in three industry groups: ambulatory health care services (47%), hospitals (33%), and nursing and residential care facilities (20%). Between 1990 and 2016, the health care industry created 190,100 new jobs in New Jersey, increasing its share of jobholding from 7.5% to 11.9%. The health care industry is projected to add more than 85,300 jobs in New Jersey between 2014 and 2024. The health care industry paid more than $25.5 billion in total wages in New Jersey (NJLWD, 2015). Figure 4-22 illustrates the location of the health care industry clusters throughout the State. Leisure, Hospitality and Retail Industry Leisure, hospitality, and retail (LHR) is composed of four components: retail trade (56% of employment), food services/drinking places (30%), accommodation (6%) and arts/entertainment/recreation (8%). Many of the businesses within LHR directly and indirectly support the State’s tourism industry. The LHR industry contributed $46.9 billion to New Jersey’s GDP, or approximately 9.2% in 2015. Over 28.6% of all employment in the LHR cluster is concentrated in three counties: Bergen, Monmouth, and Middlesex. Atlantic County ranks fourth for LHR due mainly to the presence of its casino hotel industry. Over half of private sector employment in Atlantic (51.4%) and Cape May (54.8%) Counties are concentrated in the LHR industry cluster. In 2015, the LHR industry employed 814,979 people, accounting for 24.6% of the State’s private sector employment. LHR employers paid more than $23 billion in wages during 2015 (NJLWD, 2015). ### New Jersey’s Leisure, Hospitality & Retail Trade Cluster (2015) | Industry Components | Employment | Establishments | Average Annual Wage ($) | |--------------------------------------|--------------|----------------|-------------------------| | LHR Cluster | 814,979 | 53,130 | 29,009 | | Retail Trade | 457,920 | 30,340 | 32,927 | | Arts/Entertainment/Recreation | 61,481 | 3,618 | 33,999 | | Accommodations | 49,423 | 1,345 | 35,310 | | Food Services & Drinking Places | 246,155 | 17,827 | 19,211 | | **Private Sector Employment, NJ Total** | **3,318,030** | **254,483** | **61,981** | *Source: New Jersey Department of Labor and Workforce, 2017* **Other Facts About NEw Jersey Industries to COnsider** The State of New Jersey is at the forefront of innovation on a variety of levels. Here are some facts to consider that may influence industry in the State in the near future. - New Jersey’s green energy economy is growing. The State is ranked second in the country for installed solar, with 689 megawatts (MW) as of February 29, 2012, powering over 14,000 homes and businesses. Over 200 solar energy businesses contribute an estimated 3,000 jobs to the local economy. In 2015 the New Jersey Energy Master Plan was updated to encourage more solar installations and usage (New Jersey Board of Public Utilities & NJDEP). - Farming, Fishing and Food industries are vital to the State. Food production and processing contribute approximately $2 billion annually to the State’s economy. New Jersey’s commercial and recreational fishing industries include five large ports (Atlantic City, Barnegat Light, Belford, Cape May, and Point Pleasant) and smaller ports and inlets that span the entire shoreline. These allow for easy access to fishery resources. - The long history of heavy industry in New Jersey has left the State with the largest inventory of United States Superfund sites in the nation, and industrial cleanup is an important issue in its cities. - Telecommunications and biotechnology are major industries in the State, and the area near Princeton has developed into a notable high-tech center. Finance, warehousing, and “big box” retailing has also become important to the State’s economy, attracting corporations and shoppers. #### 4.6.3 NEW JERSEY OFFICE FOR PLANNING ADVOCACY *The New Jersey State Development and Redevelopment Plan* The SDRP was adopted in 2001 and establishes a policy framework for the future development of the State. The SDRP’s Goals and Strategies are as follows: - Revitalize the State’s cities and towns - Conserve the State’s natural resources and systems - Promote beneficial economic growth, development, and renewal for all resident of New Jersey - Protect the environment, prevent and clean up pollution - Provide adequate public facilities and services at a reasonable cost - Provide adequate housing at a reasonable cost - Preserve and enhance areas with historic, cultural, scenic open space, and recreational value - Ensure sound and integrated planning and implementation statewide The Plan identifies the following planning areas for growth: Metropolitan Planning areas (Planning Area 1), Suburban Planning Areas (Planning Area 2), and Designated Centers in any planning area. The Plan also identifies the following areas for limited growth: Fringe Planning Areas (Planning Area 3), Rural Planning Areas (Planning Area 4), and Environmentally Sensitive Planning Areas (Planning Area 5). Finally, the Plan defines the following area for conservation: Fringe Planning Area (Planning Area 3), Rural Planning Areas (Planning Area 4), and Environmentally Sensitive Planning Areas (Planning Area 5). Figure 4-24 shows the locations of these Planning areas in the state. **Future Development, Redevelopment** In New Jersey, the development of undeveloped land, as well as the redevelopment of developed land takes into consideration mitigation of hazards and planning for recovery after a disaster. The majority of the previously undeveloped land that is available for development is located in the suburban-rural fringe. Often times, the properties will be in low-lying areas adjacent to wetlands making them more vulnerable to flooding. Many properties that remain undeveloped can have steep slopes making them vulnerable to landslides or other geologic hazards. 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Whenever you step outdoors, you are a guest in nature’s home. This is especially true when it comes to camping. Whether or not you’ve been camping before, you will earn this badge by learning how to protect the environment on your trip. It will shape the way you camp forever! Steps 1. Learn the Leave No Trace Seven Principles 2. Plan meals with the environment in mind 3. Prepare a minimal impact campsite 4. Have fun with Leave No Trace 5. Take a conservation hike Purpose When I’ve earned this badge, I’ll have learned skills for minimal impact camping and know how to protect the environment when I go outdoors. “The woods are never solitary—they are full of whispering, beckoning, friendly life.” —Lucy Maud Montgomery Packing Essentials No matter what type of camping you do, you’ll want to bring these items along. Talk to your family before you go, to make sure you’re not missing anything! - Water in a reusable bottle, water purification gear - Flashlight with extra batteries - Long-sleeved jacket - Poncho or raincoat - Sun protection: hat with a brim, sunscreen, lip balm, and sunglasses - First aid kit - Any medications you may need (inhaler, EpiPen) - Pocket knife (if you’ve been taught how to use one) - Emergency food (such as trail mix or granola bars) - Trowel, plastic bags that zip, and toilet paper (to make a portable toilet, if needed) - Whistle - Appropriate shoes - Matches in a waterproof container - Bug spray - Map of area and compass Ready? Before You Start This Badge… Choose your trip. Research camping trips and decide which one you’ll do. You can come up with your own, or check out trips offered by your Girl Scout council or local Outdoor groups. Make a plan. Once you decide on your trip, take the steps to make it happen. - Come up with a budget and figure out how to pay for your trip. What kind of money earning will you need to do? You and your troop or group may want to use your Girl Scout Cookie earnings. - Find out what special gear or equipment you need for your trip. Look into renting or borrowing gear. - Research your destination: How will you get there? Is the area prone to flash floods? What types of wildlife are in the area, and will you need to keep an eye out for any nesting birds or animals at the time of your trip? - See what’s available at your campsite, and find out what’s permitted. What campsite bathroom facilities are available? Are campfires allowed? Where is a water source? Know before you go: - Make sure to test your meals and cooking methods at home, especially when using a new ingredient or food you haven’t tried. - Find out in advance if your campsite has a place to discard trash and recycle or if you will be taking all your trash out of the campsite when you leave. - When packing food, remove unnecessary packaging to minimize trash at campsite. - Add a no-cook meal to your menu. See ideas in “No-Cook Recipes.” - Make sure your water bottles are full and know what available water sources are near your campsite. - Know how you will purify water or bring your own water purification system. Plan meals with the environment in mind What you eat and how you cook at camp will make a big difference in how you impact the environment. For example, only pack and prepare food that will leave the least amount of waste on a campground. CHOICES—DO ONE: - Prepare and package snacks for your conservation hike (Step 5). Make your own brand of trail mix by combining the things you love most, like banana chips, dried berries, pretzels, raisins, granola, and more. And don’t forget to pack water in a reusable container. OR - Make a solar box cooker and cook something simple. To do this, make sure you have enough sunlight. Do not try this when the sky is cloudy or when the sun is low in the sky. Follow the directions for making a Pizza Box Solar Cooker on the next page. Don’t try to cook meat, fish or poultry—those are dangerous to eat when undercooked, so leave that to more experienced solar cookers. You could make a grilled cheese sandwich. Or try nachos—put tortilla chips covered with shredded cheese in a pie tin. See how long it takes for the cheese to melt and chips to become crisp and gooey! Try making a s’more with a graham cracker, marshmallow, and chocolate. Or roast apple slices topped with cinnamon sugar. OR - Practice making a no-trash camp meal for your troop before you go on your trip. Make as little waste as possible. Avoid using anything in a can; use only fresh fruits and vegetables. For More FUN: Have a no-trash meal contest with your troop. Break into groups, make a dish and see who leaves the least waste. Pizza Box Solar Cooker Solar cooking is slow cooking. Be prepared to leave your food in for a while! You will need: - Cardboard pizza box - Plastic wrap - Scissors - Aluminum foil - Clear tape - Black construction paper - Newspapers - Wooden spoon 1. Have an adult help you cut along three sides to make a flap in the lid of the pizza box. 2. Cover the inside of the flap with aluminum foil. 3. In the box opening where you cut the flap out of, wrap plastic sheets around it so it looks like a window. 4. Inside the box, tape black construction paper along the bottom. Roll up sheets of newspaper to create a border around the cooking area. 5. Take your solar pizza box over to a sunny spot. 6. Use the wooden spoon to prop open the flap at an angle so it faces direct sunlight. 7. Use mittens or a towel when you lift your dish out of your solar cooker. No-Cook Recipes Try making one of these yummy dishes: Roll-m-Ups Roll cream cheese and raisins or cheese, olives, and vegetables in a flour tortilla, pita bread, or flatbread. Fruity Yogurt Chop your favorite fresh fruits and mix with plain yogurt. If you’d like a little extra sweetness, add honey. Super Camp Cake Spread canned chocolate frosting on pieces of sliced pound cake. Add sprinkles or granola on top. STEP 3 Prepare a minimal impact campsite When you select the campsite, find out some key facts, such as where you can set up your tents, whether you can make a campfire, and where your garbage will go. Use Leave No Trace minimal impact campsite tips and get ideas and information from their website, www.lnt.org, so you can be in charge of setting up an area that will keep you—and nature—safe. CHOICES—DO ONE: ☐ Set up a campsite kitchen and wash area. Make sure to stash your coolers in an animal-proof container and never leave food unattended. Contact a ranger in the area and ask what the regulations are for food storage. Learn what methods are used to keep food from wildlife. Set up a separate area for hand washing and one for dishwashing. OR ☐ Set up a sleeping area. Find flat, dry land away from the kitchen and wash areas to set up your tents. Look for signs of where water will pool and drain if it rains, and avoid those areas. Are the tents spread out so there isn’t too much traffic in one area? Will you arrange your tents in a circle so all the openings will face each other? Watch for drainage so your tent doesn’t fill with water in the event of a rainstorm. OR ☐ Set up a campfire area if you plan to build a fire. First find out: Are you allowed to build a fire? Do you need permits? If it’s a fire ring, is the area around it clear? Do you bring your own wood or can you collect downed or dead wood in the area? Remember, insects can live in wood and be moved from one area to the next, causing damage to local trees. Find out about local firewood regulations. Minimal Impact Campsite Tips ★ Make sure your campsite is 200 feet from any water source and any trails. Reduce the amount of mosquitoes by selecting sites away from water sources. ★ Select a campsite that is already established or on a durable surface. ★ Choose an area that’s flat and likely to stay dry, then clear any sticks or stones before setting up tents. When you clean up, don’t dump food, soap, or anything at all in lakes or streams. ★ If you do make a campfire, use fire rings that are at the campsite. Use small sticks from the ground that you can break by hand. Keep fires small; burn all wood and coals to ash. Most important: Always extinguish campfires completely. Weather Watch As you’re planning, find out what the weather is like in the location you’re headed to. How will you be prepared for changes in weather? How will you stay updated with the most accurate and current information? Surface Hopscotch ★ On 25 index cards, write down different surfaces: ones that are durable (snow, grass, sand, mud, gravel, concrete, established trail) and non-durable (cryptobiotic soil, wetlands, steep slope, moss, wildflowers). Come up with more if you can—it’s OK to repeat some of them! ★ In a large open area, lay out the cards blank side up in a rows of 5 by 5. ★ Taking turns with your friends one at a time, hop on a card and turn it over. Read the card aloud and then place it back (with blank side up) where you got it. If the card lists a durable surface, you can hop to the next spot. You can move forwards, sideways, or diagonally. If you step on a card with a non-durable surface, you need to move out of the game until it’s your turn again. ★ The person who reaches the other side on durable surfaces first wins. Take a conservation hike You can enjoy and protect your surroundings by getting to know the area. Before your trip, find out more about the place you’ll visit. What kind of trees and plants grow there? What kinds of animals, birds and water life does it attract? Going on a journey? Do some badge work along the way. Girls on the GET MOVING! Journey are challenged to “go off the grid” for a day, a weekend, or a week. Give it a try—use your camping trip as a chance to unplug as much as possible. That means no cell phones! Now that I’ve earned this badge, I can give service by: - Showing Brownies how to prepare a minimal impact campsite - Making trail mix for my family to take on a fun outdoor activity - Hosting a Leave No Trace backyard sleepover for the girls in my class I’m inspired to:
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BUDGETING FOR BASIC NEEDS A Struggle for Working Families Kinsey Alden Dinan March 2009 National Center for Children in Poverty Mailman School of Public Health Columbia University Millions of parents find themselves struggling to make ends meet, despite hard work. Even a full-time job is no guarantee of economic security, with the high cost of everyday expenses and a federal minimum wage of just $6.55 an hour – less than $14,000 a year with full-time, year-round employment. The Basic Needs Budgets developed by the National Center for Children in Poverty (NCCP) show the cost of basic day-to-day necessities for families with children. Using examples from these bare-bones budgets, this brief examines the question of how much families need to get by and provides insight into the struggles that working families face. Examples are drawn from 12 localities and are based on families with two children; budgets for other family types and localities are available through NCCP’s Basic Needs Budget Calculator (see box). Basic Needs Budgets show that it takes an income of about 1.5 to 3.5 times the official poverty level ($22,050 a year for a family of four), depending on locality, to cover the cost of a family’s minimum day-to-day needs.\(^1\) The largest expenses are typically child care and housing, although health care and transportation can cost nearly as much – and in some cases more. While the struggle to make ends meet is particularly difficult for single parents, paying the bills is a tough challenge for two-parent families as well. **How much does it take to get by?** The cost of living varies dramatically both within and across states. To make ends meet in the large high-cost cities of Chicago, New York, and San Francisco, for example, a two-parent family with two children (one preschool-aged and one school-aged) needs an income of $52,000 to $67,000 a year.\(^2\) Some smaller cities, such as Burlington, VT, cost just as much. That means two full-time workers earning at least $13 an hour each. In more moderate-cost cities, the same family needs about $45,000 to $47,000 a year to cover the cost of day-to-day necessities. Des Moines, Detroit, San Antonio, and Tampa fall into this range. The cost of living is typically less in rural areas, though there is wide variation across the country. In the low-cost rural areas of Alamosa County, CO, Curry County, NM, and East Carroll Parish, LA, a two-parent family with two children can make ends meet with an income of $35,000 to $37,000 a year. In rural Grays Harbor County, WA, a Basic Needs Budget for this family is higher: $41,000 a year, or two full-time, year-round jobs paying $10 an hour. For a single parent, making ends meet presents an even greater challenge. While family expenses are somewhat lower, there is only one worker to shoulder the cost. As seen in Figure 1, a single parent with two children needs to earn $15 an hour to afford basic necessities in a rural area of New Mexico, $20 an hour in Des Moines, and $27 in San Francisco. --- **Basic Needs Budget Calculator** NCCP’s **Basic Needs Budget Calculator** provides access to budgets for 76 localities across 12 states, with more states coming soon. Users select the number of parents and number and ages of the family’s children. Budgets assume that all families include at least one full-time worker; for two-parent families, users make choices about the employment status of the other parent. Users may also substitute their own numbers for one or more expense estimates, and the Calculator adjusts the family’s tax liability and overall budget totals accordingly. See <www.nccp.org/tools/budget>. Even a full-time job is no guarantee of economic security, with the high cost of everyday expenses and a federal minimum wage of just $6.55 an hour. Figure 1. Basic Needs Budgets for Two Family Types Single and two-parent families with two children, one preschool-aged and one school-aged | | RURAL Curry County, NM | MODERATE-COST CITY Des Moines, IA | HIGH-COST CITY San Francisco, CA | |--------------------------------|------------------------|----------------------------------|---------------------------------| | | Two parents (both parents working full-time) | Single parent | Two parents (both parents working full-time) | Single parent | Two parents (both parents working full-time) | Single parent | | Rent and utilities | $479 | $479 | $732 | $732 | $1,551 | $1,551 | | Food | $656 | $474 | $656 | $474 | $642 | $464 | | Child care (center-based) | $712 | $712 | $974 | $974 | $1,305 | $1,305 | | Health insurance premiums [employer-based] | $247 | $247 | $203 | $203 | $203 | $203 | | Out-of-pocket medical | $61 | $38 | $61 | $38 | $61 | $38 | | Transportation | $607 | $452 | $482 | $339 | $90 | $45 | | Other necessities | $307 | $257 | $375 | $326 | $592 | $544 | | Payroll taxes | $237 | $196 | $299 | $262 | $377 | $358 | | Income taxes (includes credits)| -$209 | -$296 | $121 | $77 | $102 | $170 | | TOTAL (monthly) | $3,097 | $2,560 | $3,903 | $3,424 | $4,922 | $4,677 | | Annual income needed | $37,162 | $30,714 | $46,836 | $41,090 | $59,064 | $56,124 | | Hourly wage needed | $9 | $15 | $11 | $20 | $14 | $27 | | Percent of federal poverty level | 175% | 175% | 221% | 233% | 286% | 327% | Source: NCCP’s Basic Needs Budget Calculator <www.nccp.org/tools/budget>. Data reflect costs in 2007 for California; 2008 for Iowa and New Mexico. Results assume that children are cared for in center-based settings while their parents work (school-aged child is in after-school care) and family members have employer-based health coverage. Note that in Curry County, NM, income taxes are negative because the value of the family’s income tax credits exceeds the family’s income tax liability. The Day-to-Day Struggle Monica and Sam Patterson live in Des Moines with their two daughters. Both parents are employed full-time and earn $10 per hour. Together, their income totals about $42,000 a year before taxes, and Monica’s job provides affordable family health insurance. The Pattersons rent a modest two-bedroom apartment, rarely use their cars except to commute to work, and never go out to eat. The younger daughter, who is three, goes to a child care center while her parents work; the older daughter is in after-school care. Despite working full time, Monica and Sam cannot make ends meet. Without enough money to cover the cost of rent, food, child care, health care, transportation, and other necessities (see box), Monica and Sam are forced to compromise on the basics. Moreover, any unexpected expense or small loss in wages – due to an illness or car trouble, for example – leaves them in the red. Where does the money go? Basic Needs Budgets include only day-to-day necessities: housing, food, transportation, child care, health care, payroll and income taxes, and a little more for other necessities such as clothing and school supplies. They do not include durable goods – such as furniture or household appliances – nor enrichment activities, entertainment, or other expenses that improve a family’s quality of life. They do not allow for investments in a family’s future, such as savings for a home, a child’s education, or a parent’s retirement. And they do not provide any resources to pay off debt nor a financial cushion to withstand a crisis. Nonetheless, even these budgets are beyond the reach of many working families. Child care is often the single largest expense that families face. This is true in nearly 90 percent of NCCP’s Basic Needs Budgets for a family with a preschool-aged and a school-aged child (assuming children are cared for in a center-based setting). Other research confirms that in 49 states, the cost of child care for two children of any age exceeds median rent costs.\(^3\) Depending on where a family lives, the cost of care for one preschool-aged and one school-aged child can range from under $600 a month to more than $1,500 – or about $7,000 to $20,000 a year. As seen in Figure 2, that’s about 20 to 35 percent of a total Basic Needs Budget. (Note that the budgets presented in Figure 2 assume that family members have employer-based health insurance; see more on this issue below.) After the cost of child care, housing is generally families’ next largest expense, with rent and utilities comprising about 20 percent of a family’s total basic budget. Food and transportation are significant costs too, rivaling the cost of housing in some places. Transportation costs can be especially burdensome in rural areas where parents often have to drive long distances to reach their jobs. In some of the highest cost cities, on the other hand, public transportation makes commuting much more affordable. Taxes can take a large bite out of families’ budgets as well, and for families who are just barely making ends meet, payroll taxes are virtually always higher than income taxes. In part this is because income taxes are offset by tax credits, such as the federal Earned Income Tax Credit, the Child Tax Credit, and the Child and Dependent Care Tax Credit, as well as similar state- and local-level credits. Basic Needs Budgets assume that families receive all of the income tax credits for which they are eligible. It is important to note that other types of state and local taxes – such as sales and excise taxes – are not reflected in these budgets. Finally, the cost of health insurance is relatively low in Figure 2 – about 5 to 10 percent of a family’s total budget – because these budgets assume that the family has employer-based health coverage. In practice, employer-based health plans are becoming increasingly unavailable, and the majority of low-income workers lack such benefits.\(^4\) **Figure 2. Composition of Basic Needs Budgets with Employer-based Health Insurance** Two parents with two children, one preschool-aged and one school-aged (both parents working full-time) | | Child care | Rent and utilities | Food | Transportation | Health care | Other necessities | Payroll and income taxes (includes credits) | |----------------|------------|--------------------|------|----------------|-------------|-------------------|---------------------------------------------| | **RURAL** | 22% | 18% | 22% | 17% | 10% | 11% | | | Alamosa County, CO | | | | | | | | | **MODERATE-COST CITY** | 25% | 22% | 17% | 11% | 9% | 6% | | | Tampa, FL | | | | | | | | | **HIGH-COST CITY** | 33% | 22% | 15% | 3% | 6% | 10% | 11% | | Chicago, IL | | | | | | | | Total: $34,714/year Total: $45,504/year Total: $52,026/year Source: NCCP’s Basic Needs Budget Calculator <www.nccp.org/tools/budget>. Data reflect costs in 2007 for Colorado and Florida; 2008 for Illinois. Results assume that children are cared for in center-based settings while their parents work (school-aged child is in after-school care) and family members have employer-based health coverage. Note that in Alamosa, CO, taxes comprise zero percent of the family’s budget because the value of the family’s income tax credits slightly exceeds the family’s payroll and income tax liability. As seen in Figure 3, Basic Needs Budgets for families who do not have employer-based health benefits look significantly different. The budgets shown here are the same as those in Figure 2 with one exception: they assume that family members do not have access to employer-based health benefits and must buy coverage on the open market. Private, nongroup health insurance can cost as much as – or even more than – rent. The high cost of coverage not only consumes a large portion of a family’s budget, but also has a substantial impact on budget totals. In Alamosa County, assuming nongroup versus employer-based health coverage increases the size of the family’s budget by nearly 20 percent, from $35,000 to $41,000 a year. In Chicago, the cost of basic necessities for two parents with two children rises from $52,000 to $60,000 a year. In practice, the high cost of nongroup coverage means that many low- and moderate-income workers find themselves and their family members uninsured.\(^5\) **Figure 3. Composition of Basic Needs Budgets without Employer-based Health Insurance** Two parents with two children, one preschool-aged and one school-aged (both parents working full-time) - **RURAL** - Alamosa County, CO - Total: $41,344/year - **MODERATE-COST CITY** - Tampa, FL - Total: $51,905/year - **HIGH-COST CITY** - Chicago, IL - Total: $59,518/year Source: NCCP’s Basic Needs Budget Calculator <www.nccp.org/tools/budget>. Data reflect costs in 2007 for Colorado and Florida; 2008 for Illinois. Results assume that children are cared for in center-based settings while their parents work (school-aged child is in after-school care) and family members have employer-based health coverage. What if one parent stays home? While single parents are both the primary breadwinners and primary caretakers for their families, two-parent families potentially have more options as they seek to balance the demands of work and family. One parent may take a part-time job, for example, or stay home full-time to care for the children. Basic Needs Budgets show that by reducing or eliminating the need for child care, this can significantly bring down the family’s expenses. Transportation costs are also lower without two full-time commutes, and families with lower earnings owe less in taxes. (See Figure 4; note that these budgets assume employer-based health insurance.) But despite reduced expenses when one parent stays home full- or part-time, a higher hourly wage is needed to make ends meet. In San Antonio, for example, a two-parent family with two children can cover a basic budget if both parents work full-time, earning $11 an hour each. But with just one parent employed full-time, that parent needs to earn $13 an hour. In practice, in two-thirds of the country’s two-parent families, both parents are employed.\(^6\) Interestingly, Basic Needs Budgets indicate that families with one full-time worker may need the same hourly wage, whether the second parent is employed half-time or not at all. This is because the additional earnings from a part-time job can be canceled out by the resultant increases in child care and other work-related expenses.\(^7\) **Figure 4. Impact of Parental Employment Status on Basic Needs Budgets** Two parents with two children, one preschool-aged and one school-aged | | RURAL East Carroll Parish, LA | MODERATE-COST CITY San Antonio, TX | HIGH-COST CITY New York, NY | |----------------------|-------------------------------|------------------------------------|-----------------------------| | | Annual budget | Hourly wage per parent | Annual budget | Hourly wage per parent | Annual budget | Hourly wage per parent | | Both parents working full-time | $34,758 | $8 | $47,333 | $11 | $66,840 | $16 | | One parent working full-time; one parent working half-time | $28,852 | $9 | $39,365 | $13 | $52,958 | $17 | | One parent working full-time; one parent not employed | $20,863 | $10 | $26,872 | $13 | $35,784 | $17 | Source: NCCP’s Basic Needs Budget Calculator <www.nccp.org/tools/budget>. Data reflect costs in 2007 for Louisiana; 2008 for New York and Texas. Results assume that children are cared for in center-based settings while their parents work (school-aged child is in after-school care) and family members have employer-based health coverage. How do family budgets change as children grow older? The analyses above are based on families with one preschool-aged child and one school-aged child. As children grow older, families’ expenses change. Most significantly, older children generally need less child care.\(^8\) The result is that a two-parent family with two children needs more to make ends meet when both children are preschool-aged, for example, than when one enters school (see Figure 5). At the same time, parents with the youngest children are likely to earn the least – and this is also when the impact of economic hardship can be most devastating for children’s development.\(^9\) Figure 5 also shows that even families with one school-aged child (under age 13) and one teenager need two full-time jobs paying well above the federal minimum wage just to cover day-to-day necessities. To save for their children’s college education or for their own retirement, parents need to earn far more. Finally, Figure 5 looks at wages for families with *two* full-time earners. A single parent needs a much higher-paying job to make ends meet, regardless of her children’s ages. In Detroit, for example, a single parent with two preschool-aged children needs to earn $47,000 a year just to cover basic expenses. That’s the equivalent of full-time, year-round employment at $22 an hour. With one school-aged child and one teenager, the cost of basic family expenses falls, but the parent still needs a $15-an-hour job to afford minimum day-to-day necessities. **Figure 5. Impact of Children’s Ages on Basic Needs Budgets** *Two parents with two children (both parents working full-time)* | | RURAL Grays Harbor County, WA | MODERATE-COST CITY Detroit, MI | HIGH-COST CITY Burlington, VT | |------------------------|-------------------------------|---------------------------------|-------------------------------| | | Annual budget | Hourly wage per parent | Annual budget | Hourly wage per parent | Annual budget | Hourly wage per parent | | Two preschool-aged children | $44,112 | $11 | $51,216 | $12 | $59,472 | $14 | | One preschool-aged child, one school-aged child | $40,850 | $10 | $45,380 | $11 | $54,477 | $13 | | Two school-aged children | $38,511 | $9 | $42,357 | $10 | $51,225 | $12 | | One school-aged child, one teenaged child | $34,114 | $8 | $37,207 | $9 | $45,385 | $11 | Source: NCCP’s Basic Needs Budget Calculator <www.nccp.org/tools/budget>. Data reflect costs in 2006 for Michigan; 2008 for Vermont and Washington. Results assume that children are cared for in center-based settings while their parents work (school-aged child is in after-school care) and family members have employer-based health coverage. In Detroit, a single parent with two preschool-aged children needs to earn $47,000 a year just to cover basic expenses. That’s the equivalent of full-time, year-round employment at $22 an hour. What does this mean for America’s families? Millions of America’s families scrape by on less than what it takes to cover their basic needs. Parents may find cheaper, but potentially less reliable and lower quality, care for their children. They may live in overcrowded housing or in unsafe neighborhoods – or get behind on rent or utility bills. These are tough choices that jeopardize the well-being of our nation’s children and families.\textsuperscript{10} America’s families need access to high quality jobs with decent wages and benefits. They also need a comprehensive work support system designed to address the challenges faced by those who struggle to afford basic necessities, despite working full-time.\textsuperscript{11} And that struggle is only growing as the cost of basics, such as food and health care, rises. Millions of America’s families scrape by on less than what it takes to cover their basic needs. Endnotes 1. This figure is from the federal poverty guidelines, issued by the U.S. Department of Health and Human Services and used for benefit eligibility determinations and other administrative purposes. The poverty thresholds issued by the U.S. Census Bureau, which are used for research and statistical purposes, differ slightly. For more information, see www.aspe.hhs.gov/POVERTY/09poverty.shtml. 2. Here and below, a “school-age child” refers to a child ages 6 through 12 years. For a detailed description of how the cost of basic family needs is estimated, see “Basic Needs Budget Methodology,” available at: www.nccp.org/popup.php?name=budget_methodology. 3. *Breaking the Piggy-Bank: Parents and the High Price of Child Care*. 2006. Arlington, VA: National Association of Child Care Resource and Referral Agencies. 4. Clemans-Cope, Lisa; Garrett, Bowen; Hoffman, Catherine. 2006. *Changes in Employees’ Health Insurance Coverage, 2001–2005*. Washington, DC: Kaiser Commission on Medicaid and the Uninsured, Henry J. Kaiser Family Foundation. 5. Gould, Elise. 2008. *The Erosion of Employer-Sponsored Health Insurance: Declines Continue for the Seventh Year*. Washington, DC: Economic Policy Institute. 6. NCCP analysis based on the U.S. Current Population Survey, Annual Social and Economic Supplements, March 2008 representing data for calendar year 2007. 7. In reality, the child care needs of families with two working parents vary significantly based on parents’ work patterns. Basic Needs Budgets assume that in families with two employed parents, parents’ work schedules overlap. Family child care needs are estimated based on the work hours of the parent who works the fewest hours. 8. Basic Needs Budgets assume that school-aged children (ages 6 through 12) need about half the amount of care needed by preschool-aged children, while children over age 12 do not need child care. 9. Parents with younger children are likely to be younger themselves and thus earn less than parents with older children. For more on the impact of economic hardship on young children, see Knitzer, Jane. 2007. *Testimony on the Economic and Societal Costs of Poverty*. Prepared for the Committee on Ways and Means, House of Representatives. 10. Cauthen, Nancy K.; Fass, Sarah. 2008. *Ten Important Questions about Child Poverty and Family Economic Hardship*. New York, NY: National Center for Children in Poverty, Columbia University, Mailman School of Public Health. 11. NCCP’s Making Work Supports Work project seeks to promote a comprehensive national work support system that enables full-time workers to provide for their families and ensures that earning more always improves a family’s financial bottom line. For more on the Making Work Supports Work project, see www.nccp.org/projects/mwsww.html. For a discussion of a comprehensive approach to work supports, see Cauthen, Nancy K. 2007. *Improving Work Supports: Closing the Financial Gap for Low-Wage Workers and Their Families*. Washington, DC: Agenda for Shared Prosperity, Economic Policy Institute. The National Center for Children in Poverty (NCCP) is the nation’s leading public policy center dedicated to promoting the economic security, health, and well-being of America’s low-income families and children. Using research to inform policy and practice, NCCP seeks to advance family-oriented solutions and the strategic use of public resources at the state and national levels to ensure positive outcomes for the next generation. Founded in 1989 as a division of the Mailman School of Public Health at Columbia University, NCCP is a nonpartisan, public interest research organization. BUDGETING FOR BASIC NEEDS A Struggle for Working Families Kinsey Alden Dinan *Budgeting for Basic Needs* examines a series of questions about how much families need to cover the cost of basic day-to-day expenses: - How much does it take to get by? - Where does the money go? - What if one parent stays home? - How do family budgets change as children grow older? - What does this mean for America’s families? The answers provide insight into the challenges families face as parents struggle to support themselves and their children while working for low wages. **AUTHOR** Kinsey Alden Dinan, MA, is a senior policy associate at NCCP. She leads the *Making Work Supports Work* initiative, in which NCCP assesses state and federal work support policies and identifies and promotes policy reforms. **ACKNOWLEDGMENTS** This publication was made possible by the generous support of the Annie E. Casey Foundation. The author would like to thank her colleagues on the Family Economic Security team – Jodie Briggs, Michelle Chau, Sarah Fass, and Jessica Purmort – for their work in developing NCCP’s Basic Needs Budgets. She also thanks Nancy K. Cauthen for comments and suggestions on an earlier draft.
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Objective To use inductive reasoning to make conjectures Getting Ready! Fold a piece of paper in half. When you unfold it, the paper is divided into two rectangles. Refold the paper, and then fold it in half again. This time when you unfold it, there are four rectangles. How many rectangles would you get if you folded a piece of paper in half eight times? Explain. In the Solve It, you may have used inductive reasoning. **Inductive reasoning** is reasoning based on patterns you observe. **Essential Understanding** You can observe patterns in some number sequences and some sequences of geometric figures to discover relationships. **Problem 1** Finding and Using a Pattern Look for a pattern. What are the next two terms in each sequence? A. $3, 9, 27, 81, \ldots$ Each term is three times the previous term. The next two terms are $81 \times 3 = 243$ and $243 \times 3 = 729$. B. Each circle contains a polygon that has one more side than the preceding polygon. The next two circles contain a six-sided and a seven-sided polygon. Got It? 1. What are the next two terms in each sequence? a. $45, 40, 35, 30, \ldots$ b. How do you look for a pattern in a sequence? Look for a relationship between terms. Test that the relationship is consistent throughout the sequence. You may want to find the tenth or the one-hundredth term in a sequence. In this case, rather than find every previous term, you can look for a pattern and make a conjecture. A **conjecture** is a conclusion you reach using inductive reasoning. **Problem 2** Using Inductive Reasoning Look at the circles. What conjecture can you make about the number of regions 20 diameters form? 1 diameter forms 2 regions. 2 diameters form 4 regions. 3 diameters form 6 regions. Each circle has twice as many regions as diameters. Twenty diameters form $20 \cdot 2$, or 40 regions. **Got It?** 2. What conjecture can you make about the twenty-first term in R, W, B, R, W, B, . . . ? It is important to gather enough data before you make a conjecture. For example, you do not have enough information about the sequence 1, 3, . . . to make a reasonable conjecture. The next term could be $3 \cdot 3 = 9$ or $3 + 2 = 5$. **Problem 3** Collecting Information to Make a Conjecture What conjecture can you make about the sum of the first 30 even numbers? Find the first few sums and look for a pattern. | Number of Terms | Sum | |-----------------|--------------| | 1 | $2 = 2 = 1 \cdot 2$ | | 2 | $2 + 4 = 6 = 2 \cdot 3$ | | 3 | $2 + 4 + 6 = 12 = 3 \cdot 4$ | | 4 | $2 + 4 + 6 + 8 = 20 = 4 \cdot 5$ | Each sum is the product of the number of terms and the number of terms plus one. You can conclude that the sum of the first 30 even numbers is $30 \cdot 31$, or 930. **Got It?** 3. What conjecture can you make about the sum of the first 30 odd numbers? **Problem 4** Making a Prediction **Sales** Sales of backpacks at a nationwide company decreased over a period of six consecutive months. What conjecture can you make about the number of backpacks the company will sell in May? The points seem to fall on a line. The graph shows the number of sales decreasing by about 500 backpacks each month. By inductive reasoning, you can estimate that the company will sell approximately 8000 backpacks in May. **Got It?** 4. a. What conjecture can you make about backpack sales in June? b. **Reasoning** Is it reasonable to use this graph to make a conjecture about sales in August? Explain. Not all conjectures turn out to be true. You should test your conjecture multiple times. You can prove that a conjecture is false by finding one counterexample. A **counterexample** is an example that shows that a conjecture is incorrect. **Problem 5** Finding a Counterexample What is a counterexample for each conjecture? A If the name of a month starts with the letter J, it is a summer month. Counterexample: January starts with J and it is a winter month. B You can connect any three points to form a triangle. Counterexample: If the three points lie on a line, you cannot form a triangle. C When you multiply a number by 2, the product is greater than the original number. The conjecture is true for positive numbers, but it is false for negative numbers and zero. Counterexample: \(-4 \cdot 2 = -8\) and \(-8 \not> -4\). **Got It?** 5. What is a counterexample for each conjecture? a. If a flower is red, it is a rose. b. One and only one plane exists through any three points. c. When you multiply a number by 3, the product is divisible by 6. Lesson Check Do you know HOW? What are the next two terms in each sequence? 1. 7, 13, 19, 25, . . . 2. 3. What is a counterexample for the following conjecture? All four-sided figures are squares. Do you UNDERSTAND? 4. Vocabulary How does the word *counter* help you understand the term *counterexample*? 5. Compare and Contrast Clay thinks the next term in the sequence 2, 4, . . . is 6. Given the same pattern, Ott thinks the next term is 8, and Stacie thinks the next term is 7. What conjecture is each person making? Is there enough information to decide who is correct? Practice and Problem-Solving Exercises A Practice Find a pattern for each sequence. Use the pattern to show the next two terms. 6. 5, 10, 20, 40, . . . 7. 1, 4, 9, 16, 25, . . . 8. 1, −1, 2, −2, 3, . . . 9. 1, $\frac{1}{2}$, $\frac{1}{4}$, $\frac{1}{8}$, . . . 10. 1, $\frac{1}{2}$, $\frac{1}{3}$, $\frac{1}{4}$, . . . 11. 15, 12, 9, 6, . . . 12. O, T, T, F, F, S, S, E, . . . 13. J, F, M, A, M, . . . 14. 1, 2, 6, 24, 120, . . . 15. Washington, Adams, Jefferson, . . . 16. dollar coin, half dollar, quarter, . . . 17. AL, AK, AZ, AR, CA, . . . 18. Aquarius, Pisces, Aries, Taurus, . . . 19. 20. Use the sequence and inductive reasoning to make a conjecture. 21. What is the color of the fifteenth figure? 22. What is the shape of the twelfth figure? 23. What is the color of the thirtieth figure? 24. What is the shape of the fortieth figure? Make a conjecture for each scenario. Show your work. 25. the sum of the first 100 positive odd numbers 26. the sum of the first 100 positive even numbers 27. the sum of two odd numbers 28. the sum of an even and odd number 29. the product of two even numbers 30. the product of two odd numbers **Weather** Use inductive reasoning to make a prediction about the weather. 31. Lightning travels much faster than thunder, so you see lightning before you hear thunder. If you count 5 s between the lightning and thunder, how far away is the storm? ![Graph showing distance of storm (mi) vs seconds between lightning and thunder](image) 32. The speed at which a cricket chirps is affected by the temperature. If you hear 20 cricket chirps in 14 s, what is the temperature? | Number of Chirps per 14 Seconds | Temperature (°F) | |---------------------------------|------------------| | 5 | 45 | | 10 | 55 | | 15 | 65 | Find one counterexample to show that each conjecture is false. 33. \( \angle 1 \) and \( \angle 2 \) are supplementary, so one of the angles is acute. 34. \( \triangle ABC \) is a right triangle, so \( \angle A \) measures 90. 35. The sum of two numbers is greater than either number. 36. The product of two positive numbers is greater than either number. 37. The difference of two integers is less than either integer. **Apply** Find a pattern for each sequence. Use inductive reasoning to show the next two terms. 38. 1, 3, 7, 13, 21, . . . 39. 1, 2, 5, 6, 9, . . . 40. 0.1, 0.01, 0.001, . . . 41. 2, 6, 7, 21, 22, 66, 67, . . . 42. 1, 3, 7, 15, 31, . . . 43. 0, \( \frac{1}{2} \), \( \frac{3}{4} \), \( \frac{7}{8} \), \( \frac{15}{16} \), . . . Predict the next term in each sequence. Use your calculator to verify your answer. 44. \( 12345679 \times 9 = 111111111 \) \( 12345679 \times 18 = 222222222 \) \( 12345679 \times 27 = 333333333 \) \( 12345679 \times 36 = 444444444 \) \( 12345679 \times 45 = \square \) 45. \( 1 \times 1 = 1 \) \( 11 \times 11 = 121 \) \( 111 \times 111 = 12321 \) \( 1111 \times 1111 = 1234321 \) \( 11111 \times 11111 = \square \) 46. **Patterns** Draw the next figure in the sequence. Make sure you think about color and shape. Draw the next figure in each sequence. 47. 48. 49. **Reasoning** Find the perimeter when 100 triangles are put together in the pattern shown. Assume that all triangle sides are 1 cm long. 50. **Think About a Plan** Below are 15 points. Most of the points fit a pattern. Which does not? Explain. \[ A(6, -2) \quad B(6, 5) \quad C(8, 0) \quad D(8, 7) \quad E(10, 2) \quad F(10, 6) \quad G(11, 4) \quad H(12, 3) \] \[ I(4, 0) \quad J(7, 6) \quad K(5, 6) \quad L(4, 7) \quad M(2, 2) \quad N(1, 4) \quad O(2, 6) \] - How can you draw a diagram to help you find a pattern? - What pattern do the majority of the points fit? 51. **Language** Look for a pattern in the Chinese number system. a. What is the Chinese name for the numbers 43, 67, and 84? b. **Reasoning** Do you think that the Chinese number system is base 10? Explain. 52. **Open-Ended** Write two different number sequences that begin with the same two numbers. 53. **Error Analysis** For each of the past four years, Paulo has grown 2 in. every year. He is now 16 years old and is 5 ft 10 in. tall. He figures that when he is 22 years old he will be 6 ft 10 in. tall. What would you tell Paulo about his conjecture? 54. **Bird Migration** During bird migration, volunteers get up early on Bird Day to record the number of bird species they observe in their community during a 24-h period. Results are posted online to help scientists and students track the migration. a. Make a graph of the data. b. Use the graph and inductive reasoning to make a conjecture about the number of bird species the volunteers in this community will observe in 2015. 55. **Writing** Describe a real-life situation in which you recently used inductive reasoning. 56. **History** When he was in the third grade, German mathematician Karl Gauss (1777–1855) took ten seconds to sum the integers from 1 to 100. Now it’s your turn. Find a fast way to sum the integers from 1 to 100. Find a fast way to sum the integers from 1 to \( n \). (*Hint:* Use patterns.) 57. **Chess** The small squares on a chessboard can be combined to form larger squares. For example, there are sixty-four \( 1 \times 1 \) squares and one \( 8 \times 8 \) square. Use inductive reasoning to determine how many \( 2 \times 2 \) squares, \( 3 \times 3 \) squares, and so on, are on a chessboard. What is the total number of squares on a chessboard? 58. a. **Algebra** Write the first six terms of the sequence that starts with 1, and for which the difference between consecutive terms is first 2, and then 3, 4, 5, and 6. b. Evaluate \( \frac{n^2 + n}{2} \) for \( n = 1, 2, 3, 4, 5, \) and 6. Compare the sequence you get with your answer for part (a). c. Examine the diagram at the right and explain how it illustrates a value of \( \frac{n^2 + n}{2} \). d. Draw a similar diagram to represent \( \frac{n^2 + n}{2} \) for \( n = 5 \). --- **Standardized Test Prep** 59. What is the next term in the sequence 1, 1, 2, 3, 5, 8, 13, . . . ? - A. 17 - B. 20 - C. 21 - D. 24 60. A horse trainer wants to build three adjacent rectangular corrals as shown at the right. The area of each corral is 7200 ft\(^2\). If the length of each corral is 120 ft, how much fencing does the horse trainer need to buy in order to build the corrals? - F. 300 ft - G. 360 ft - H. 560 ft - I. 840 ft 61. The coordinates \( x, y, a, \) and \( b \) are all positive integers. Could the points \((x, y)\) and \((a, b)\) have a midpoint in Quadrant III? Explain. --- **Mixed Review** 62. What is the area of a circle with radius 4 in.? Leave your answer in terms of \( \pi \). See Lesson 1-8. 63. What is the perimeter of a rectangle with side lengths 3 m and 7 m? 64. Solve for \( x \) if \( B \) is the midpoint of \( \overline{AC} \). See Lesson 1-3. --- **Get Ready!** To prepare for Lesson 2-2, do Exercises 65 and 66. Tell whether each conjecture is true or false. Explain. 65. The sum of two even numbers is even. 66. The sum of three odd numbers is odd. See Lesson 2-1. Objectives To recognize conditional statements and their parts To write converses, inverses, and contrapositives of conditionals The company that prints the bumper sticker at the left below accidentally reworded the original statement and printed the sticker three different ways. Suppose the original bumper sticker is true. Are the other bumper stickers true or false? Explain. A If you are too close, THEN YOU CAN READ THIS. B If you cannot read this, then you are not too close. C If you are not too close, THEN YOU CANNOT READ THIS. The study of *if-then* statements and their truth values is a foundation of reasoning. **Essential Understanding** You can describe some mathematical relationships using a variety of *if-then* statements. **Key Concept Conditional Statements** | Definition | Symbols | Diagram | |------------|---------|---------| | A **conditional** is an *if-then* statement. | $p \rightarrow q$ | ![Diagram](image) | | The **hypothesis** is the part $p$ following *if*. | Read as “if $p$ then $q$” or “$p$ implies $q$.” | | | The **conclusion** is the part $q$ following *then*. | | The Venn diagram above illustrates how the set of things that satisfy the hypothesis lies inside the set of things that satisfy the conclusion. **Problem 1** Identifying the Hypothesis and the Conclusion What are the hypothesis and the conclusion of the conditional? If an animal is a robin, then the animal is a bird. Hypothesis \((p)\): An animal is a robin. Conclusion \((q)\): The animal is a bird. **Got It?** 1. What are the hypothesis and the conclusion of the conditional? If an angle measures 130, then the angle is obtuse. **Problem 2** Writing a Conditional How can you write the following statement as a conditional? Vertical angles share a vertex. **Step 1** Identify the **hypothesis** and the **conclusion**. Vertical angles **share a vertex**. **Step 2** Write the conditional. If two angles are vertical, then they share a vertex. **Got It?** 2. How can you write “Dolphins are mammals” as a conditional? The **truth value** of a conditional is either **true** or **false**. To show that a conditional is true, show that every time the hypothesis is true, the conclusion is also true. To show that a conditional is false, find **only one** counterexample for which the hypothesis is true and the conclusion is false. **Problem 3** Finding the Truth Value of a Conditional Is the conditional **true** or **false**? If it is false, find a counterexample. A. If a woman is Hungarian, then she is European. The conditional is true. Hungary is a European nation, so Hungarians are European. B. If a number is divisible by 3, then it is odd. The conditional is false. The number 12 is divisible by 3, but it is not odd. **Got It?** 3. Is the conditional **true** or **false**? If it is false, find a counterexample. a. If a month has 28 days, then it is February. b. If two angles form a linear pair, then they are supplementary. The **negation** of a statement $p$ is the opposite of the statement. The symbol is $\sim p$ and is read “not $p$.” The negation of the statement “The sky is blue” is “The sky is not blue.” You can use negations to write statements related to a conditional. Every conditional has three related conditional statements. | Statement | How to Write It | Example | Symbols | How to Read It | |-----------|-----------------|---------|---------|----------------| | Conditional | Use the given hypothesis and conclusion. | If $m\angle A = 15$, then $\angle A$ is acute. | $p \rightarrow q$ | If $p$, then $q$. | | Converse | Exchange the hypothesis and the conclusion. | If $\angle A$ is acute, then $m\angle A = 15$. | $q \rightarrow p$ | If $q$, then $p$. | | Inverse | Negate both the hypothesis and the conclusion of the conditional. | If $m\angle A \neq 15$, then $\angle A$ is not acute. | $\sim p \rightarrow \sim q$ | If not $p$, then not $q$. | | Contrapositive | Negate both the hypothesis and the conclusion of the converse. | If $\angle A$ is not acute, then $m\angle A \neq 15$. | $\sim q \rightarrow \sim p$ | If not $q$, then not $p$. | Below are the truth values of the related statements above. **Equivalent statements** have the same truth value. | Statement | Example | Truth Value | |-----------|---------|------------| | Conditional | If $m\angle A = 15$, then $\angle A$ is acute. | True | | Converse | If $\angle A$ is acute, then $m\angle A = 15$. | False | | Inverse | If $m\angle A \neq 15$, then $\angle A$ is not acute. | False | | Contrapositive | If $\angle A$ is not acute, then $m\angle A \neq 15$. | True | A conditional and its contrapositive are equivalent statements. They are either both true or both false. The converse and inverse of a statement are also equivalent statements. Problem 4 Writing and Finding Truth Values of Statements What are the converse, inverse, and contrapositive of the following conditional? What are the truth values of each? If a statement is false, give a counterexample. If the figure is a square, then the figure is a quadrilateral. Think Identify the hypothesis and the conclusion. To write the converse, switch the hypothesis and the conclusion. Write \( q \rightarrow p \). To write the inverse, negate both the hypothesis and the conclusion of the conditional. Write \( \sim p \rightarrow \sim q \). Write \( p \): The figure is a square. \( q \): The figure is a quadrilateral. Converse: If the figure is a quadrilateral, then the figure is a square. The converse is false. Counterexample: A rectangle that is not a square. Inverse: If the figure is not a square, then the figure is not a quadrilateral. The inverse is false. Counterexamples: Contrapositive: If the figure is not a quadrilateral, then the figure is not a square. The contrapositive is true. Got It? 4. What are the converse, inverse, and contrapositive of the conditional statement below? What are the truth values of each? If a statement is false, give a counterexample. If a vegetable is a carrot, then it contains beta carotene. Lesson Check Do you know HOW? 1. What are the hypothesis and the conclusion of the following statement? Write it as a conditional. Residents of Key West live in Florida. 2. What are the converse, inverse, and contrapositive of the statement? Which statements are true? If a figure is a rectangle with sides 2 cm and 3 cm, then it has a perimeter of 10 cm. Do you UNDERSTAND? 3. Error Analysis Your classmate rewrote the statement “You jog every Sunday” as the following conditional. What is your classmate’s error? Correct it. If you jog, then it is Sunday. 4. Reasoning Suppose a conditional statement and its converse are both true. What are the truth values of the contrapositive and inverse? How do you know? Identify the hypothesis and conclusion of each conditional. 5. If you are an American citizen, then you have the right to vote. 6. If a figure is a rectangle, then it has four sides. 7. If you want to be healthy, then you should eat vegetables. Write each sentence as a conditional. 8. Hank Aaron broke Babe Ruth’s home-run record. 9. Algebra \(3x - 7 = 14\) implies that \(3x = 21\). 10. Thanksgiving in the United States falls on the fourth Thursday of November. 11. A counterexample shows that a conjecture is false. 12. Coordinate Geometry A point in the first quadrant has two positive coordinates. Write a conditional statement that each Venn diagram illustrates. 13. 14. 15. Determine if the conditional is true or false. If it is false, find a counterexample. 16. If a polygon has eight sides, then it is an octagon. 17. If you live in a country that borders the United States, then you live in Canada. 18. If you play a sport with a ball and a bat, then you play baseball. 19. If an angle measures 80, then it is acute. If the given statement is not in if-then form, rewrite it. Write the converse, inverse, and contrapositive of the given conditional statement. Determine the truth value of all four statements. If a statement is false, give a counterexample. 20. If you are a quarterback, then you play football. 21. Pianists are musicians. 22. Algebra If \(4x + 8 = 28\), then \(x = 5\). 23. Odd natural numbers less than 8 are prime. 24. Two lines that lie in the same plane are coplanar. Write each statement as a conditional. 25. “We’re half the people; we should be half the Congress.” —Jeanette Rankin, former U.S. congresswoman, calling for more women in office 26. “Anyone who has never made a mistake has never tried anything new.” —Albert Einstein 27. **Probability** An event with probability 1 is certain to occur. 28. **Think About a Plan** Your classmate claims that the conditional and contrapositive of the following statement are both true. Is he correct? Explain. If \( x = 2 \), then \( x^2 = 4 \). - Can you find a counterexample of the conditional? - Do you need to find a counterexample of the contrapositive to know its truth value? 29. **Open-Ended** Write a true conditional that has a true converse, and write a true conditional that has a false converse. 30. **Multiple Representations** Write three separate conditional statements that the Venn diagram illustrates. 31. **Error Analysis** A given conditional is true. Natalie claims its contrapositive is also true. Sean claims its contrapositive is false. Who is correct and how do you know? Draw a Venn diagram to illustrate each statement. 32. If an angle measures 100, then it is obtuse. 33. If you are the captain of your team, then you are a junior or senior. 34. Peace Corps volunteers want to help other people. **Algebra** Write the converse of each statement. If the converse is true, write *true*. If it is not true, provide a counterexample. 35. If \( x = -6 \), then \( |x| = 6 \). 36. If \( y \) is negative, then \( -y \) is positive. 37. If \( x < 0 \), then \( x^3 < 0 \). 38. If \( x < 0 \), then \( x^2 > 0 \). 39. **Advertising** Advertisements often suggest conditional statements. What conditional does the ad at the right imply? Write each postulate as a conditional statement. 40. Two intersecting lines meet in exactly one point. 41. Two congruent figures have equal areas. 42. Through any two points there is exactly one line. Write a statement beginning with all, some, or no to match each Venn diagram. 43. Integers divisible by 2 Integers divisible by 8 44. Triangles Squares 45. Students Musicians 46. Let \(a\) represent an integer. Consider the five statements \(r\), \(s\), \(t\), \(u\), and \(v\). \(r\): \(a\) is even. \(s\): \(a\) is odd. \(t\): \(2a\) is even. \(u\): \(2a\) is odd. \(v\): \(2a + 1\) is odd. How many statements of the form \(p \rightarrow q\) can you make from these statements? Decide which are true, and provide a counterexample if they are false. Standardized Test Prep 47. Which conditional and its converse are both true? A) If \(x = 1\), then \(2x = 2\). B) If \(x = 2\), then \(x^2 = 4\). C) If \(x = 3\), then \(x^2 = 6\). D) If \(x^2 = 4\), then \(x = 2\). 48. What is the midpoint of the segment with endpoints \((-3, 7)\) and \((9, 5)\)? F) \((6, 12)\) G) \((2, 4)\) H) \((3, 6)\) I) \((6, 6)\) 49. Which is the best description of the figure at the right? A) convex pentagon B) concave octagon C) convex polygon D) concave pentagon 50. Describe how to form the Fibonacci sequence 1, 1, 2, 3, 5, 8, 13... Mixed Review Find a counterexample to show that each statement is false. 51. You can connect any four points to form a rectangle. 52. The square of a number is always greater than the number. Find the perimeter of each rectangle with the given base and height. 53. 6 in., 12 in. 54. 3.5 cm, 7 cm 55. \(1\frac{3}{4}\) yd, 18 in. 56. 11 m, 60 cm Get Ready! To prepare for Lesson 2-3, do Exercises 57 and 58. Write the converse of each statement. Then determine the truth value of the original statement and of the converse. 57. If today is September 30, then tomorrow is October 1. 58. If \(\overline{AB}\) is the perpendicular bisector of \(\overline{CD}\), then \(\overline{AB}\) and \(\overline{CD}\) are perpendicular. A compound statement combines two or more statements. ### Key Concepts Compound Statements | Compound Statement | How to Form It | Example | Symbols | |---------------------|---------------------------------|----------------------------------------------|------------------| | conjunction | Connect two or more statements with **and**. | You will eat a sandwich and you will drink juice. | $s \land j$ You say “$s$ and $j$.” | | disjunction | Connect two or more statements with **or**. | You will eat a sandwich or you will drink juice. | $s \lor j$ You say “$s$ or $j$.” | $s \land j$ A conjunction $s \land j$ is true only when both $s$ and $j$ are true. A disjunction $s \lor j$ is false only when both $s$ and $j$ are false. ### Activity 1 For Exercises 1–4, use the statements below to construct the following compound statements. $s$: We will go to the beach. $j$: We will go out to dinner. $t$: We will go to the movies. 1. $s \land j$ 2. $s \lor j$ 3. $s \lor (j \land t)$ 4. $(s \land j) \land t$ 5. Write three of your own statements and label them $s$, $j$, and $t$. Repeat Exercises 1–4 using your own statements. For Exercises 6–9, use the statements below to determine the truth value of the compound statement. $x$: Emperor penguins are black and white. $y$: Polar bears are a threatened species. $z$: Penguins wear tuxedos. 6. $x \land y$ 7. $x \lor y$ 8. $x \land z$ 9. $x \lor z$ A **truth table** lists all the possible combinations of truth values for two or more statements. | Example | \( p \) | \( q \) | \( p \rightarrow q \) | \( p \land q \) | \( p \lor q \) | |---------|--------|--------|-----------------|----------------|----------------| | \( p \): Ohio is a state. \( q \): There are 50 states. | T | T | T | T | T | | \( p \): Georgia is a state. \( q \): Miami is a state. | T | F | F | F | T | | \( p \): \( 2 + 2 = 5 \) \( q \): \( 2 \cdot 2 = 4 \) | F | T | T | F | T | | \( p \): \( 2 + 1 = 4 \) \( q \): Dolphins are big fish. | F | F | T | F | F | **Activity 2** \((s \land j) \lor \sim t\) To find the possible truth values of a complex statement such as \((s \land j) \lor \sim t\), you can make a truth table like the one below. You start with columns for the single statements and add columns to the right. Each column builds toward the final statement. The table below starts with columns for \( s, j, \) and \( t \) and builds to \((s \land j) \lor \sim t \). Copy the table and work with a partner to fill in the blanks. \[ \begin{array}{c|c|c|c|c|c|c} s & j & t & \sim t & s \land j & (s \land j) \lor \sim t \\ \hline T & T & T & F & T & 20. ? \\ T & T & F & 13. ? & T & T \\ T & F & T & F & F & 21. ? \\ T & F & F & T & 17. ? & T \\ F & T & T & 14. ? & F & 22. ? \\ F & T & F & 15. ? & F & 23. ? \\ F & F & T & F & 18. ? & F \\ 10. ? & 11. ? & 12. ? & 16. ? & 19. ? & 24. ? \end{array} \] 25. Make a truth table for the statement \((\sim p \lor q) \land \sim r\). 26. a. Make a truth table for \(\sim(p \land q)\). Make another truth table for \(\sim p \lor \sim q\). b. Make a truth table for \(\sim(p \lor q)\). Make another for \(\sim p \land \sim q\). c. DeMorgan’s Law states that \(\sim(p \land q) = \sim p \lor \sim q\) and that \(\sim(p \lor q) = \sim p \land \sim q\). How do the truth tables you made in parts (a) and (b) show that DeMorgan’s Law is true? Objective To write biconditionals and recognize good definitions In the Solve It, you used conditional statements. A **biconditional** is a single true statement that combines a true conditional and its true converse. You can write a biconditional by joining the two parts of each conditional with the phrase *if and only if*. **Essential Understanding** A definition is good if it can be written as a biconditional. **Problem 1** Writing a Biconditional What is the converse of the following true conditional? If the converse is also true, rewrite the statements as a biconditional. If the sum of the measures of two angles is 180, then the two angles are supplementary. **Converse:** If two angles are supplementary, then the sum of the measures of the two angles is 180. The converse is true. You can form a true biconditional by joining the true conditional and the true converse with the phrase *if and only if*. **Biconditional:** Two angles are supplementary if and only if the sum of the measures of the two angles is 180. **Got It?** 1. What is the converse of the following true conditional? If the converse is also true, rewrite the statements as a biconditional. If two angles have equal measure, then the angles are congruent. A biconditional combines $p \rightarrow q$ and $q \rightarrow p$ as $p \leftrightarrow q$. **Example** A point is a midpoint if and only if it divides a segment into two congruent segments. | Symbols | How to Read It | |---------|----------------| | $p \leftrightarrow q$ | “$p$ if and only if $q$” | You can write a biconditional as two conditionals that are converses. **Problem 2** Identifying the Conditionals in a Biconditional What are the two conditional statements that form this biconditional? A ray is an angle bisector if and only if it divides an angle into two congruent angles. Let $p$ and $q$ represent the following: $p$: A ray is an angle bisector. $q$: A ray divides an angle into two congruent angles. $p \rightarrow q$: If a ray is an angle bisector, then it divides an angle into two congruent angles. $q \rightarrow p$: If a ray divides an angle into two congruent angles, then it is an angle bisector. **Got It?** 2. What are the two conditionals that form this biconditional? Two numbers are reciprocals if and only if their product is 1. As you learned in Lesson 1-2, undefined terms such as *point*, *line*, and *plane* are the building blocks of geometry. You understand the meanings of these terms intuitively. Then you use them to define other terms such as *segment*. A good definition is a statement that can help you identify or classify an object. A good definition has several important components. - A good definition uses clearly understood terms. These terms should be commonly understood or already defined. - A good definition is precise. Good definitions avoid words such as *large*, *sort of*, and *almost*. - A good definition is reversible. That means you can write a good definition as a true biconditional. Problem 3 Writing a Definition as a Biconditional Is this definition of quadrilateral reversible? If yes, write it as a true biconditional. Definition: A quadrilateral is a polygon with four sides. Think Write a conditional. Write the converse. The conditional and its converse are both true. The definition is reversible. Write the conditional and its converse as a true biconditional. Write Conditional: If a figure is a quadrilateral, then it is a polygon with four sides. Converse: If a figure is a polygon with four sides, then it is a quadrilateral. Biconditional: A figure is a quadrilateral if and only if it is a polygon with four sides. Got It? 3. Is this definition of straight angle reversible? If yes, write it as a true biconditional. A straight angle is an angle that measures 180. One way to show that a statement is not a good definition is to find a counterexample. Problem 4 Identifying Good Definitions Multiple Choice Which of the following is a good definition? A) A fish is an animal that swims. B) Rectangles have four corners. C) Giraffes are animals with very long necks. D) A penny is a coin worth one cent. Choice A is not reversible. A whale is a counterexample. A whale is an animal that swims, but it is a mammal, not a fish. In Choice B, corners is not clearly defined. All quadrilaterals have four corners. In Choice C, very long is not precise. Also, Choice C is not reversible because ostriches also have long necks. Choice D is a good definition. It is reversible, and all of the terms in the definition are clearly defined and precise. The answer is D. Got It? 4. a. Is the following statement a good definition? Explain. A square is a figure with four right angles. b. Reasoning How can you rewrite the statement “Obtuse angles have greater measures than acute angles” so that it is a good definition? Lesson Check Do you know HOW? 1. How can you write the following statement as two true conditionals? Collinear points are points that lie on the same line. 2. How can you combine the following statements as a biconditional? If this month is June, then next month is July. If next month is July, then this month is June. 3. Write the following definition as a biconditional. Vertical angles are two angles whose sides are opposite rays. Do you UNDERSTAND? 4. Vocabulary Explain how the term *biconditional* is fitting for a statement composed of *two* conditionals. 5. Error Analysis Why is the following statement a poor definition? Elephants are gigantic animals. 6. Compare and Contrast Which of the following statements is a better definition of a linear pair? Explain. A linear pair is a pair of supplementary angles. A linear pair is a pair of adjacent angles with noncommon sides that are opposite rays. Practice and Problem-Solving Exercises A Practice Each conditional statement below is true. Write its converse. If the converse is also true, combine the statements as a biconditional. 7. If two segments have the same length, then they are congruent. 8. Algebra If \( x = 12 \), then \( 2x - 5 = 19 \). 9. If a number is divisible by 20, then it is even. 10. Algebra If \( x = 3 \), then \( |x| = 3 \). 11. In the United States, if it is July 4, then it is Independence Day. 12. If \( p \rightarrow q \) is true, then \( \sim q \rightarrow \sim p \) is true. Write the two statements that form each biconditional. 13. A line bisects a segment if and only if the line intersects the segment only at its midpoint. 14. An integer is divisible by 100 if and only if its last two digits are zeros. 15. You live in Washington, D.C., if and only if you live in the capital of the United States. 16. A polygon is a triangle if and only if it has exactly three sides. 17. An angle is a right angle if and only if it measures 90. 18. Algebra \( x^2 = 144 \) if and only if \( x = 12 \) or \( x = -12 \). Test each statement below to see if it is reversible. If so, write it as a true biconditional. If not, write \textit{not reversible}. 19. A perpendicular bisector of a segment is a line, segment, or ray that is perpendicular to a segment at its midpoint. 20. Complementary angles are two angles with measures that have a sum of 90. 21. A Tarheel is a person who was born in North Carolina. 22. A rectangle is a four-sided figure with at least one right angle. 23. Two angles that form a linear pair are adjacent. Is each statement below a good definition? If not, explain. 24. A cat is an animal with whiskers. 25. The red wolf is an endangered animal. 26. A segment is part of a line. 27. A compass is a geometric tool. 28. Opposite rays are two rays that share the same endpoint. 29. Perpendicular lines are two lines that intersect to form right angles. 30. \textbf{Think About a Plan} Is the following a good definition? Explain. A ligament is a band of tough tissue connecting bones or holding organs in place. - Can you write the statement as two true conditionals? - Are the two true conditionals converses of each other? 31. \textbf{Reasoning} Is the following a good definition? Explain. An obtuse angle is an angle with measure greater than 90. 32. \textbf{Open-Ended} Choose a definition from a dictionary or from a glossary. Explain what makes the statement a good definition. 33. \textbf{Error Analysis} Your friend defines a right angle as an angle that is greater than an acute angle. Use a biconditional to show that this is not a good definition. 34. Which conditional and its converse form a true biconditional? \begin{itemize} \item[(A)] If $x > 0$, then $|x| > 0$. \item[(B)] If $x = 3$, then $x^2 = 9$. \item[(C)] If $x^3 = 5$, then $x = 125$. \item[(D)] If $x = 19$, then $2x - 3 = 35$. \end{itemize} Write each statement as a biconditional. 35. Points in Quadrant III have two negative coordinates. 36. When the sum of the digits of an integer is divisible by 9, the integer is divisible by 9 and vice versa. 37. The whole numbers are the nonnegative integers. 38. A hexagon is a six-sided polygon. Language For Exercises 39–42, use the chart below. Decide whether the description of each letter is a good definition. If not, provide a counterexample by giving another letter that could fit the definition. 39. The letter $D$ is formed by pointing straight up with the finger beside the thumb and folding the other fingers and the thumb so that they all touch. 40. The letter $K$ is formed by making a $V$ with the two fingers beside the thumb. 41. You have formed the letter $I$ if and only if the smallest finger is sticking up and the other fingers are folded into the palm of your hand with your thumb folded over them and your hand is held still. 42. You form the letter $B$ by holding all four fingers tightly together and pointing them straight up while your thumb is folded into the palm of your hand. Reading Math Let statements $p$, $q$, $r$, and $s$ be as follows: $p$: $\angle A$ and $\angle B$ are a linear pair. $q$: $\angle A$ and $\angle B$ are supplementary angles. $r$: $\angle A$ and $\angle B$ are adjacent angles. $s$: $\angle A$ and $\angle B$ are adjacent and supplementary angles. Substitute for $p$, $q$, $r$, and $s$, and write each statement the way you would read it. 43. $p \rightarrow q$ 44. $p \rightarrow r$ 45. $p \rightarrow s$ 46. $p \leftrightarrow s$ Challenge 47. Writing Use the figures to write a good definition of a line in spherical geometry. 48. **Multiple Representations** You have illustrated true conditional statements with Venn diagrams. You can do the same thing with true biconditionals. Consider the following statement. An integer is divisible by 10 if and only if its last digit is 0. a. Write the two conditional statements that make up this biconditional. b. Illustrate the first conditional from part (a) with a Venn diagram. c. Illustrate the second conditional from part (a) with a Venn diagram. d. Combine your two Venn diagrams from parts (b) and (c) to form a Venn diagram representing the biconditional statement. e. What must be true of the Venn diagram for any true biconditional statement? f. **Reasoning** How does your conclusion in part (e) help to explain why you can write a good definition as a biconditional? --- **Standardized Test Prep** 49. Which statement is a good definition? A. Rectangles are usually longer than they are wide. B. Squares are convex. C. Circles have no corners. D. Triangles are three-sided polygons. 50. What is the exact area of a circle with a diameter of 6 cm? F. $28.27 \text{ cm}^2$ G. $9\pi \text{ m}^2$ H. $36\pi \text{ cm}^2$ I. $9\pi \text{ cm}^2$ 51. Consider this true conditional statement. If you want to buy milk, then you go to the store. a. Write the converse and determine whether it is *true or false*. b. If the converse is false, give a counterexample to show that it is false. If the converse is true, combine the original statement and its converse as a biconditional. --- **Mixed Review** Write the converse of each statement. See Lesson 2-2. 52. If you do not sleep enough, then your grades suffer. 53. If you are in the school chorus, then you have a good voice. 54. **Reasoning** What is the truth value of the contrapositive of a true conditional? **Get Ready!** To prepare for Lesson 2-4, do Exercises 55–57. What are the next two terms in each sequence? See Lesson 2-1. 55. $100, 90, 80, 70, \ldots$ 56. $2500, 500, 100, 20, \ldots$ 57. $1, 2, 0, 3, -1, \ldots$ Do you know HOW? Use inductive reasoning to describe the pattern of each sequence. Then find the next two terms. 1. 1, 12, 123, 1234, . . . 2. 3, 4.5, 6.75, 10.125, . . . 3. 2, 3, 5, 7, 11, 13, . . . Draw the next figure in each sequence. 4. 5. Find a counterexample for the conjecture. 6. Three coplanar lines always make a triangle. 7. All balls are spheres. 8. When it rains, it pours. Identify the hypothesis and the conclusion of the conditional statements. 9. If the traffic light is red, then you must stop. 10. If $x > 5$, then $x^2 > 25$. 11. If you leave your house, then you must lock the door. Rewrite the statements as conditional statements. 12. Roses are beautiful flowers. 13. Apples grow on trees. 14. Quadrilaterals have four sides. 15. The world’s largest trees are giant sequoias. For Exercises 16–19, write the converse, inverse, and contrapositive of each conditional statement. Determine the truth value of each statement. If it is false, provide a counterexample. 16. If a figure is a circle with radius $r$, then its circumference is $2\pi r$. 17. If an integer ends with 0, then it is divisible by 2. 18. If you win the league championship game, then you win the league trophy. 19. If a triangle has one right angle, then the other two angles are complementary. 20. Write the two conditionals that make up this biconditional: An angle is an acute angle if and only if its measure is between 0 and 90. For Exercises 21–23, rewrite the definition as a biconditional. 21. Points that lie on the same line are collinear. 22. Figures with three sides are triangles. 23. The moon is the largest satellite of Earth. 24. Which of the following is a good definition? - A. Grass is green. - B. Dinosaurs are extinct. - C. A pound weighs less than a kilogram. - D. A yard is a unit of measure exactly 3 ft long. Do you UNDERSTAND? 25. Open-Ended Describe a situation where you used a pattern to reach a conjecture. 26. How does the word *induce* relate to the term *inductive reasoning*? 27. Error Analysis Why is the following not a good definition? How could you improve it? Rain is water. Objective To use the Law of Detachment and the Law of Syllogism Getting Ready! You want to use the coupon to buy three different pairs of jeans. You have narrowed your choices to four pairs. The costs of the different pairs are $24.99, $39.99, $40.99, and $50.00. If you spend as little as possible, what is the average amount per pair of jeans that you will pay? Explain. BUY TWO PAIRS OF JEANS Get a THIRD Free* *Free jeans must be of equal or lesser value.* In the Solve It, you drew a conclusion based on several facts. You used deductive reasoning. **Deductive reasoning** (sometimes called logical reasoning) is the process of reasoning logically from given statements or facts to a conclusion. **Essential Understanding** Given true statements, you can use deductive reasoning to make a valid or true conclusion. **Property Law of Detachment** | Law | Symbols | |-----|---------| | If the hypothesis of a true conditional is true, then the conclusion is true. | If \( p \rightarrow q \) is true and \( p \) is true, then \( q \) is true. | To use the Law of Detachment, identify the hypothesis of the given true conditional. If the second given statement matches the hypothesis of the conditional, then you can make a valid conclusion. Problem 1 Using the Law of Detachment What can you conclude from the given true statements? A Given: If a student gets an A on a final exam, then the student will pass the course. Felicia got an A on her history final exam. If a student gets an A on a final exam, then the student will pass the course. Felicia got an A on her history final exam. The second statement matches the hypothesis of the given conditional. By the Law of Detachment, you can make a conclusion. You conclude: Felicia will pass her history course. B Given: If a ray divides an angle into two congruent angles, then the ray is an angle bisector. $\overrightarrow{RS}$ divides $\angle ARB$ so that $\angle ARS \cong \angle SRB$. If a ray divides an angle into two congruent angles, then the ray is an angle bisector. $\overrightarrow{RS}$ divides $\angle ARB$ so that $\angle ARS \cong \angle SRB$. The second statement matches the hypothesis of the given conditional. By the Law of Detachment, you can make a conclusion. You conclude: $\overrightarrow{RS}$ is an angle bisector. C Given: If two angles are adjacent, then they share a common vertex. $\angle 1$ and $\angle 2$ share a common vertex. If two angles are adjacent, then they share a common vertex. $\angle 1$ and $\angle 2$ share a common vertex. The information in the second statement about $\angle 1$ and $\angle 2$ does not tell you if the angles are adjacent. The second statement does not match the hypothesis of the given conditional, so you cannot use the Law of Detachment. $\angle 1$ and $\angle 2$ could be vertical angles, since vertical angles also share a common vertex. You cannot make a conclusion. Got It? 1. What can you conclude from the given information? a. If there is lightning, then it is not safe to be out in the open. Marla sees lightning from the soccer field. b. If a figure is a square, then its sides have equal length. Figure $ABCD$ has sides of equal length. Another law of deductive reasoning is the Law of Syllogism. The **Law of Syllogism** allows you to state a conclusion from two true conditional statements when the conclusion of one statement is the hypothesis of the other statement. ### Property Law of Syllogism | Symbols | Example | |---------|---------| | If \( p \rightarrow q \) is true, and \( q \rightarrow r \) is true, then \( p \rightarrow r \) is true. | If it is July, then you are on summer vacation. If you are on summer vacation, then you work at a smoothie shop. You conclude: If it is July, then you work at a smoothie shop. | ### Problem 2 Using the Law of Syllogism What can you conclude from the given information? **A Given:** If a figure is a square, then the figure is a rectangle. If a figure is a rectangle, then the figure has four sides. If a figure is a square, then the figure is a rectangle. If a figure is a rectangle, then the figure has four sides. The conclusion of the first statement is the hypothesis of the second statement, so you can use the Law of Syllogism to make a conclusion. **You conclude:** If a figure is a square, then the figure has four sides. **B Given:** If you do gymnastics, then you are flexible. If you do ballet, then you are flexible. If you do gymnastics, then you are flexible. If you do ballet, then you are flexible. The statements have the same conclusion. Neither conclusion is the hypothesis of the other statement, so you cannot use the Law of Syllogism. You cannot make a conclusion. **Got It?** 2. What can you conclude from the given information? What is your reasoning? a. If a whole number ends in 0, then it is divisible by 10. If a whole number is divisible by 10, then it is divisible by 5. b. If \( \overrightarrow{AB} \) and \( \overrightarrow{AD} \) are opposite rays, then the two rays form a straight angle. If two rays are opposite rays, then the two rays form a straight angle. You can use the Law of Syllogism and the Law of Detachment together to make conclusions. **Problem 3** Using the Laws of Syllogism and Detachment What can you conclude from the given information? **Given:** If you live in Accra, then you live in Ghana. If you live in Ghana, then you live in Africa. Aissa lives in Accra. If **you live in Accra**, then **you live in Ghana**. If **you live in Ghana**, then **you live in Africa**. Aissa lives in Accra. You can use the first two statements and the Law of Syllogism to conclude: If **you live in Accra**, then **you live in Africa**. You can use this new conditional statement, the fact that **Aissa lives in Accra**, and the Law of Detachment to make a conclusion. **You conclude:** Aissa lives in Africa. **Got It?** 3. a. What can you conclude from the given information? What is your reasoning? If a river is more than 4000 mi long, then it is longer than the Amazon. If a river is longer than the Amazon, then it is the longest river in the world. The Nile is 4132 mi long. b. **Reasoning** In Problem 3, does it matter whether you use the Law of Syllogism or the Law of Detachment first? Explain. **Lesson Check** **Do You Know HOW?** If possible, make a conclusion from the given true statements. What reasoning did you use? 1. If it is Tuesday, then you will go bowling. You go bowling. 2. If a figure is a three-sided polygon, then it is a triangle. Figure $ABC$ is a three-sided polygon. 3. If it is Saturday, then you walk to work. If you walk to work, then you wear sneakers. **Do You UNDERSTAND?** 4. **Error Analysis** What is the error in the reasoning below? Birds that weigh more than 50 pounds cannot fly. A kiwi cannot fly. So, a kiwi weighs more than 50 pounds. 5. **Compare and Contrast** How is deductive reasoning different from inductive reasoning? If possible, use the Law of Detachment to make a conclusion. If it is not possible to make a conclusion, tell why. 6. If a doctor suspects her patient has a broken bone, then she should take an X-ray. Dr. Ngemba suspects Lilly has a broken arm. 7. If a rectangle has side lengths 3 cm and 4 cm, then it has area 12 cm$^2$. Rectangle $ABCD$ has area 12 cm$^2$. 8. If three points are on the same line, then they are collinear. Points $X$, $Y$, and $Z$ are on line $m$. 9. If an angle is obtuse, then it is not acute. $\angle XYZ$ is not obtuse. 10. If a student wants to go to college, then the student must study hard. Rashid wants to go to Pennsylvania State University. If possible, use the Law of Syllogism to make a conclusion. If it is not possible to make a conclusion, tell why. 11. **Ecology** If an animal is a Florida panther, then its scientific name is *Puma concolor coryi*. If an animal is a *Puma concolor coryi*, then it is endangered. 12. If a whole number ends in 6, then it is divisible by 2. If a whole number ends in 4, then it is divisible by 2. 13. If a line intersects a segment at its midpoint, then the line bisects the segment. If a line bisects a segment, then it divides the segment into two congruent segments. 14. If you improve your vocabulary, then you will improve your score on a standardized test. If you read often, then you will improve your vocabulary. Use the Law of Detachment and the Law of Syllogism to make conclusions from the following statements. If it is not possible to make a conclusion, tell why. 15. If a mountain is the highest in Alaska, then it is the highest in the United States. If an Alaskan mountain is more than 20,300 ft high, then it is the highest in Alaska. Alaska's Mount McKinley is 20,320 ft high. 16. If you live in the Bronx, then you live in New York. Tracy lives in the Bronx. If you live in New York, then you live in the eleventh state to enter the Union. 17. If you are studying botany, then you are studying biology. If you are studying biology, then you are studying a science. Shanti is taking science this year. 18. **Think About a Plan** If it is the night of your weekly basketball game, your family eats at your favorite restaurant. When your family eats at your favorite restaurant, you always get chicken fingers. If it is Tuesday, then it is the night of your weekly basketball game. How much do you pay for chicken fingers after your game? Use the specials board at the right to decide. Explain your reasoning. - How can you reorder and rewrite the sentences to help you? - How can you use the Law of Syllogism to answer the question? **Beverages** For Exercises 19–24, assume that the following statements are true. A. If Maria is drinking juice, then it is breakfast time. B. If it is lunchtime, then Kira is drinking milk and nothing else. C. If it is mealtime, then Curtis is drinking water and nothing else. D. If it is breakfast time, then Julio is drinking juice and nothing else. E. Maria is drinking juice. Use only the information given above. For each statement, write *must be true*, *may be true*, or *is not true*. Explain your reasoning. 19. Julio is drinking juice. 20. Curtis is drinking water. 21. Kira is drinking milk. 22. Curtis is drinking juice. 23. Maria is drinking water. 24. Julio is drinking milk. 25. **Physics** Quarks are subatomic particles identified by electric charge and rest energy. The table shows how to categorize quarks by their flavors. Show how the Law of Detachment and the table are used to identify the flavor of a quark with a charge of $-\frac{1}{3}e$ and rest energy $540\text{ MeV}$. | Rest Energy (MeV) | 360 | 360 | 1500 | 540 | 173,000 | 5000 | |-------------------|-----|-----|------|-----|---------|------| | Electric Charge (e) | $+\frac{2}{3}$ | $-\frac{1}{3}$ | $+\frac{2}{3}$ | $-\frac{1}{3}$ | $+\frac{2}{3}$ | $-\frac{1}{3}$ | | Flavor | Up | Down | Charmed | Strange | Top | Bottom | Write the first statement as a conditional. If possible, use the Law of Detachment to make a conclusion. If it is not possible to make a conclusion, tell why. 26. All national parks are interesting. Mammoth Cave is a national park. 27. All squares are rectangles. $ABCD$ is a square. 28. The temperature is always above $32^\circ F$ in Key West, Florida. The temperature is $62^\circ F$. 29. Every high school student likes art. Ling likes art. 30. **Writing** Give an example of a rule used in your school that could be written as a conditional. Explain how the Law of Detachment is used in applying that rule. 31. **Biology** Consider the following given statements and conclusion. **Given:** If an animal is a fish, then it has gills. A turtle does not have gills. **You conclude:** A turtle is not a fish. a. Make a Venn diagram to illustrate the given information. b. Use the Venn diagram to help explain why the argument uses good reasoning. 32. **Reasoning** Use the following algorithm: Choose an integer. Multiply the integer by 3. Add 6 to the product. Divide the sum by 3. a. Complete the algorithm for four different integers. Look for a pattern in the chosen integers and in the corresponding answers. Make a conjecture that relates the chosen integers to the answers. b. Let the variable $x$ represent the chosen integer. Apply the algorithm to $x$. Simplify the resulting expression. c. How does your answer to part (b) confirm your conjecture in part (a)? Describe how inductive and deductive reasoning are exhibited in parts (a) and (b). --- **Standardized Test Prep** 33. What can you conclude from the given true statements? If you wake up late, then you miss the bus. If you miss the bus, then you are late for school. a. If you are late for school, then you missed the bus. b. If you wake up late, then you are late for school. c. If you miss the bus, then you woke up late. d. If you are late for school, then you woke up late. 34. Claire reads anything Andrea reads. Ben reads what Claire reads, and Claire reads what Ben reads. Andrea reads whatever Dion reads. a. Claire is reading *Hamlet*. Who else, if anyone, must also be reading *Hamlet*? b. Exactly three people are reading *King Lear*. Who are they? Explain. --- **Mixed Review** 35. Write the following definition as a biconditional. Inductive reasoning is reasoning based on patterns you observe. See Lesson 2-3. **Get Ready!** To Prepare for Lesson 2-5, do Exercises 36–39. Use the figure at the right. 36. Name $\angle 1$ in two other ways. 37. Name $\angle 2$ in two other ways. 38. If $\angle 1 \cong \angle 2$, name the bisector of $\angle AOC$. 39. Classify $\angle AOC$. See Lessons 1-4 and 1-5. Objective To connect reasoning in algebra and geometry In the Solve It, you logically examined a series of steps. In this lesson, you will apply logical reasoning to algebraic and geometric situations. Essential Understanding Algebraic properties of equality are used in geometry. They will help you solve problems and justify each step you take. In geometry you accept postulates and properties as true. Some of the properties that you accept as true are the properties of equality from algebra. Key Concept Properties of Equality Let $a$, $b$, and $c$ be any real numbers. Addition Property If $a = b$, then $a + c = b + c$. Subtraction Property If $a = b$, then $a - c = b - c$. Multiplication Property If $a = b$, then $a \cdot c = b \cdot c$. Division Property If $a = b$ and $c \neq 0$, then $\frac{a}{c} = \frac{b}{c}$. Reflexive Property $a = a$ Symmetric Property If $a = b$, then $b = a$. Transitive Property If $a = b$ and $b = c$, then $a = c$. Substitution Property If $a = b$, then $b$ can replace $a$ in any expression. Use multiplication to distribute $a$ to each term of the sum or difference within the parentheses. Sum: \[ a(b + c) = a\overbrace{(b + c)} = ab + ac \] Difference: \[ a(b - c) = a\overbrace{(b - c)} = ab - ac \] You use deductive reasoning when you solve an equation. You can justify each step with a postulate, a property, or a definition. For example, you can use the Distributive Property to justify combining like terms. If you think of the Distributive Property as $ab + ac = a(b + c)$ or $ab + ac = (b + c)a$, then $2x + x = (2 + 1)x = 3x$. **Problem 1 Justifying Steps When Solving an Equation** **Algebra** What is the value of $x$? Justify each step. $\angle AOM$ and $\angle MOC$ are supplementary. $\triangle$ that form a linear pair are supplementary. $m\angle AOM + m\angle MOC = 180$ $(2x + 30) + x = 180$ $3x + 30 = 180$ $3x = 150$ $x = 50$ Definition of supplementary $\triangle$ Substitution Property Distributive Property Subtraction Property of Equality Division Property of Equality **Got It?** 1. What is the value of $x$? Justify each step. *Given:* $\overline{AB}$ bisects $\angle RAN$. Some properties of equality have corresponding properties of congruence. **Key Concept Properties of Congruence** **Reflexive Property** $\overline{AB} \cong \overline{AB}$ $\angle A \cong \angle A$ **Symmetric Property** If $\overline{AB} \cong \overline{CD}$, then $\overline{CD} \cong \overline{AB}$. If $\angle A \cong \angle B$, then $\angle B \cong \angle A$. **Transitive Property** If $\overline{AB} \cong \overline{CD}$ and $\overline{CD} \cong \overline{EF}$, then $\overline{AB} \cong \overline{EF}$. If $\angle A \cong \angle B$ and $\angle B \cong \angle C$, then $\angle A \cong \angle C$. If $\angle B \cong \angle A$ and $\angle B \cong \angle C$, then $\angle A \cong \angle C$. Problem 3 Writing a Two-Column Proof Write a two-column proof. **Given:** \( m\angle 1 = m\angle 3 \) **Prove:** \( m\angle AEC = m\angle DEB \) **Know** \( m\angle 1 = m\angle 3 \) **Need** To prove that \( m\angle AEC = m\angle DEB \) **Plan** Add \( m\angle 2 \) to both \( m\angle 1 \) and \( m\angle 3 \). The resulting angles will have equal measure. | Statements | Reasons | |------------|---------| | 1) \( m\angle 1 = m\angle 3 \) | 1) Given | | 2) \( m\angle 2 = m\angle 2 \) | 2) Reflexive Property of Equality | | 3) \( m\angle 1 + m\angle 2 = m\angle 3 + m\angle 2 \) | 3) Addition Property of Equality | | 4) \( m\angle 1 + m\angle 2 = m\angle AEC \) \( m\angle 3 + m\angle 2 = m\angle DEB \) | 4) Angle Addition Postulate | | 5) \( m\angle AEC = m\angle DEB \) | 5) Substitution Property | Got It? 3. a. Write a two-column proof. **Given:** \( \overline{AB} \cong \overline{CD} \) **Prove:** \( \overline{AC} \cong \overline{BD} \) b. **Reasoning** In Problem 3, why is Statement 2 necessary in the proof? Lesson Check Do you know HOW? Name the property of equality or congruence that justifies going from the first statement to the second statement. 1. \( m\angle A = m\angle S \) and \( m\angle S = m\angle K \) \( m\angle A = m\angle K \) 2. \( 3x + x + 7 = 23 \) \( 4x + 7 = 23 \) 3. \( 4x + 5 = 17 \) \( 4x = 12 \) Do you UNDERSTAND? 4. **Developing Proof** Fill in the reasons for this algebraic proof. **Given:** \( 5x + 1 = 21 \) **Prove:** \( x = 4 \) | Statements | Reasons | |------------|---------| | 1) \( 5x + 1 = 21 \) | 1) a. ? | | 2) \( 5x = 20 \) | 2) b. ? | | 3) \( x = 4 \) | 3) c. ? | Algebra Fill in the reason that justifies each step. 5. \[ \frac{1}{2}x - 5 = 10 \quad \text{Given} \] \[ 2\left(\frac{1}{2}x - 5\right) = 20 \quad \text{a. } ? \] \[ x - 10 = 20 \quad \text{b. } ? \] \[ x = 30 \quad \text{c. } ? \] 6. \[ 5(x + 3) = -4 \quad \text{Given} \] \[ 5x + 15 = -4 \quad \text{a. } ? \] \[ 5x = -19 \quad \text{b. } ? \] \[ x = -\frac{19}{5} \quad \text{c. } ? \] 7. \( \angle CDE \) and \( \angle EDF \) are supplementary. \[ m\angle CDE + m\angle EDF = 180 \] \[ x + (3x + 20) = 180 \] \[ 4x + 20 = 180 \] \[ 4x = 160 \] \[ x = 40 \] \( \triangle \) that form a linear pair are supplementary a. \( ? \) b. \( ? \) c. \( ? \) d. \( ? \) e. \( ? \) 8. \[ XY = 42 \quad \text{Given} \] \[ XZ + ZY = XY \] \[ 3(n + 4) + 3n = 42 \] \[ 3n + 12 + 3n = 42 \] \[ 6n + 12 = 42 \] \[ 6n = 30 \] \[ n = 5 \] a. \( ? \) b. \( ? \) c. \( ? \) d. \( ? \) e. \( ? \) f. \( ? \) Name the property of equality or congruence that justifies going from the first statement to the second statement. 9. \[ 2x + 1 = 7 \] \[ 2x = 6 \] 10. \[ 5x = 20 \] \[ x = 4 \] 11. \[ \overline{ST} \cong \overline{QR} \] \[ \overline{QR} \cong \overline{ST} \] 12. \[ AB - BC = 12 \] \[ AB = 12 + BC \] 13. Developing Proof Fill in the missing statements or reasons for the following two-column proof. Given: \( C \) is the midpoint of \( \overline{AD} \). Prove: \( x = 6 \) \[ \overline{AC} \cong \overline{CD} \] \[ AC = CD \] \[ 4x = 2x + 12 \] \[ d. \quad ? \] \[ x = 6 \] Statements | 1) \( C \) is the midpoint of \( \overline{AD} \). | | 2) \( \overline{AC} \cong \overline{CD} \) | | 3) \( AC = CD \) | | 4) \( 4x = 2x + 12 \) | | 5) \( d. \quad ? \) | | 6) \( x = 6 \) | Reasons | 1) a. \( ? \) | | 2) b. \( ? \) | | 3) \( \cong \) segments have equal length. | | 4) c. \( ? \) | | 5) Subtraction Property of Equality | | 6) e. \( ? \) | Use the given property to complete each statement. 14. Symmetric Property of Equality If \( AB = YU \), then \_\_. 15. Symmetric Property of Congruence If \( \angle H \cong \angle K \), then \_\_ \cong \angle H \). 16. Reflexive Property of Congruence \( \angle POR \cong \_\_ \) 17. Distributive Property \( 3(x - 1) = 3x - \_\_ \) 18. Substitution Property If \( LM = 7 \) and \( EF + LM = NP \), then \_\_ = \( NP \). 19. Transitive Property of Congruence If \( \angle XYZ \cong \angle AOB \) and \( \angle AOB \cong \angle WYT \), then \_\_. 20. Think About a Plan A very important part in writing proofs is analyzing the diagram for key information. What true statements can you make based on the diagram at the right? - What theorems or definitions relate to the geometric figures in the diagram? - What types of markings show relationships between parts of geometric figures? 21. Writing Explain why the statements \( \overline{LR} \cong \overline{RL} \) and \( \angle CBA \cong \angle ABC \) are both true by the Reflexive Property of Congruence. 22. Reasoning Complete the following statement. Describe the reasoning that supports your answer. The Transitive Property of Falling Dominoes: If Domino A causes Domino B to fall, and Domino B causes Domino C to fall, then Domino A causes Domino \_\_ to fall. Write a two-column proof. 23. Given: \( KM = 35 \) Prove: \( KL = 15 \) 24. Given: \( m\angle GFI = 128 \) Prove: \( m\angle EFI = 40 \) 25. Error Analysis The steps below “show” that \( 1 = 2 \). Describe the error. \[ \begin{align*} a &= b & \text{Given} \\ ab &= b^2 & \text{Multiplication Property of Equality} \\ ab - a^2 &= b^2 - a^2 & \text{Subtraction Property of Equality} \\ a(b - a) &= (b + a)(b - a) & \text{Distributive Property} \\ a &= b + a & \text{Division Property of Equality} \\ a &= a + a & \text{Substitution Property} \\ a &= 2a & \text{Simplify.} \\ 1 &= 2 & \text{Division Property of Equality} \end{align*} \] **Relationships** Consider the following relationships among people. Tell whether each relationship is **reflexive**, **symmetric**, **transitive**, or **none of these**. Explain. **Sample:** The relationship “is younger than” is not reflexive because Sue is not younger than herself. It is not symmetric because if Sue is younger than Fred, then Fred is not younger than Sue. It is transitive because if Sue is younger than Fred and Fred is younger than Alana, then Sue is younger than Alana. 26. has the same birthday as 27. is taller than 28. lives in a different state than --- **Standardized Test Prep** 29. You are typing a one-page essay for your English class. You set 1-in. margins on all sides of the page as shown in the figure at the right. How many square inches of the page will contain your essay? 30. Given $2(m\angle A) + 17 = 45$ and $m\angle B = 2(m\angle A)$, what is $m\angle B$? 31. A circular flowerbed has circumference $14\pi$ m. What is its area in square meters? Use 3.14 for $\pi$. 32. The measure of the supplement of $\angle 1$ is 98. What is $m\angle 1$? 33. What is the next term in the sequence 2, 4, 8, 14, 22, 32, 44, . . . ? --- **Mixed Review** 34. **Reasoning** Use logical reasoning to draw a conclusion. If a student is having difficulty in class, then that student’s teacher is concerned. Walt is having difficulty in science class. Use the diagram at the right. Find each measure. 35. $m\angle AOC$ 36. $m\angle DOB$ 37. $m\angle AOD$ 38. $m\angle BOE$ --- **Get Ready!** To prepare for Lesson 2-6, do Exercises 39–41. Find the value of each variable. 39. 40. 41. Objective To prove and apply theorems about angles Getting Ready! A quilter wants to duplicate this quilt but knows the measure of only two angles. What are the measures of angles 1, 2, 3, and 4? How do you know? In the Solve It, you may have noticed a relationship between vertical angles. You can prove that this relationship is always true using deductive reasoning. A theorem is a conjecture or statement that you prove true. Essential Understanding You can use given information, definitions, properties, postulates, and previously proven theorems as reasons in a proof. Theorem 2-1 Vertical Angles Theorem Vertical angles are congruent. \[ \angle 1 \cong \angle 3 \text{ and } \angle 2 \cong \angle 4 \] When you are writing a geometric proof, it may help to separate the theorem you want to prove into a hypothesis and conclusion. Another way to write the Vertical Angles Theorem is “If two angles are vertical, then they are congruent.” The hypothesis becomes the given statement, and the conclusion becomes what you want to prove. A two-column proof of the Vertical Angles Theorem follows. **Proof of Theorem 2-1: Vertical Angles Theorem** **Given:** \( \angle 1 \) and \( \angle 3 \) are vertical angles. **Prove:** \( \angle 1 \cong \angle 3 \) | Statements | Reasons | |------------|---------| | 1) \( \angle 1 \) and \( \angle 3 \) are vertical angles. | 1) Given | | 2) \( \angle 1 \) and \( \angle 2 \) are supplementary. \( \angle 2 \) and \( \angle 3 \) are supplementary. | 2) \( \angle s \) that form a linear pair are supplementary. | | 3) \( m\angle 1 + m\angle 2 = 180 \) \( m\angle 2 + m\angle 3 = 180 \) | 3) The sum of the measures of supplementary \( \angle s \) is 180. | | 4) \( m\angle 1 + m\angle 2 = m\angle 2 + m\angle 3 \) | 4) Transitive Property of Equality | | 5) \( m\angle 1 = m\angle 3 \) | 5) Subtraction Property of Equality | | 6) \( \angle 1 \cong \angle 3 \) | 6) \( \angle s \) with the same measure are \( \cong \). | **Problem 1 Using the Vertical Angles Theorem** What is the value of \( x \)? **Think** The two labeled angles are vertical angles, so set them equal. Solve for \( x \) by subtracting \( 2x \) from each side and then dividing by 2. Grid the answer as 21/2 or 10.5. **Write** \[ 2x + 21 = 4x \] \[ 21 = 2x \] \[ \frac{21}{2} = x \] \[ \frac{21}{2} = 10.5 \] **Got It?** 1. What is the value of \( x \)? **Problem 2** Proof Using the Vertical Angles Theorem **Given:** \( \angle 1 \cong \angle 4 \) **Prove:** \( \angle 2 \cong \angle 3 \) | Statements | Reasons | |------------|---------| | 1) \( \angle 1 \cong \angle 4 \) | 1) Given | | 2) \( \angle 4 \cong \angle 2 \) | 2) Vertical angles are \( \cong \). | | 3) \( \angle 1 \cong \angle 2 \) | 3) Transitive Property of Congruence | | 4) \( \angle 1 \cong \angle 3 \) | 4) Vertical angles are \( \cong \). | | 5) \( \angle 2 \cong \angle 3 \) | 5) Transitive Property of Congruence | **Got It?** 2. a. Use the Vertical Angles Theorem to prove the following. **Given:** \( \angle 1 \cong \angle 2 \) **Prove:** \( \angle 1 \cong \angle 2 \cong \angle 3 \cong \angle 4 \) b. **Reasoning** How can you prove \( \angle 1 \cong \angle 2 \cong \angle 3 \cong \angle 4 \) without using the Vertical Angles Theorem? Explain. The proof in Problem 2 is two-column, but there are many ways to display a proof. A **paragraph proof** is written as sentences in a paragraph. Below is the proof from Problem 2 in paragraph form. Each statement in the Problem 2 proof is red in the paragraph proof. **Proof** **Given:** \( \angle 1 \cong \angle 4 \) **Prove:** \( \angle 2 \cong \angle 3 \) **Proof:** \( \angle 1 \cong \angle 4 \) is given. \( \angle 4 \cong \angle 2 \) because vertical angles are congruent. By the Transitive Property of Congruence, \( \angle 1 \cong \angle 2 \). \( \angle 1 \cong \angle 3 \) because vertical angles are congruent. By the Transitive Property of Congruence, \( \angle 2 \cong \angle 3 \). The Vertical Angles Theorem is a special case of the following theorem. **Theorem 2-2** Congruent Supplements Theorem **Theorem** If two angles are supplements of the same angle (or of congruent angles), then the two angles are congruent. If . . . \( \angle 1 \) and \( \angle 3 \) are supplements and \( \angle 2 \) and \( \angle 3 \) are supplements Then . . . \( \angle 1 \cong \angle 2 \) You will prove Theorem 2-2 in Problem 3. Problem 3 Writing a Paragraph Proof Given: \( \angle 1 \) and \( \angle 3 \) are supplementary. \( \angle 2 \) and \( \angle 3 \) are supplementary. Prove: \( \angle 1 \cong \angle 2 \) Proof: \( \angle 1 \) and \( \angle 3 \) are supplementary because it is given. So \( m\angle 1 + m\angle 3 = 180 \) by the definition of supplementary angles. \( \angle 2 \) and \( \angle 3 \) are supplementary because it is given, so \( m\angle 2 + m\angle 3 = 180 \) by the same definition. By the Transitive Property of Equality, \( m\angle 1 + m\angle 3 = m\angle 2 + m\angle 3 \). Subtract \( m\angle 3 \) from each side. By the Subtraction Property of Equality, \( m\angle 1 = m\angle 2 \). Angles with the same measure are congruent, so \( \angle 1 \cong \angle 2 \). Got It? 3. Write a paragraph proof for the Vertical Angles Theorem. The following theorems are similar to the Congruent Supplements Theorem. Theorem 2-3 Congruent Complements Theorem | Theorem | If . . . \( \angle 1 \) and \( \angle 2 \) are complements and \( \angle 3 \) and \( \angle 2 \) are complements | Then . . . \( \angle 1 \cong \angle 3 \) | |---------|--------------------------------------------------------------------------------------------------|----------------------------------| | | ![Diagram](image) | You will prove Theorem 2-3 in Exercise 13. | Theorem 2-4 | Theorem | All right angles are congruent. | If . . . \( \angle 1 \) and \( \angle 2 \) are right angles | Then . . . \( \angle 1 \cong \angle 2 \) | |---------|--------------------------------|----------------------------------------------------------|----------------------------------------| | | ![Diagram](image) | You will prove Theorem 2-4 in Exercise 18. | Theorem 2-5 | Theorem | If two angles are congruent and supplementary, then each is a right angle. | If . . . \( \angle 1 \cong \angle 2 \), and \( \angle 1 \) and \( \angle 2 \) are supplements | Then . . . \( m\angle 1 = m\angle 2 = 90 \) | |---------|-----------------------------------------------------------------------------|---------------------------------------------------------------------------------|------------------------------------------| | | ![Diagram](image) | You will prove Theorem 2-5 in Exercise 23. | Lesson Check Do you know HOW? 1. What are the measures of $\angle 1$, $\angle 2$, and $\angle 3$? 2. What is the value of $x$? - A) 12 - B) 20 - C) 120 - D) 136 Do you UNDERSTAND? 3. Reasoning If $\angle A$ and $\angle B$ are supplements, and $\angle A$ and $\angle C$ are supplements, what can you conclude about $\angle B$ and $\angle C$? Explain. 4. Error Analysis Your friend knows that $\angle 1$ and $\angle 2$ are complementary and that $\angle 1$ and $\angle 3$ are complementary. He concludes that $\angle 2$ and $\angle 3$ must be complementary. What is his error in reasoning? 5. Compare and Contrast How is a theorem different from a postulate? Practice and Problem-Solving Exercises A Practice Find the value of each variable. 6. \[ \begin{align*} 3x^\circ & \\ (80 - x)^\circ & \end{align*} \] 7. \[ \begin{align*} 2x^\circ & \\ y^\circ & \\ 76^\circ & \end{align*} \] 8. \[ \begin{align*} (x + 90)^\circ & \\ 4x^\circ & \end{align*} \] Find the measures of the labeled angles in each exercise. 9. Exercise 6 10. Exercise 7 11. Exercise 8 12. Developing Proof Complete the following proof by filling in the blanks. Given: $\angle 1 \cong \angle 3$ Prove: $\angle 6 \cong \angle 4$ | Statements | Reasons | |------------|---------| | 1) $\angle 1 \cong \angle 3$ | 1) Given | | 2) $\angle 3 \cong \angle 6$ | 2) a. ? | | 3) b. ? | 3) Transitive Property of Congruence | | 4) $\angle 1 \cong \angle 4$ | 4) c. ? | | 5) $\angle 6 \cong \angle 4$ | 5) d. ? | 13. **Developing Proof** Fill in the blanks to complete this proof of the Congruent Complements Theorem (Theorem 2-3). If two angles are complements of the same angle, then the two angles are congruent. **Given:** \( \angle 1 \) and \( \angle 2 \) are complementary. \( \angle 3 \) and \( \angle 2 \) are complementary. **Prove:** \( \angle 1 \cong \angle 3 \) **Proof:** \( \angle 1 \) and \( \angle 2 \) are complementary and \( \angle 3 \) and \( \angle 2 \) are complementary because it is given. By the definition of complementary angles, \( m\angle 1 + m\angle 2 = a. \ ? \) and \( m\angle 3 + m\angle 2 = b. \ ? \). Then \( m\angle 1 + m\angle 2 = m\angle 3 + m\angle 2 \) by the Transitive Property of Equality. Subtract \( m\angle 2 \) from each side. By the Subtraction Property of Equality, you get \( m\angle 1 = c. \ ? \). Angles with the same measure are d. \( \ ? \), so \( \angle 1 \cong \angle 3 \). 14. **Think About a Plan** What is the measure of the angle formed by Park St. and 116th St.? - Can you make a connection between the angle you need to find and the labeled angle? - How are angles that form a right angle related? 15. **Open-Ended** Give an example of vertical angles in your home or classroom. **Algebra** Find the value of each variable and the measure of each labeled angle. 16. \( (x + 10)^\circ \) and \( (4x - 35)^\circ \) 17. \( (3x + 8)^\circ \) and \( (5x - 20)^\circ \) 18. **Developing Proof** Fill in the blanks to complete this proof of Theorem 2-4. All right angles are congruent. **Given:** \( \angle X \) and \( \angle Y \) are right angles. **Prove:** \( \angle X \cong \angle Y \) **Proof:** \( \angle X \) and a. \( \ ? \) are right angles because it is given. By the definition of b. \( \ ? \), \( m\angle X = 90 \) and \( m\angle Y = 90 \). By the Transitive Property of Equality, \( m\angle X = c. \ ? \). Because angles of equal measure are congruent, d. \( \ ? \). 19. **Miniature Golf** In the game of miniature golf, the ball bounces off the wall at the same angle it hit the wall. (This is the angle formed by the path of the ball and the line perpendicular to the wall at the point of contact.) In the diagram, the ball hits the wall at a \( 40^\circ \) angle. Using Theorem 2-3, what are the values of \( x \) and \( y \)? Name two pairs of congruent angles in each figure. Justify your answers. 20. \( \angle A \) and \( \angle C \) 21. \( \angle E \) and \( \angle G \) 22. \( \angle J \) and \( \angle L \) 23. **Developing Proof** Fill in the blanks to complete this proof of Theorem 2-5. If two angles are congruent and supplementary, then each is a right angle. **Given:** \( \angle W \) and \( \angle V \) are congruent and supplementary. **Prove:** \( \angle W \) and \( \angle V \) are right angles. **Proof:** \( \angle W \) and \( \angle V \) are congruent because a. ? . Because congruent angles have the same measure, \( m\angle W = \) b. ? . \( \angle W \) and \( \angle V \) are supplementary because it is given. By the definition of supplementary angles, \( m\angle W + m\angle V = \) c. ? . Substituting \( m\angle W \) for \( m\angle V \), you get \( m\angle W + m\angle W = 180 \), or \( 2m\angle W = 180 \). By the d. ? Property of Equality, \( m\angle W = 90 \). Since \( m\angle W = m\angle V \), \( m\angle V = 90 \) by the Transitive Property of Equality. Both angles are e. ? angles by the definition of right angles. 24. **Design** In the photograph, the legs of the table are constructed so that \( \angle 1 \cong \angle 2 \). What theorem can you use to justify the statement that \( \angle 3 \cong \angle 4 \)? 25. **Reasoning** Explain why this statement is true: If \( m\angle ABC + m\angle XYZ = 180 \) and \( \angle ABC \cong \angle XYZ \), then \( \angle ABC \) and \( \angle XYZ \) are right angles. **Algebra** Find the measure of each angle. 26. \( \angle A \) is twice as large as its complement, \( \angle B \). 27. \( \angle A \) is half as large as its complement, \( \angle B \). 28. \( \angle A \) is twice as large as its supplement, \( \angle B \). 29. \( \angle A \) is half as large as twice its supplement, \( \angle B \). 30. Write a proof for this form of Theorem 2-2. **Proof:** If two angles are supplements of congruent angles, then the two angles are congruent. **Given:** \( \angle 1 \) and \( \angle 2 \) are supplementary. \( \angle 3 \) and \( \angle 4 \) are supplementary. \( \angle 2 \cong \angle 4 \) **Prove:** \( \angle 1 \cong \angle 3 \) 31. **Coordinate Geometry** \( \angle DOE \) contains points \( D(2, 3) \), \( O(0, 0) \), and \( E(5, 1) \). Find the coordinates of a point \( F \) so that \( \overrightarrow{OF} \) is a side of an angle that is adjacent and supplementary to \( \angle DOE \). 32. **Coordinate Geometry** \( \angle AOX \) contains points \( A(1, 3), O(0, 0), \) and \( X(4, 0) \). a. Find the coordinates of a point \( B \) so that \( \angle BOA \) and \( \angle AOX \) are adjacent complementary angles. b. Find the coordinates of a point \( C \) so that \( \overrightarrow{OC} \) is a side of a different angle that is adjacent and complementary to \( \angle AOX \). **Algebra** Find the value of each variable and the measure of each angle. 33. \[ (y + x)^{\circ} \] \[ 2x^{\circ} \] \[ (y - x)^{\circ} \] 34. \[ (x + y + 5)^{\circ} \] \[ y^{\circ} \] \[ 2x^{\circ} \] 35. \[ 2x^{\circ} \] \[ 4y^{\circ} \] \[ (x + y + 10)^{\circ} \] **Standardized Test Prep** 36. \( \angle 1 \) and \( \angle 2 \) are vertical angles. If \( m\angle 1 = 63 \) and \( m\angle 2 = 4x - 9 \), what is the value of \( x \)? 37. What is the area in square centimeters of a triangle with a base of 5 cm and a height of 8 cm? 38. In the figure at the right, \( m\angle 1 = \frac{1}{2}(m\angle 2), m\angle 2 = \frac{2}{3}(m\angle 3). \) If \( m\angle 3 = 72 \), what is \( m\angle 4 \)? 39. What is the measure of an angle with a supplement that is four times its complement? **Mixed Review** Which property of equality or congruence justifies going from the first statement to the second? 40. \( 3x + 7 = 19 \) \[ 3x = 12 \] 41. \( 4x = 20 \) \[ x = 5 \] 42. \( \angle 1 \cong \angle 2 \) and \( \angle 3 \cong \angle 2 \) \[ \angle 1 \cong \angle 3 \] **Get Ready!** To prepare for Lesson 3-1, do Exercises 43–48. Refer to the figure at the right. 43. Name four points on line \( t \). 44. Are points \( G, A, \) and \( B \) collinear? 45. Are points \( F, I, \) and \( H \) collinear? 46. Name the line on which point \( E \) lies. 47. Name line \( t \) in three other ways. 48. Name the point at which lines \( t \) and \( r \) intersect. **BIG idea** Reasoning and Proof You can observe patterns to make a conjecture; you can prove a conjecture is true by using given information, definitions, properties, postulates, and theorems. **Task 1** You have the yellow game piece, your friend has the red game piece, and your brother has the blue game piece. Read the rules of the board game and then answer the questions. **Rules** - You play counterclockwise. - If you land on red, then you go back 1. - If you land on green, then you advance 1. - If you land on yellow, then you pick a card. a. You roll 3. What must you do next? How do you know? b. Your brother picks a card at the end of his turn. On what colors might he have landed? Explain. c. Your friend rolls 2. What else must your friend do? How do you know? d. Based on the colors already shown on the board, what color should the roll-again box be? Justify your answer. **Task 2** Consider the number pattern at the right. a. What is the sum of the numbers 31–40? b. What is the sum of the numbers 101–110? c. What kind of reasoning did you use in parts (a) and (b)? d. Following is the development of a formula for the sum of \( n \) consecutive integers. \[ S = x + (x + 1) + (x + 2) + \ldots + (y - 2) + (y - 1) + y \\ + S = y + (y - 1) + (y - 2) + \ldots + (x + 2) + (x + 1) + x \\ 2S = (x + y) + (x + y) + (x + y) + \ldots + (x + y) + (x + y) + (x + y) \quad \text{Add the equations.} \\ 2S = n(x + y) \\ S = \frac{n(x + y)}{2} \] The sum of \( n \) integers from \( x \) to \( y \) The same sum in reverse order There are \( n \) terms of \( (x + y) \). Divide each side by 2. Use the formula to find the sum of the numbers 101–110. e. What kind of reasoning did you use in part (d)? Chapter Review Connecting BIG ideas and Answering the Essential Questions Reasoning and Proof You can observe patterns to make a conjecture; you can prove it is true using given information, definitions, properties, postulates, and theorems. Inductive Reasoning (Lesson 2-1) Inductive reasoning is the process of making conjectures based on patterns. \[3 \rightarrow 9 \rightarrow 27 \rightarrow 81\] Deductive Reasoning (Lessons 2-2, 2-3, 2-4) Deductive reasoning is the process of making logical conclusions from given statements or facts. Law of Detachment If \(p \rightarrow q\) is true and \(p\) is true, then \(q\) is true. Law of Syllogism If \(p \rightarrow q\) is true and \(q \rightarrow r\) is true, then \(p \rightarrow r\) is true. Proofs (Lessons 2-5 and 2-6) A two-column proof lists the statements to the left and the corresponding reasons to the right. In a paragraph proof, the statements and reasons are written as sentences. | Statements | Reasons | |------------|---------| | • given information | • definitions | | • information from a diagram | • properties | | • logical reasoning | • postulates | | • statement to prove | • previously proven theorems | Chapter Vocabulary - biconditional (p. 98) - conclusion (p. 89) - conditional (p. 89) - conjecture (p. 83) - contrapositive (p. 91) - converse (p. 91) - counterexample (p. 84) - deductive reasoning (p. 106) - equivalent statements (p. 91) - hypothesis (p. 89) - inductive reasoning (p. 82) - inverse (p. 91) - Law of Detachment (p. 106) - Law of Syllogism (p. 108) - negation (p. 91) - paragraph proof (p. 122) - proof (p. 115) - theorem (p. 120) - truth value (p. 90) - two-column proof (p. 115) Choose the correct vocabulary term to complete each sentence. 1. The part of a conditional that follows “then” is the __. 2. Reasoning logically from given statements to a conclusion is __. 3. A conditional has a(n) __ of true or false. 4. The __ of a conditional switches the hypothesis and conclusion. 5. When a conditional and its converse are true, you can write them as a single true statement called a(n) __. 6. A statement that you prove true is a(n) __. 7. The part of a conditional that follows “if” is the __. Quick Review You use inductive reasoning when you make conclusions based on patterns you observe. A conjecture is a conclusion you reach using inductive reasoning. A counterexample is an example that shows a conjecture is incorrect. Example Describe the pattern. What are the next two terms in the sequence? \[1, -3, 9, -27, \ldots\] Each term is \(-3\) times the previous term. The next two terms are \(-27 \times (-3) = 81\) and \(81 \times (-3) = -243\). Exercises Find a pattern for each sequence. Describe the pattern and use it to show the next two terms. 8. \(1000, 100, 10, \ldots\) 9. \(5, -5, 5, -5, \ldots\) 10. \(34, 27, 20, 13, \ldots\) 11. \(6, 24, 96, 384, \ldots\) Find a counterexample to show that each conjecture is false. 12. The product of any integer and 2 is greater than 2. 13. The city of Portland is in Oregon. 2-2 Conditional Statements Quick Review A conditional is an if-then statement. The symbolic form of a conditional is \(p \rightarrow q\), where \(p\) is the hypothesis and \(q\) is the conclusion. - To find the converse, switch the hypothesis and conclusion of the conditional (\(q \rightarrow p\)). - To find the inverse, negate the hypothesis and the conclusion of the conditional (\(\neg p \rightarrow \neg q\)). - To find the contrapositive, negate the hypothesis and the conclusion of the converse (\(\neg q \rightarrow \neg p\)). Example What is the converse of the conditional statement below? What is its truth value? If you are a teenager, then you are younger than 20. Converse: If you are younger than 20, then you are a teenager. A 7-year-old is not a teenager. The converse is false. Exercises Rewrite each sentence as a conditional statement. 14. All motorcyclists wear helmets. 15. Two nonparallel lines intersect in one point. 16. Angles that form a linear pair are supplementary. 17. School is closed on certain holidays. Write the converse, inverse, and contrapositive of the given conditional. Then determine the truth value of each statement. 18. If an angle is obtuse, then its measure is greater than 90 and less than 180. 19. If a figure is a square, then it has four sides. 20. If you play the tuba, then you play an instrument. 21. If you baby-sit, then you are busy on Saturday night. 2-3 Biconditionals and Definitions Quick Review When a conditional and its converse are true, you can combine them as a true biconditional using the phrase *if and only if*. The symbolic form of a biconditional is $p \leftrightarrow q$. You can write a good definition as a true biconditional. Example Is the following definition reversible? If yes, write it as a true biconditional. A hexagon is a polygon with exactly six sides. Yes. The conditional is true: If a figure is a hexagon, then it is a polygon with exactly six sides. Its converse is also true: If a figure is a polygon with exactly six sides, then it is a hexagon. Biconditional: A figure is a hexagon *if and only if* it is a polygon with exactly six sides. Exercises Determine whether each statement is a good definition. If not, explain. 22. A newspaper has articles you read. 23. A linear pair is a pair of adjacent angles whose noncommon sides are opposite rays. 24. An angle is a geometric figure. 25. Write the following definition as a biconditional. An oxymoron is a phrase that contains contradictory terms. 26. Write the following biconditional as two statements, a conditional and its converse. Two angles are complementary if and only if the sum of their measures is 90. 2-4 Deductive Reasoning Quick Review *Deductive reasoning* is the process of reasoning logically from given statements to a conclusion. **Law of Detachment:** If $p \rightarrow q$ is true and $p$ is true, then $q$ is true. **Law of Syllogism:** If $p \rightarrow q$ and $q \rightarrow r$ are true, then $p \rightarrow r$ is true. Example What can you conclude from the given information? Given: If you play hockey, then you are on the team. If you are on the team, then you are a varsity athlete. The conclusion of the first statement matches the hypothesis of the second statement. Use the Law of Syllogism to conclude: If you play hockey, then you are a varsity athlete. Exercises Use the Law of Detachment to make a conclusion. 27. If you practice tennis every day, then you will become a better player. Colin practices tennis every day. 28. $\angle 1$ and $\angle 2$ are supplementary. If two angles are supplementary, then the sum of their measures is 180. Use the Law of Syllogism to make a conclusion. 29. If two angles are vertical, then they are congruent. If two angles are congruent, then their measures are equal. 30. If your father buys new gardening gloves, then he will work in his garden. If he works in his garden, then he will plant tomatoes. Quick Review You use deductive reasoning and properties to solve equations and justify your reasoning. A **proof** is a convincing argument that uses deductive reasoning. A **two-column proof** lists each statement on the left and the justification for each statement on the right. Example What is the name of the property that justifies going from the first line to the second line? \[ \angle A \cong \angle B \text{ and } \angle B \cong \angle C \\ \angle A \cong \angle C \] Transitive Property of Congruence Exercises 31. **Algebra** Fill in the reason that justifies each step. Given: \(QS = 42\) Prove: \(x = 13\) | Statements | Reasons | |------------|---------| | 1) \(QS = 42\) | 1) a. ? | | 2) \(QR + RS = QS\) | 2) b. ? | | 3) \((x + 3) + 2x = 42\) | 3) c. ? | | 4) \(3x + 3 = 42\) | 4) d. ? | | 5) \(3x = 39\) | 5) e. ? | | 6) \(x = 13\) | 6) f. ? | Use the given property to complete the statement. 32. Division Property of Equality If \(2(AX) = 2(BY)\), then \(AX = \_\_ \). 33. Distributive Property: \(3p - 6q = 3(\_\_)\) 2-6 Proving Angles Congruent Quick Review A statement that you prove true is a **theorem**. A proof written as a paragraph is a **paragraph proof**. In geometry, each statement in a proof is justified by given information, a property, postulate, definition, or theorem. Example Write a paragraph proof. **Given:** \(\angle 1 \cong \angle 4\) **Prove:** \(\angle 2 \cong \angle 3\) \(\angle 1 \cong \angle 4\) because it is given. \(\angle 1 \cong \angle 2\) because vertical angles are congruent. \(\angle 4 \cong \angle 2\) by the Transitive Property of Congruence. \(\angle 4 \cong \angle 3\) because vertical angles are congruent. \(\angle 2 \cong \angle 3\) by the Transitive Property of Congruence. Exercises Use the diagram for Exercises 34–37. 34. Find the value of \(y\). 35. Find \(m\angle AEC\). 36. Find \(m\angle BED\). 37. Find \(m\angle AEB\). 38. Given: \(\angle 1\) and \(\angle 2\) are complementary. \(\angle 3\) and \(\angle 4\) are complementary. \(\angle 2 \cong \angle 4\) Prove: \(\angle 1 \cong \angle 3\) Do you know HOW? Use inductive reasoning to describe each pattern and find the next two terms of each sequence. 1. \(-16, 8, -4, 2, \ldots\) 2. \(1, 4, 9, 16, 25, \ldots\) For Exercises 3 and 4, find a counterexample. 3. All snakes are poisonous. 4. If two angles are complementary, then they are not congruent. 5. Identify the hypothesis and conclusion: \[ \text{If } x + 9 = 11, \text{ then } x = 2. \] 6. Write “all puppies are cute” as a conditional. Write the converse, inverse, and contrapositive for each statement. Determine the truth value of each. 7. If a figure is a square, then it has at least two right angles. 8. If a square has side length 3 m, then its perimeter is 12 m. Writing Explain why each statement is not a good definition. 9. A pen is a writing instrument. 10. Supplementary angles are angles that form a straight line. 11. Vertical angles are angles that are congruent. Name the property that justifies each statement. 12. If \(UV = KL\) and \(KL = 6\), then \(UV = 6\). 13. If \(m\angle 1 + m\angle 2 = m\angle 4 + m\angle 2\), then \(m\angle 1 = m\angle 4\). 14. \(\angle ABC \cong \angle ABC\) 15. If \(\angle DEF \cong \angle HJK\), then \(\angle HJK \cong \angle DEF\). 16. The measure of an angle is 52 more than the measure of its complement. What is the measure of the angle? 17. Rewrite this biconditional as two conditionals. A fish is a bluegill if and only if it is a bluish, freshwater sunfish. For each diagram, state two pairs of angles that are congruent. Justify your answers. 18. \[ \begin{align*} &\text{Given: } \angle LNP = 62^\circ \\ &\text{Prove: } \angle VNM = 62^\circ \end{align*} \] 19. \[ \begin{align*} &\text{Given: } \angle EBC = \angle FCD \\ &\text{Prove: } \angle EBD = \angle FCD \end{align*} \] Use the Law of Detachment and the Law of Syllogism to make any possible conclusion. Write not possible if you cannot make any conclusion. 20. People who live in glass houses should not throw stones. Emily should not throw stones. 21. James wants to be a chemical engineer. If a student wants to be a chemical engineer, then that student must graduate from college. Do you UNDERSTAND? 22. Open-Ended Write two different sequences whose first three terms are 1, 2, 4. Describe each pattern. 23. Developing Proof Complete this proof by filling in the blanks. Given: \(\angle FED\) and \(\angle DEW\) are complementary. Prove: \(\angle FEW\) is a right angle. \(\angle FED\) and \(\angle DEW\) are complementary because it is given. By the Definition of Complementary Angles, \(m\angle FED + m\angle DEW = \text{a. } ?\). \(m\angle FED + m\angle DEW = m\angle FEW\) by the \text{b. } ?. 90 = m\angle FEW\) by the \text{c. } ? Property of Equality. Then \(\angle FEW\) is a right angle by the \text{d. } ?. Some questions ask you to extend a pattern. Read the sample question at the right. Then follow the tips to answer it. **TIP 1** Look for a relationship between consecutive figures. Make sure the relationship holds for each pair of consecutive figures, not just the first two figures. The first four figures in a sequence are shown below. How many dots will be in the sixth figure of this sequence? - A) 6 - B) 11 - C) 15 - D) 21 **TIP 2** Use the relationship between the figures to extend the pattern. Think It Through The second figure has 2 more dots than the first figure, the third figure has 3 more dots than the second figure, and the fourth figure has 4 more dots than the third figure. So, the fifth figure will have 5 more dots than the fourth figure, or $10 + 5 = 15$ dots. The sixth figure will have 6 more dots than the fifth figure, or $15 + 6 = 21$ dots. The correct answer is D. **Vocabulary Builder** As you solve test items, you must understand the meanings of mathematical terms. Choose the correct term to complete each sentence. I. Reasoning that is based on patterns you observe is called (inductive, deductive) reasoning. II. The (Law of Syllogism, Law of Detachment) allows you to state a conclusion from two true conditional statements when the conclusion of one statement is the hypothesis of the other statement. III. A conditional, or if-then, statement has two parts. The part following if is the (conclusion, hypothesis). IV. The (Reflexive Property, Symmetric Property) says that if $a = b$, then $b = a$. V. The (inverse, converse) of a conditional negates both the hypothesis and the conclusion. **Multiple Choice** Read each question. Then write the letter of the correct answer on your paper. 1. Which pair of angles must be congruent? - A) supplementary angles - B) complementary angles - C) adjacent angles - D) vertical angles 2. Which of the following best defines a postulate? - F) a statement accepted without proof - G) a conclusion reached using inductive reasoning - H) an example that proves a conjecture false - I) a statement that you prove true 3. What is the second step in constructing $\angle S$, an angle congruent to $\angle A$? 4. What is the converse of the following statement? If a whole number has 0 as its last digit, then the number is evenly divisible by 10. 5. The sum of the measures of the complement and the supplement of an angle is 114. What is the measure of the angle? 6. Which counterexample shows that the following conjecture is false? Every perfect square number has exactly three factors. 7. How many rays are in the next two terms in the sequence? 8. Which of the statements could be a conclusion based on the following information? If a polygon is a pentagon, then it has one more side than a quadrilateral. If a polygon has one more side than a quadrilateral, then it has two more sides than a triangle. 9. The radius of each of the circular sections in the dumbbell-shaped table below is 3 ft. The rectangular portion has an area of 32 ft$^2$ and the length is twice the width. What is the area of the entire table to the nearest tenth? 10. Which of the following statements does NOT have a counterexample? F Every month has at least 30 days. G The product of two fractions is an integer. H The sum of any two whole numbers is a whole number. I All United States coins are silver-colored. 16. A square and rectangle have equal area. The rectangle is 32 cm by 18 cm. What is the perimeter of the square in centimeters? 17. What is the value of $x$? \[ \begin{align*} (x + 5)^\circ & \quad (2x - 70)^\circ \\ \end{align*} \] 18. What is the $y$-coordinate of the midpoint of a segment with endpoints $(0, -4)$ and $(-4, 7)$? **Short Response** 19. Write the converse, inverse, and contrapositive of the following statement. Determine the truth value of each. If you live in Oregon, then you live in the United States. 20. $\overline{AB}$ has endpoints $A(3, 6)$ and $B(9, -2)$ and midpoint $M$. Justify each response. a. What are the coordinates of $M$? b. What is $AB$? **Extended Response** 21. The sequence below lists the first eight powers of 7. \[7^1, 7^2, 7^3, 7^4, 7^5, 7^6, 7^7, 7^8, \ldots\] a. Make a table that lists the digit in the ones place for each of the first eight powers of 7. For example, $7^4 = 2401$. The 1 is in the ones place. b. What number is in the ones place of $7^{34}$? Explain your reasoning. 22. Write a proof. **Given:** $\angle 1$ and $\angle 2$ are supplementary. **Prove:** $\angle 1$ and $\angle 2$ are right angles.
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CATCHING AND KEEPING SLUGS AND SNAILS You can view the secret lives of slugs and snails by making this simple terrarium for your temporary guests. You'll need: - a 4-L jar (Large condiment jar works well) or an empty aquarium - 2 sticks (for 4-L jar only) - sand - damp soil - mosses and other plants - piece of bark, stones or piece of broken clay flower pot for shelter - food for slugs and snails: green plants, dead leaves, chopped apples, carrots, lettuce, bread crumbs, and cheese or bits of raw meat - fine screening to fit over terrarium - elastic (for jar) - tape - dark-coloured construction paper - flashlight - cup What to do: 1. If you are using a 4-L jar as your terrarium, turn it on its side and tape two sticks to it, as shown, to keep it from rolling around. 2. Place a layer of sand in the bottom of the jar or empty aquarium. Cover this with at least 10 cm of damp soil. 3. Carefully plant some mosses and a few small plants in the soil. If you're using a jar and your hand is too big to fit inside, make holes for the plants using a small spoon taped to a stick. Hotdog tongs or long tweezers can be used to hold the plants and put them in place. 4. Add a piece of bark, some relatively large stones or a piece of a broken flower pot to give the slugs and snails somewhere to hide. 5. If you're using a jar, cover the opening with screening and secure it with an elastic. An aquarium can be covered with a large sheet of screening that is taped down on the sides. 6. Keep the terrarium in the shade and sprinkle it with water every few days to keep the soil and air moist. 7. Try covering the lower part of the terrarium on the outside with dark paper. This may encourage the animals to hide against the glass and allow you to follow their life cycle. 8. Feed your guests small amounts of food at a time and clear away uneaten food before it rots. 9. When you have finished watching the slugs and snails, return them to their original home. Where to Learn More Discovering Slugs and Snails by Jennifer Goldrey, Wayland Publishers Ltd., England, 1987 The Life Cycle of a Snail by Jennifer Goldrey, Wayland Publishers Ltd., England, 1988 That Remarkable Creature, The Snail by Oscar Schisgal, Julian Messner Publisher, New York, 1970. A Snail's Pace by Lilo Hess, Charles Scribner's Sons, New York, 1974. Snail by Jens Olesen, A & C Black Ltd., England, 1985. Have you ever picked up a stone or an old board from some damp ground and found a soft, slimy, blob-like slug underneath? Perhaps you've also seen the coiled shells of land snails in your garden, or white snails swimming in a pond, canal or woods. Did you know that there are over 70,000 kinds of slugs and snails in the world? They live in woods, fields, gardens, marshes, and power ponds, lakes, rivers and even in the ocean. Although the common slugs and snails you may have seen are probably about the size of your finger, different species range in size from as small as a pinhead to longer than this piece of paper! Slugs and snails belong to a large group of soft-bodied animals called molluscs, along with shellfish - like clams - and squids and octopuses. Molluscs have no bones and their soft skin can easily dry out if it is not protected. One way slugs and snails stay moist is by producing a lot of slime from special glands in their bodies. They like to live in damp or wet places. Most slugs and snails cannot survive very cold or very hot and dry habitats. Feeding Time Most snails and slugs are herbivores, which means that they eat plants. They feed on the leaves, shoots, roots, flowers and fruits of plants, as well as on fungi. Some also feed on dead animals, while others are carnivores, eating live insects, earthworms and even slugs and snails! Their tiny, rough-toothed tongue is called a radula. It shreds the food into small bits and then delivers it into the animal's mouth. This rasping tongue also helps the snail or slug search for minerals, like calcium, for shell formation. Sliding on Slime In addition to helping keep their bodies moist, the slime is useful for sliding on. You've probably heard the expression "moving at a snail's pace." Well, snails and slugs not only travel slowly, but they also travel on only one foot! Slugs and snails move by contracting and expanding the muscles of their large, soft foot structure (see illustration inside). The slimy mucus lets the snail or slug glide over rough or sharp surfaces without hurting its body. Make an early morning inspection of some damp garden soil and look for the tell-tale slime trails of last night's foraging slugs or snails. Avoiding Enemies When you move as slowly as a slug or snail, escaping danger isn't easy. Many snail shells are coloured like their surroundings, camouflaging the snail from predators. Although a snail can completely withdraw its body inside its shell for protection, birds, such as thrushes, can simply crack the shell like a nut by holding it in their beaks and smashing the shell on a stone. The slime on slugs gives them an unpleasant taste to most birds; however, they still fall prey to shrews, moles, mice, frogs and toads. Since slugs can stretch their bodies out to be long and thin, they can sometimes escape into narrow cracks, out of reach of predators. Some large land slugs defend themselves by squirting jets of milky slime at their attackers. See for Yourself The illustrations opposite show a close-up view of how slugs and snails really look like. You’ll also find out how baby slugs and snails are born. Now that you know more about these interesting creatures, bring some home today for a closer look at how they move, eat and sleep. The back page tells you how to make a terrarium that will be home sweet home to slugs and snails. SLUGS AND SNAILS UP CLOSE Slugs and snails are closely related; the major difference between them is that snails have a shell. Some of the parts identified on the slug below are also found on the snail; they are, however, hidden from view by the snail’s shell. cross section The mantle fills the shell and contains the snail’s internal organs eyes – A snail cannot see well but it can distinguish between light and dark. If touched, the snail can withdraw its eyes inside the hollow retractile. small tentacles – These are used for smelling and feeling. radula – This tongue-like structure is covered with rows of tiny teeth. The radula slides back and forth like a file, shredding the food. no shell – Although there is no obvious shell, there are usually traces of a shell inside the slug’s body. mantle – A slug’s mantle is as a saddle-like lump of flesh. breathing hole – This hole leads into the front of the mantle cavity (the space between mantle and body), which serves as a lung by absorbing oxygen from the air. mucus – The slug’s body is protected from drying out by a thick covering of mucus produced by glands all over its body. foot – Glands in the large, muscular foot produce slimy mucus for the snail to glide on. skin – Slugs often have tough, dull-coloured skin. view from below shows bottom of foot. LIFE CYCLE OF A LAND SNAIL How can you tell a male snail or slug from a female one? In most cases you don’t have to since each snail or slug is both a male and a female at the same time. When an animal contains both male and female sex organs it is called a hermaphrodite. Follow the life cycle of the snail below and find out how it mates, lays eggs, hatches and grows. 1. Snails mate on warm nights, performing a courtship “dance” in which they circle each other slowly. The two snails come close together and stay still long enough if their bodies are pressed together. Each snail shoots a tiny, hard “love dart” into the other’s body to hold them together while they exchange sperm. 2. After clinging together for several hours, the snails separate. The sperm is stored in the body for one or two weeks and is used to fertilize the eggs just after they are laid. Some land snails keep the eggs inside their bodies to develop, and then give birth to fully formed baby snails. 3. Most land snails lay their eggs in the soil or under logs, stones or rotting leaves. The eggs are round and pearly white and have tough shells. Garden snails lay their eggs in the ground at a time when the weather is warm. The eggs take from several weeks to a month to hatch. 4. Baby snails are like tiny adults, except that their shells are soft and transparent and they only have whorls instead of four or five whorls on an adult’s shell. After the babies hatch, they eat their egg shells and climb to the surface to feed on plants or soil. 5. As the snail grows, it adds coils to its shell, and the upper parts of its body become twisted inside the shell. The shells usually coil in a clockwise direction. 6. During winter, snails often gather in groups near a sheltered spot to hibernate. They withdraw completely into their shell and seal the opening with a thick layer of mucus that hardens to form a waterproof plug.
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SHEP Behavioral Evaluation Manual June 1985 Systolic Hypertension in the Elderly Program SHEP BEHAVIORAL EVALUATION MANUAL Revised June 1987 # SHEP BEHAVIORAL EVALUATION MANUAL ## TABLE OF CONTENTS | Chapter | Title | Page | |---------|----------------------------------------------------------------------|------| | 1 | Introduction | 1-1 | | | 1.1 Purpose of the Behavioral Component of the SHEP | 1-1 | | | 1.2 The SHEP Behavioral Evaluation Package | 1-3 | | | 1.3 Interviewing the Elderly | 1-4 | | 2 | SHEP SHORTCARE and CES-D | 2-1 | | | 2.1 SHORTCARE Background and Description | 2-1 | | | 2.1.1 Frequency of SHORTCARE Administration | 2-2 | | | 2.2 The SHEP SHORTCARE Instrument (Form SH30) | 2-3 | | | 2.3 Specific Instructions for Ambiguous Items | 2-5 | | | 2.4 CES-D--Feelings During the Past Week | 2-9 | | | 2.5 Scoring the SHORTCARE (Worksheet SH36) | 2-11 | | | 2.5.1 Dementia Diagnostic Scale | 2-11 | | | 2.5.2 Depression Diagnostic Scale | 2-11 | | 3 | Diagnositc Criteria for Dementia and Depression | 3-1 | | | 3.1 Dementia and Depression Referrals | 3-1 | | | 3.1.1 Approaching Participants About Referrals | 3-3 | | | 3.2 Forwarding of Completed Referrals to the Coordinating Center | 3-3 | | | 3.3 Diagnostic Evaluation for Dementia--the SH31 | 3-4 | | 4 | Activities of Daily Life | 4-1 | | 5 | Social Network Questionnaire | 5-1 | Revised August 1988 ## SHEP BEHAVIORAL EVALUATION MANUAL ### TABLE OF CONTENTS (Continued) | Chapter 6* | Behavioral Evaluation--Part 11. | 6-1 | |------------|---------------------------------|-----| | 6.1 | Anger--Item 4 | 6-1 | | 6.2 | Trail Making Task--Item 5 | 6-2 | | 6.3 | Digit Symbol Substitution Task--Item 6 | 6-14 | | 6.4 | Addition Task--Item 7 | 6-18| | 6.5 | Finding A's Task--Item 8 | 6-21| | 6.6 | Boston Naming Task--Item 9 | 6-30| | 6.7 | Delayed Recognition Span Task--Item 10 | 6-50| | 6.8 | Letter Sets Task--Item 15 | 6-67| References . . . . . . . . . . . . . . . . R-1 *This chapter included only for centers doing Behavioral Evaluation--Part 11: New York, Portland, Birmingham, Davis, Memphis, St. Louis. Revised August 1988 1.1 Purpose of the Behavioral Component of SHEP The main purpose of the SHEP study is to evaluate the effects of treating isolated systolic hypertension (ISH) on mortality and morbidity in elderly patients. However, these issues, while essential, do not fully answer the question as to whether it is advisable to treat ISH in the elderly. While a person may, in fact, live longer as a result of some medical intervention, or have some symptoms of a disease controlled by treatment, questions remain as to the quality of that person's life. Certain aspects of quality of life are handled within the medical components of this study, especially in the side effects of medication. Other aspects of quality of life such as change in cognitive status, affective state, ability to perform the activities of daily living, and satisfaction with life will be dealt with by the behavioral evaluation. In addition, a person's social network will be assessed in order to test the hypothesis that social supports are inversely associated with risk of morbidity and mortality. Many of the factors that affect quality of life are interrelated. For example, a person who exhibits a change in cognitive status and begins to show increasing memory problems, disorientation as to the date, slowed and confused performance on a task that requires a motor sequence, may find it difficult to perform normal activities of daily living. It becomes difficult to cook, to pay bills or balance a checkbook, to go shopping, or to get washed and dressed. Such behavior can lead to increasing social isolation as other people stay away because the person is unkempt or acting strangely. The person may forget to call family or friends, or stop participating in social activities. Such increasing isolation can make the person even more confused and disoriented. An increase in depression may also render a person nonfunctional. A depressed person may not be motivated enough to get dressed, to go out shopping, to take care of the house, to see or talk to anybody. Many times the depression will be presented as a series of vague physical complaints--general fatigue, headaches, slowness, or memory problems. Numerous studies have reported adverse effects of hypertension on behavioral tasks such as response speed (Light 1980; Spieth 1965), performance on subtests of the Wechsler Adult Intelligence Scale (Wilkie and Eisdorfer 1971), and memory function (Pentz et al. 1979). However, these studies have limited applicability to the SHEP study because they have generally included diastolic hypertensives, have not concentrated primarily on an elderly population, and have not had good control over medication effects. The SHEP study presents an extremely rare opportunity to evaluate the effects of treating ISH on the quality of life in elderly patients. The following questions can be asked: a) What are the effects of lowering systolic blood pressure in elderly patients? Will the treated group show improvement in behavioral measures when blood pressure is lowered or do elderly people require a certain level of systolic blood pressure to maintain adequate cerebral perfusion for sustaining cognitive function? b) What are the behavioral side effects of the antihypertensive medication? Will the medication cause an increase in depression, or changes in memory or response speed? 1.2 The SHEP Behavioral Evaluation Package The SHEP behavioral evaluation package includes: a) SHORTCARE (reduced to those items required for detecting clinically significant depression and dementia)--SH30 b) Center for Epidemiologic Studies-Depression Scale (CES-D)--SH30 c) Activities for Daily Living (ADL)--SH33 d) Social Network Questionnaire (social support)--SH34 e) Behavioral Evaluation-Part II (SH35), consisting of: - questions on anger - Trailmaking Task (visual-spatial ability, visual motor tracking) - Digit-Symbol Substitution (set-shifting, attention, memory) - Addition Task (mental calculations) - Finding A's Task (visual selectivity) - Boston Naming Task (language) - Delayed Recognition Span Task (memory) - Quality of Life - Activities Scale - Letter Sets Task (hypothesis formation and testing) The SHORTCARE is the instrument used to screen systematically for clinically significant depression and dementia. It will be administered along with the CES-D at baseline prior to randomization, and at all semiannual visits. If a participant reaches criterion score for dementia on the SHORTCARE prior to randomization, that person will be referred back to a physician for judgment as to that person's eligibility for the trial, in light of what is already known about that person. Participants reaching depression criterion score at two consecutive visits will be referred for diagnostic evaluation. Persons reaching criterion score for dementia at two consecutive post-baseline visits will be referred for diagnostic evaluation. (Refer to Chapter 3 for details of the referral process.) The Activities of Daily Living Questionnaire will be administered at the Baseline Visit 2 and annually, and the Social Network Questionnaire will be administered at the one-month clinic visit and annually. The Behavioral Evaluation-Part II will be administered at baseline (after randomization), and at all annual visits by six of the seventeen SHEP Clinical Centers. 1.3 Interviewing the Elderly Much of what will be discussed in this section is appropriate to any interviewing situation. Understanding human development as a continuum renders even the term "elderly" as a relatively arbitrary distinction. There are large individual differences in the rate at which people age and which functions are most affected by the aging process. Therefore, no assumptions should be made about what an elderly person can and cannot do prior to testing. In addition, ratings should be made as objectively as possible, without the thought "Well, he didn't do that badly, considering his age." a. **Establish rapport**. Establishing rapport is an essential element in any interview. It is important that you let the participants know that you are interested in them as people as well as subjects in a study. One way to do this is to know the interview well so that you are comfortable enough to look up at participants and make eye contact with them while they are talking to you. You can respond sympathetically to what they are saying. No one wants to report honestly their fears and anxieties to someone whose nose is always buried in his or her papers and who is only worried about what the next question is. One of the problems of creating a sympathetic, interested environment is that many of these people, grateful for the companionship and interest, may want to talk about everything. It requires a great deal of skill and tact to allow the person to say what he or she wants to and yet to keep control of the interview. One technique, if the person starts to talk about certain disabilities or their family, is to say that there are questions about that a little later in the interview and could we save this discussion for then? You can also tactfully remind them that there is a lot to do, and perhaps if you could get through all of the standard questions, you would love to see photos of three grandchildren in the school play. It would mean a great deal to most of these people if, when the interview was over, you did ask to see those photos. b. **Check for sensory impairment.** Do not assume that all elderly people are either deaf or blind. However, certain practices should be followed. Speak clearly and slowly, facing the participant, but do not shout. If the participant has a hearing aid, ascertain whether it is on and working properly. If the participant tells you that one ear is better, then direct your voice to the best ear. Testing should be done in an area without an echo or background noise. In order for most of the Behavioral Evaluation--Part II to be completed, the participant requires fairly adequate vision. Therefore, make sure that if a participant wears glasses that they are brought along the day of the testing. The testing area should be well-lit, without glare. Extra magnifying glasses may be useful. c. **Understanding the anxieties associated with mental health assessment.** Most people are afraid of having their "sanity" questioned, and the elderly of this generation may be very cautious about discussing feelings--especially when they relate to depression and suicide. Testing cognitive status may also generate a great deal of resistance in the elderly because many of the tasks appear to be like childish games. Playing such games can be demeaning--and especially threatening if the games are difficult for them. Such direct testing may make them fear being labeled "senile." It is important to assure the participants that the same questions are asked of everyone, that you have to ask every question, and that you would appreciate it if they answered the questions even if they seem silly, redundant, or do not apply to them. In addition, on the cognitive tests it is important to assure them that no one is expected to get everything right, or to finish the task in the specified time limit. Try to reassure them that they have done well after each test. If they get rattled on one test and are not reassured, it can cause self-doubt and anxiety that can impair performance on the rest of the session, or even lead to the termination of the entire testing session. d. **Handling fatigue and boredom.** Older participants may not have the attention, concentration, or physical stamina to sustain a long testing situation. You must listen to these complaints, even if they come from boredom or avoidance, for if you continue testing, performance on those tests will not accurately reflect the actual ability of the participant. Testing should be done in a quiet environment without distractions. If the participant "drifts off" or wanders during a session, call him or her by name or gently tap his or her hand to get their attention. If the person remains tired, you can explain that it will only be a short while more--perhaps 5 or 10 minutes, and could they continue for that period of time. Be honest about how much time is left, and if it is a quantifiable amount of time, they may be able to stick it out, rather than feeling that this will go on forever. If a significant amount of testing remains, it is acceptable to suggest a short break and, if the participant is really exhausted or not feeling well, it may be necessary to complete the session on another day. 2.1 SHORTCARE Background and Description The SHEP SHORTCARE is an extremely abbreviated form of the Comprehensive Assessment and Referral Evaluation (CARE), a semi-structured interview designed to assess a wide range of psychiatric, social, and medical problems of the elderly (Gurland et al. 1977-78). The CARE instrument contained 1500 items which were arranged into 38 homogeneous scales. The SHEP SHORTCARE contains the two diagnostic scales from the original CARE--one for depression and one for dementia. The two diagnostic scales, when used together, have been found to correctly classify 98% of cases of pervasive depression and dementia (Gurland, Golden, and Challop 1981). The dementia diagnostic scale attempts to operationalize those factors that go into the clinical diagnosis of dementia--that is, impaired cognitive function which interferes with the person's ability to perform the tasks of everyday living. Most of the cognitive items have been taken from the Mental Status Questionnaire--the MSQ (Kahn, Goldfarb, Pollack, and Peck 1960). They cover orientation to time (the current month and year), personal information (age, birthdate, address, telephone number), general information (current and past president), and new learning (the interviewer's name). In addition to the MSQ, the hand-ear test involves a number of functions which may be disrupted in a person with cognitive impairment. It requires that the person be able to follow a two-element command such as touching your ear with your hand, that the person be able to distinguish right from left, and that the person be able to cross the body midline (e.g., touch your right ear with your left hand). The depression diagnostic scale attempts to operationalize those factors that go into the diagnosis of clinical depression. Included in this scale are items which refer to a depressed or worried state for an extended period of time, lack of hope about the future, suicidal thoughts or attempts, and some of the somatic complaints associated with depression--sleep difficulty, fatigue, restlessness, and headaches. 2.1.1 Frequency of SHORTCARE Administration The SHORTCARE will be administered at Baseline Visit 2 and at semiannual visits (every 6 months). In addition, the SHORTCARE will be administered at other quarterly visits if: (1) The SHEP drugs have been stepped up or a new drug started in that quarter, and if that change has not been reversed (i.e., if the participant is still stepped up or on the new drug). In other words, "If the SHEP medications were changed in the past quarter, was the most recent change a start or step up?" This is regardless of the interval from the start/step up to the next quarterly visit. Essentially, this means that all participants will have the SHORTCARE administered at the first quarterly visit, except if they have had their drugs discontinued. (2) The participant reached criterion score for depression at the last SHORTCARE evaluation, was not referred for depression at that time, and has not been previously confirmed as having depression. (3) The participant reached criterion score for dementia at the last SHORTCARE evaluation, was not referred for dementia at that time, and has not been previously confirmed as having dementia. 2.2 The SHEP SHORTCARE Instrument (Form SH30) The SHEP SHORTCARE form is divided into three columns. The column on the left contains the "script," i.e., the specific question to be asked by the rater. The middle column contains a statement which summarizes some aspect of the participant's response, and the third column contains the ratings, generally t (true), f (false), r (refused) and n (not asked). The "t" or "f" is circled in response to the statement in the middle column, not the question asked by the rater. Thus, in the first question which asks that the participant repeat the rater's name, if the participant is able to repeat the rater's name, "f" is circled for item 8a because the middle column reads "cannot repeat even rough approximation of rater's name." In general, a "t" rating is an abnormal response. Use the responses r (refused) and n (not asked), as indicated below: r = the question was asked, but the participant chooses not to answer by saying something like, "I'd rather not say," or, "Go on to the next one"; also, if the participant terminates the interview after initially providing some information, all subsequent items should be marked "r." n = permitted at the discretion of the interviewer only if the participant is agitated or upset by a certain series or type of questions, or by the SHORT-CARE interview itself. If a question is not asked because it is an inappropriate contingency item, they may be left blank. For example, in Item 17, if the participant does not admit to being sad or depressed during the past month (17a=f), then 17b, 17c and 17d may be left blank. 17. Have you been sad or depressed during the past month? IF ADMITS TO DEPRESSION: How long does the depression last? Just a few hours at a time or longer than that? What time of the day does your depression feel worst? Have you felt that life wasn't worth living? 17a. Sad or depressed mood during past month 17b. Depression lasts longer than just the occasional few hours 17c. Depression worst at beginning of day 17d. Has felt life wasn't worth living Although the questions printed in the left-hand column provide the basic script for the interview, the rater is permitted to rephrase the question if it appears that the participant did not understand the question as it was originally asked. In addition, non-specific, open-ended questions such as "How much? How often? Tell me more about that. What do you mean by . . . ?" are permitted if the rater feels that more information is required or if the participant's answers are unconvincing or contradictory. The questions in the SHEP SHORT-CARE cover the time period of the past month. The non-specific probe of "Has that happened in the last month?" or "Has that occurred recently?" may be useful. If the reported symptom was intermittent, rate it as positive if it was present for a sufficient time during the past month to constitute a problem, generally as perceived by the participant. 2.3 Specific Instructions for Ambiguous Items Item 8 If the participant asks to see the rater's name written, then the rater should comply, but should not give the paper to the participant until after recall has been tested. Also, do not wear a name tag when testing for recall. 9 "t" is recorded if participant's stated age is more than one year different from most accurate estimate. 10 Stated year of birth should be the same as the most accurate estimate. 11a Score "t" if the participant is given a chance to correct a discrepancy, but does not correct the discrepancy. 11b Score "t" if the participant is given a chance to correct a discrepancy. 11c Score "t" if the participant "corrects" their original response, but there is still a discrepancy. 12 "Neighborhood" does not mean "address"; the participant's length of time at his or her present address is asked in Item 14. "Neighborhood" is to be interpreted as "area" or "section of town." This item should be re-phrased if it is confusing to the participant. Revised April 1989 It is not acceptable for the participant to know only the date that they moved to their neighborhood. The response must include the length of the (e.g., number of years) in that neighborhood. If the response is a date or year, and not a length of time, the interviewer should ask, "So how long has that been?" The point is that inability to think about duration of time can occur even though the ability to remember a date is retained. 14 The same rule regarding dates versus length of time applies to this item--it is not acceptable for the participant to know only the date that they moved to their address. If the response is a date or year, and not a length of time, the interviewer should use probes as for Item 12. 16 In terms of depressive symptoms, do not count worries about civic concerns or politics, or common or nonspecific concerns. We are really trying to get at something that might be on that person's mind. Do not probe too hard, or the participant may back off. In response to the first question, if the participant does not spontaneously (without probing) mention any specific worries, then Item #16a is false. Do not use the probes provided unless they indicate that they really do not worry about anything. If the participant spontaneously mentions worries, then the probes are not necessary. If the participant spontaneously mentions worries, or indicates worries on probing, ask the follow-up question, "Do you worry about almost everything?" 17 In the follow-up questions, be sure to use their word for their feelings--if they use "sad" or "blue," for example, then use "sad" or "blue" in the follow-ups. 18 Do not count an isolated incident, such as crying at the end of a sad movie, unless the participant indicated that it was upsetting for personal reasons. 19 Participants may respond to this question by saying "I'll be dead" or "I'm going to die." The appropriate probe here would be, "If you are alive, what are your hopes for the future?" If the participant seems confused regarding what is meant by a "hope," the interviewer should ask something like, "Is there anything that you are looking forward to?" or any phrasing that will elicit information on the degree of optimism or pessimism. We are looking for an attitude about the future as somehow being worse. If the participant really avoids talking about the future (e.g., "I really don't think about it."), score "0." 20 If specific suicidal methods or an attempt is reported, write down that information because of its possible clinical importance. 23 If the participant indicates that they have not been having trouble sleeping because they are taking some drug to help them sleep. This includes any sedative or hypnotic taken at night as well as valium or alcohol if used to promote sleep. It also included anything that the participant perceives as helping them sleep, e.g., aspirin or skim milk. It does not include medications taken to relieve medical problems, e.g., antihistamines for sinus problems. Record 23b as "t," and ask the follow-up question on depression. 25 The rater should use the best information he or she has on memory problems--do not use an informant's opinion. Half of the people with memory impairment do not report it. Memory problems are not limited to those listed in 25b, but include anything that the participant perceives as a problem. 26 The participant must remember the rater's last name, not the rater's first name. 27 Ask both for the current president of the U.S. and the president before him. When asking for the past president, include the correct name of the current president. 30 Remember that we are looking for recent changes (in the past month). We are not looking for "As I get older, I slow down." Include injuries such as fractures, etc., if they have caused "slowing down." 33 The participant must remember the rater's last name, not the rater's first name. 34 Include sinus headaches. 37 Implies enjoyment compared to some time ago, such as in Item #36 (say a few years ago). 40 The term "help" refers to assistance or joint effort; the term "prepare" indicates that the person manages without any assistance. This item is sex-biased in that some men report that "Their wives never let them in the kitchen." In such cases, attempt to ascertain if they would go without food if their spouse were away or ill. Use informant information, if available. Revised August 1988 42 Personal business refers to paying bills, banking, balancing a checkbook, handling money (making correct change). 40, 42, 43, These questions require that the rater use his or her judgment. They served multiple purposes in the original CARE interview, especially in assessing physical disability and use of outside services. However, here we are concerned with those activities that cannot be done due to cognitive impairment. It is not always easy to tell whether a problem is due to physical or cognitive problems. On the whole, it is safer to record any report of difficulty with activities unless the cause is obviously physical--e.g., a broken leg. For items relating to cooking, shopping, etc., the rater should probe as to whether the person could do these things if they had to. Informant information may be used for these items, and can be very important. 2.4 CES-D--Feelings During the Past Week Also included on the SH30 is a 20-item series (#47-66) on feelings during the past week. This is not part of the original SHORTCARE, but is the Center for Epidemiologic Studies-Depression Scale (CES-D). Obtain this information only from the participant--not from a proxy. Read each item in this series as written, including the response categories. For example, "During the past week, I was bothered by things that usually don't bother me. Did you feel that way rarely or none of the time, some of the time, most of the time, or all of the time?" Always use the response card provided in this manual. Discontinue reading the entire set of responses whenever the participant provides the response to that item before you are finished. On the next item, however, again begin to read the entire set of responses. Should the participant ask about the meaning of an item or try to qualify an item, simply repeat the item. For example, Participant: "What do you mean by bothered?" Interviewer: "I was bothered by things that usually don't bother me. Did you feel that way . . . ?" Should the participant still ask about the meaning or say that he doesn't understand, code "DK." Should the participant ask about the meaning of a response, use the following definitions: | Response | Days | |---------------------------|---------------| | Rarely or none of the time| Less than 1 full day | | Some of the time | 1-2 days | | Much of the time | 3-4 days | | Most or all of the time | 5-7 days | Use the responses REF (Refused), and DK (Don't Know), as indicated below: REF = The question was asked, but the participant chooses not to answer by saying something like, "I'd rather not say," or, "Go on to the next one." DK = The question was asked, but the participant does not know, does not remember, or does not understand. Since this scale is intended to measure recent mood, it is very important to remind the participant that the items refer only to the past week, i.e., the past 7 days. (The day of the interview counts as the first day.) Add the scores in each of the first 4 columns. (Codes for REF and DK are not counted as part of the score.) Add the four-column subtotals to obtain the total score, Item 67. If each item has been answered, the total score will be 20 to 80. Revised January 1988 2.5 Scoring the SHORTCARE (Worksheet SH36) 2.5.1 Dementia diagnostic scale. The items used in the dementia diagnostic scale are marked by a single asterisk (*). Those items marked "t" receive a point. In addition, multiple items from the interview may be combined to determine one item on the dementia scale. There are 9 possible points on the dementia scale, but 18 items from the SHORT-CARE interview are used to determine those points. The higher the score on the dementia scale, the more likely a diagnosis of dementia is. However, when used as a screening test as in this study, the dementia scale is treated dichotomously; people who score between 0-3 points are considered to be non-cases, and those who score 4 or more on two consecutive post-baseline evaluations are considered to be possible cases of pervasive dementia. 2.5.2 Depression diagnostic scale. The items used in the depression diagnostic scale are marked by double asterisks (**). In most cases those items which are marked "t" receive a point. On the four scale items where numerical values are used, the actual numerical value is counted as the number of points given for three of the items (19, 20, 22), and a point is given for a numerical value of 3 or 4 on Item 38a. There are 26 possible points on the depression scale. The higher the score on the depression scale, the more likely a diagnosis of depression is. However, the depression scale is treated dichotomously for screening purposes; people who score 0-6 are considered to be non-cases, and those who score 7 or more on two consecutive evaluations are considered to be possible cases of pervasive depression. SHEP SHORT-CARE FORM Name: _______________________________________ 1. SHEP ID: [ ] - [ ] - [ ] 2. Acrostic: [ ] [ ] [ ] 3. Date of clinic visit: [ ] [ ] [ ] Month Day Year 4. Sequence #: [ ] 5. Date of SHORTCARE evaluation: [ ] [ ] [ ] Month Day Year RECORD THE FOLLOWING PRIOR TO CLINIC VISIT: Participant's Year of Birth according to most accurate estimate: [ ] [ ] [ ] [ ] [ ] [ ] Most Accurate Estimate of Participant's Age: [ ] [ ] [ ] Participant's Telephone Number: [ ] [ ] [ ] - [ ] [ ] [ ] [ ] ☐ No Telephone Participant's Home Address: ____________________________________________________________ RESULT OF THIS SHORTCARE EVALUATION: 6. a. Total Score #1 = [ ] b. Total Score #2 = [ ] At Baseline Visit 2, participants reaching a Total Score #1 of 4 or more (criterion score for dementia) must be referred to a Clinic physician for eligibility determination. Participants reaching a Total Score #1 of 4 or more (criterion score for dementia) on two consecutive post-baseline evaluations should be referred for further diagnostic evaluation of dementia. Participants reaching a Total Score #2 of 7 or more (criterion score for depression) on two consecutive evaluations should be referred for further diagnostic evaluation of depression. At the first quarterly visit, the determination of "two consecutive" should be made using the baseline and first quarterly scores. Participant referred for (check all that apply): c. Dementia evaluation (SH31) Yes ☐ 1 No ☐ 2 d. Depression evaluation (SH32) Yes ☐ 1 No ☐ 2 e. Other referral for evaluation or treatment (describe in Comments, Item 7a) Yes ☐ 1 No ☐ 2 7. a. Comments on this evaluation: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ b. Interviewer: ________________________________ Signature __________________________ Code [ ] Version 1 - Revised 1/87 Revised August 1988 - M00 8. I'd like you to remember my name. My name is (LAST NAME ONLY). REPEAT 3 TIMES IF NECESSARY. Can you repeat that please? 8a. Cannot repeat even rough approximation of rater's name 9. How old are you? 9a. Stated age 9b. States does not know or does not complete reply 9c. Stated age different by more than one year from most accurate estimate 10. So what year were you born? 10a. Stated year of birth 10b. States does not know or does not complete reply 10c. Stated birth year different from most accurate estimate 11. ADD STATED AGE TO STATED BIRTH YEAR. IF SUM DIFFERS BY 2 OR MORE YEARS FROM CURRENT YEAR, ASK: That doesn't seem to come out right when I add it up. Can you help me? 11a. Discrepancy between stated birthdate and stated age which is not corrected by subject 11b. Shows marked uncertainty about age and birthdate 11c. Either stated birthdate or stated age or both are obviously wrong 12. How long have you been living in this neighborhood? 12a. States does not know or does not complete reply 13. What is your home address? (IF NOT STATED COMPLETELY, ASK:) What is the house number? What town or city is it in? 13a. States does not know house number and/or town or does not complete reply 13b. Gives incorrect or incomplete house number and/or town (not counting zip code) 14. How long have you lived at this address? 14a. States does not know or does not complete reply Data Entry: t=1 f=2 r=7 n=8 15. Do you have a telephone? IF YES: What is your telephone number? 15a. Does have a telephone 15b. States doesn't know, or does not complete reply, or refers to record 15c. Gives incorrect or incomplete phone number 16. What kind of things do you worry about? PAUSE. IF WORRIES NOT MENTIONED SPONTANEOUSLY, ASK: Do you worry about your health? Money? Housing problems? Anything else? 16a. Admits to worrying without further probing 16b. Worries about almost everything 17. Have you been sad or depressed during the past month? IF ADMITS TO DEPRESSION: How long does the depression last? Just a few hours at a time or longer than that? What time of the day does your depression feel worst? Have you felt that life wasn't worth living? 17a. Sad or depressed mood during past month 17b. Depression lasts longer than just the occasional few hours 17c. Depression worst at beginning of day 17d. Has felt life wasn't worth living 18. Have you cried at all? IF NO CRYING: Have you felt like crying even though you did not? 18a. Has cried 18b. Has felt like crying but did not 19. How do you feel about your future? What are your hopes for the future? 19a. Is not pessimistic about future . 0 Is pessimistic about the future or has empty expectations . 1 Mentions that the future looks bleak or unbearable . 2 Data Entry: t=1 f=2 r=7 n=8 20. In the past month have you at any time felt that you'd rather be dead or felt that you wanted to end it all? IF YES: Did you think of doing anything about it yourself? How often do you think about it? What did you plan to do? Did you actually try anything? What did you do? 20a. Has not wished to be dead 0 Has wished to be dead but rejects suicide 1 Has considered suicide, but suicidal thoughts are fleeting 2 Has seriously considered a method of suicide but has not attempted it. 3 Has attempted suicide 4 21. When did you last feel happy? 21a. Does not mention feeling happy in the last month t f r n ** 22. Do you feel happy about yourself as a person? IF NO: Do you have regrets about your life? Do you blame yourself for anything? What? 22a. Does not mention regrets or self-blame 0 Mentions regrets about past which may or may not be justifiable 1 Obvious and unjustifiable self-blame over past or present misdeeds 2 23. Have you had trouble sleeping over the past month? IF NO, ASK: Have you been taking anything to help you sleep? IF ADMITS TO SLEEP DIFFICULTY OR TAKING NIGHT SEDATIVES, ASK: Is it because you feel tense or depressed? 23a. Trouble falling or staying asleep t f r n 23b. Taking medication for sleep t f r n 23c. Difficulty is due to altered moods or thoughts, or tension t f r n ** Data Entry: t=1 f=2 r=7 n=8 24. Do you wake very early in the morning? (Is that normal for you?) Can you get back to sleep? When you get up in the morning do you feel you have had enough sleep? 24a. Awakes about 2 hours or more before normal time of awakening and cannot go back to sleep 24b. Wakes up feeling tired 25. Have you had any difficulty with your memory? IF YES: What kind of things do you forget? Do you forget things you have just read or heard? 25a. Claims difficulty with memory 25b. Forgets what is attending to or has just attended to in TV, reading, radio, talking 26. Do you remember my name? What is it? IF INCORRECT: Well, I'll ask you again very soon. Remember my name is (LAST NAME ONLY) REPEAT 3 TIMES IF NECESSARY. 26a. Does not recall even rough approximation to rater's name 27. What is the name of the President of the U.S.? What was the name of the President before ________? (Say current President's name.) 27a. Does not recall name of President 27b. Does not recall name of previous President 28. What is today's date? IF NOT MENTIONED SPONTANEOUSLY, ASK: What month is it? (ALLOW ERROR OF 1 WEEK, e.g., MAY IN FIRST WEEK OF JUNE) 28a. States does not know month or does not complete reply 28b. Gives incorrect month What year is it? (ALLOW ERROR OF 1 MONTH, e.g., 1980 IN JANUARY 1981) 28c. States does not know year or does not complete reply 28d. Gives incorrect year 29. Recently, have you felt as if you do not have enough energy? 29a. Listlessness, subjective restriction of energy 30. Do you feel that you have become slowed down in your physical movements? 30a. Has become subjectively slowed down in movements Data Entry: t=1 f=2 r=7 n=8 Revised August 1988 - M00 31. Have you been doing more, less, or about the same as usual? Is there any time of the day when you feel slower and less energetic? Have you actually been sitting around a lot because of lack of energy? 32. Do you get restless? 33. Do you remember my name? 34. Do you have headaches? 35. What have you enjoyed doing in the past month? 36. Do you spend as much time doing things you enjoy as you used to (say a few years ago)? 37. When you do things for enjoyment, do you have the same interest in them as you used to have? IF NO: Why is that? Is it because you're too depressed or nervous? 38. In general, how happy are you?--very happy, fairly happy, not very happy, or not happy at all? 31a. Doing less than usual 31b. Slowness or anergia worst in mornings 31c. Sits or lies around because of lack of energy 32a. Admits to being restless 33a. Did not previously and does not recall even rough approximation of rater's name 34a. Describes any headache 35a. Almost nothing enjoyed 36a. Less time spent in usual interests or activities 37a. Less interest or enjoyment in activities 37b. Too depressed or nervous 38a. Very happy Fairly happy Not very happy Not happy at all Data Entry: t=1 f=2 r=7 n=8 39. Have you felt lonely in the past month? IF FEELS LONELY: How often have you felt this way? 39a. Feels lonely 39b. Often feels lonely 40. How much of the cooking and preparation of meals do you do yourself? Is that without any help from anyone else? IF HELPED: What help do you get? What do they do? IF DOES NOTHING BY SELF: Do you help with anything? 40a. All or almost all by self 1 Most by self, others do rest 2 Some by self, others do rest 3 Almost nothing by self but participates with assistance or supervision 4 Almost nothing by self, other do all of it 5 41. Please place your hands on your knees. Please touch: your Right ear with your Right hand; your Right ear with your Left hand; your Left ear with your Right hand. 41a. One or more incorrectly performed maneuvers 42. Do you have any problems (difficulty) handling your financial matters and personal business by your self? 42a. Has problems handling personal business by self 43. Do you do all of your own shopping without any help from anyone else? IF HELPED: What help do you get? What do they do? Can you manage small packages yourself? Do you go to the store with them? IF DOES NO SHOPPING: Do you help with the ordering or make out the list? 43a. All or almost all shopping by self 1 Light shopping by self, other help with heavy packages only 2 Only some light shopping by self, others do rest or does all shopping by telephone 3 Almost no shopping by self, but does participate with ordering or going to store 4 No shopping or ordering by self, others do it 5 Data Entry: t=1 f=2 r=7 n=8 44. How many light chores do you do by yourself? Is that without any help from anyone else? IF HELPED: What help do you get? What do they do IF DOES NO CHORES BY SELF: Do you help with any of these chores? 44a. All or almost all light chores by self 1 Many light chores by self, others do rest 2 Few light chores by self, others do the rest 3 Almost no light chores by self, but participates with assistance or supervision 4 Almost no light chores or participation by self, others do them 5 45. What heavy chores do you do yourself? Is that without any help from anyone else? IF HELPED: What help do you get? What do they do? IF NO CHORES BY SELF: Do you help with any of these chores? 45a. All or almost all heavy chores by self 1 Many heavy chores by self, others do the rest 2 Few heavy chores by self, others do the rest 3 Almost no heavy chores by self, but participates with assistance or supervision 4 Almost no heavy chores or participation by self, others do them 5 46. Do you have any problems or difficulty in getting dressed/putting on outdoor clothes? 46a. Has problem or difficulty in basic dressing t f r n Data Entry: t=1 f=2 r=7 n=8 "Now I have some questions about your feelings during the past week. For each of the following statements, please tell if you felt that way: Rarely or none of the time; some of the time; much of the time; most or all of the time." | Statement | Rarely or none of the time | Some of the time | Much of the time | Most or all of the time | R | E | F. | DK | |--------------------------------------------------------------------------|----------------------------|-----------------|-----------------|------------------------|---|---|----|----| | 47. During the past week, | | | | | | | | | | I was bothered by things that usually don't bother me. Did you feel that way... | □ 1 | □ 2 | □ 3 | □ 4 | □ 7 | □ 8 | | | | 48. During the past week, | | | | | | | | | | I did not feel like eating: my appetite was poor. Did you feel that way... | □ 1 | □ 2 | □ 3 | □ 4 | □ 7 | □ 8 | | | | 49. During the past week, | | | | | | | | | | I felt that I could not shake off the blues even with help from my family and friends. Did you feel that way... | □ 1 | □ 2 | □ 3 | □ 4 | □ 7 | □ 8 | | | | 50. I felt that I was just as good as other people. Did you feel that way... | □ 4 | □ 3 | □ 2 | □ 1 | □ 7 | □ 8 | | | | 51. I had trouble keeping my mind on what I was doing. Did you feel that way... | □ 1 | □ 2 | □ 3 | □ 4 | □ 7 | □ 8 | | | | 52. During the past week, | | | | | | | | | | I felt depressed. Did you feel that way... | □ 1 | □ 2 | □ 3 | □ 4 | □ 7 | □ 8 | | | | 53. I felt that everything I did was an effort. Did you feel that way... | □ 1 | □ 2 | □ 3 | □ 4 | □ 7 | □ 8 | | | | 54. I felt hopeful about the future. Did you feel that way... | □ 4 | □ 3 | □ 2 | □ 1 | □ 7 | □ 8 | | | | Question | Rarely or none of the time | Some of the time | Much of the time | Most or all of the time | R E F. | DK | |-------------------------------------------------------------------------|----------------------------|-----------------|-----------------|------------------------|--------|----| | 55. During the past week, I thought my life had been a failure. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 56. I felt fearful. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 57. My sleep was restless. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 58. During the past week, I was happy. Did you feel that way... | ☐ 4 | ☐ 3 | ☐ 2 | ☐ 1 | ☐ 7 | ☐ 8 | | 59. It seemed that I talked less than usual. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 60. I felt lonely. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 61. During the past week, people were unfriendly. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 62. I enjoyed life. Did you feel that way... | ☐ 4 | ☐ 3 | ☐ 2 | ☐ 1 | ☐ 7 | ☐ 8 | | 63. I had crying spells. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 64. During the past week, I felt sad. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 65. I felt that people disliked me. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | | 66. I could not get going. Did you feel that way... | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 7 | ☐ 8 | 67. Total Score Sum the scores in each of the first four columns. Add the four subtotals together to obtain the total score. Questions 68-70 for interviewer only. 68. Were all items in this questionnaire read, or was the questionnaire not completed? All questions read □ 1 Not completed, at participant's request □ 2 Not completed, at interviewer's initiative □ 3 69. How would you rate the overall validity of the responses that were obtained? Very good □ 1 Good □ 2 Fair □ 3 Poor □ 4 Very poor □ 5 70a. Did anything in particular contribute to non-completion or adversely affect the overall quality of the interview? Go to 70b ← Yes □ 1 Go to END ← No □ 2 b. Hearing problem? Yes □ 1 No □ 2 c. Language difficulty? Yes □ 1 No □ 2 d. Mental confusion? Yes □ 1 No □ 2 e. Hostile attitude? Yes □ 1 No □ 2 f. Lack of interest? Yes □ 1 No □ 2 g. Fatigue? Yes □ 1 No □ 2 h. Participant's proxy? Yes □ 1 No □ 2 i. Noise, interruptions? Yes □ 1 No □ 2 j. Time pressure? Yes □ 1 No □ 2 k. Other? (Specify: ____________________) Yes □ 1 No □ 2 END Finish conversations that may have been side-tracked earlier in the interview. Thank the participant for his or her cooperation. Return to page 1 and complete Items 6 and 7. SHORT-CARE SCORING SHEET SHEP ID: ____________________ Acrostic: ____________________ Date: ___________ Score #1 (*) 1. If 9b or 9c is t, score 1 point. Doesn't know age. ___ 2. If 10b or 10c is t, score 1 point. Doesn't know year of birth. ___ 3. If 11a, 11b or 11c is t, score 1 point. Discrepancy, age and birth date. ___ 4. If 13a or 13b is t, score 1 point. Doesn't know address. ___ 5. If 12a or 14a is t, score 1 point. Doesn't know how long at address. ___ 6. If 26a is t, score 1 point. Doesn't know rater's name--first try. ___ 7. If 27a or 27b is t, score 1 point. Doesn't know President. ___ 8. If 28a or 28b is t, score 1 point. Doesn't know month. ___ 9. If 28c or 28d is t, score 1 point. Doesn't know year. ___ Total score #1 (transfer to SH30, Item 6a) ___ PLEASE TURN PAGE OVER FOR SCORE #2. Score #2 (**) 1. If 16a is t, score 1 point. Admits to worrying without probing. 2. If 16b is t, score 1 point. Worries about almost everything. 3. If 17a is t, score 1 point. Sad or depressed in last month. 4. If 17b is t, score 1 point. Lasting depression. 5. If 17c is t, score 1 point. Depression worst in morning. 6. If 17d is t, score 1 point. Has felt life isn't worth living. 7. If 18a or 18b is t, score 1 point. Has cried, or felt like crying. 8. Enter number in space after question 19 (blank is scored 0). 9. Enter number in space after question 20 (blank is scored 0). 10. If 21a is t, score 1 point. Not happy in past month. 11. Enter number in space after question 22 (blank is scored 0). 12. If 23c is t, score 1 point. Sleep disorder due to moods, tension. 13. If 29a is t, score 1 point. Restriction of energy. 14. If 30a is t, score 1 point. Slowed down in movements. 15. If 31a or 31c is t, score 1 point. Doing less than usual. 16. If 31b is t, score 1 point. Slowness worst in mornings. 17. If 34a is t, score 1 point. Describes headaches. 18. If 35a is t, score 1 point. Almost nothing enjoyed in past month. 19. If 36a is t, score 1 point. Less time spent in usual activities. 20. If 37b is t, score 1 point. Less interest or enjoyment due to depression or nervousness. 21. If number in space after 38a is 3 or 4, score 1 point. Total score #2 (transfer to SH30, Item 6b) Rarely or none of the time Some of the time Much of the time Most or all of the time CHAPTER 3 DIAGNOSTIC CRITERIA FOR DEMENTIA AND DEPRESSION 3.1 Dementia and Depression Referrals The dementia and depression scales are used as a screening tool to identify those participants who require diagnostic evaluation. If a SHEP participant reaches a score of 4 or more points on the SHORTCARE dementia scale (Total Score #1) on two consecutive post-randomization evaluations, he or she should be referred to a specially trained SHEP MD, a psychiatrist or neurologist for further evaluation. Participants referred and confirmed as having dementia do not need to be referred again if subsequent SHORTCARE dementia scores are 4 or more. "Confirmed" means that the DSM III criteria listed on the SH31, page 8, Items 65-69, are all answered "Yes." Otherwise, participants should continue to be referred for further dementia evaluation each time that the criterion score of 4 or more is met on two new consecutive evaluations: Evaluations Dementia Score 2 5 4 5 4 Referred * * ↓ ↓ Not Confirmed Confirmed Participants who are confirmed as having dementia must still be followed for the depression endpoint via the SHORTCARE and, if the criteria listed below are met, referred for depression evaluation. If subsequent dementia criterion scores are met at semiannual evaluations, the extra quarterly SHORTCARE administration is not required for the purposes of dementia evaluation. Revised January 1989 If a participant qualifies for dementia referral, but refuses the evaluation, then two new dementia criterion scores will be needed for additional dementia referrals. If a participant reaches a score of 7 or more on the SHORTCARE depression scale (Total Score #2) on two consecutive evaluations, he or she should be referred to a psychologist or psychiatrist for further evaluation. "Two consecutive" includes the "Baseline Visit 2 and three-month visit" sequence. Participants referred and confirmed as being depressed do not need to be referred again if subsequent SHORTCARE depression referral criteria are met. "Confirmed" means that the local psychologist/psychiatrist agrees that the participant is depressed (SH32 #10 is "Yes"). Otherwise, participants should continue to be referred for further evaluation each time that the criterion score of 7 or more is met on two new consecutive evaluations: | Evaluations | Depression Score | Referred | |-------------|------------------|----------| | | 7 8 4 8 7 | * | Participants who are confirmed as depressed must still be followed for the dementia endpoint via the SHORTCARE and, if the dementia criterion score is met on two consecutive evaluations, referred for dementia evaluation. If subsequent depression criterion scores are met at semiannual evaluations, the extra quarterly SHORTCARE administration is not required for the purposes of depression evaluation. If a participant qualifies for depression referral, but refuses the evaluation, then two new depression criterion scores will be needed for additional depressions referrals. Revised January 1989 If the participant does not meet qualifications for referral, but is exhibiting behavior that, in the SHEP clinician's judgment, is consistent with depression or dementia, the participant should be referred to their private physician for the problem. Only when a participant qualifies for referral as described above (two consecutive criterion scores) should they be referred for SHEP endpoint evaluation. Form SH31 (Diagnostic Criteria for Dementia) or SH32 (Diagnostic Criteria for Depression) should be forwarded to the mental health professional relevant to the corresponding diagnosis on the SHORTCARE scales. 3.1.1 Approaching Participants about Referrals When approaching participants about dementia or depression referrals, it may be helpful to approximate the following "script": "A number of patients in the SHEP clinical trial are selected to see another physician (i.e., psychologist, psychiatrist, neurologist, depending on who the consultant is)." "This referral is part of our protocol for the SHEP study and allows us to collect additional information on certain participants." This is all that should be said to the participant unless the participant asks for further reasons why they are being referred. If they ask, it is recommended that they be told something like the following: "Some answers on the forms that I filled out need to be checked by our consultants. Some of our consultants are specialists in (psychology, psychiatry, neurology)." 3.2 Forwarding of Completed Referrals to the Coordinating Center A completed referral for depression includes only the completed Depression Referral Form SH32. The original white copy should be sent to the Coordinating Center. A completed referral for dementia includes the following: - Completed Dementia Referral Form SH31. The original white copy should be sent to the Coordinating Center. Be sure to include the last page of the SH31, which includes the copied diagram and a sentence by the participant. If required, a CT scan film with a CT Coding Form for Dementia, SH16 (Items 1 through 5 on the SH16 should be completed, similar to the CT Coding Form for Stroke, SH14) Copies of other pertinent records may be included but are not required. The completed referrals should be packaged upon completion and sent to Ms. Terri Henry at the Coordinating Center. Please use the usual batch sheet for sending hardcopy forms separate from your usual shipment of data-entered hardcopy forms to the Coordinating Center. 3.3 Diagnostic Evaluation for Dementia--the SH31 2b. The person carrying out the examination should be the SHEP physician who attended the Dementia Evaluation Orientation Session in Chicago in December 1986. Those physicians are listed in Table 3-1 on the following page; anyone on this list is considered for the purpose of the SH31 #2b as a "trained SHEP MD," including neurologists and psychiatrists who were at the orientation session. If it is not possible for the trained MD to do the evaluation, it may be done by another SHEP neurologist or SHEP psychiatrist who did not attend the session in Chicago. In rare cases when this, too, is not possible, the evaluation may be done by another SHEP MD, provided that the completed forms are reviewed by a SHEP neurologist or psychiatrist. ### TABLE 3-1 **SHEP Doctors Attending** **Dementia Evaluation Orientation Session** **Chicago, December 1986** | SHEP Clinic | Trained SHEP MD | |----------------------|-----------------------------------------------------| | Einstein | Howard Crystal, MD (neurologist) | | Emory | Dallas Hall, MD | | Kaiser | George Barton, MD (neurologist) | | Miami | Zoraida Stager, MD | | Chicago-St. Joseph | George Keufner, MD | | Chicago-Northwestern | Flora Gosch, MD | | MRI-San Francisco | Phillip Frost, MD | | UMDNJ-Rutgers | | | Birmingham | E.E. Eddleman, Jr., MD | | Davis | Philip Weiler, MD | | Honolulu | Anthony Holzgang, MD | | Lexington | John C. Wright, MD | | Minneapolis | Richard Grimm, MD, Ph.D. | | Pittsburgh | Mary Ganguli, MD (psychiatrist) | | Memphis | Stephen Miller, MD | | St. Louis | John Morris, MD (neurologist) | | Yale | Greta Camel, MD | | | Samuel Bridges, MD (neurologist) | Revised June 1987 DEMENTIA EVALUATION HISTORY I 3. Check all persons interviewed. Interviews with people other than the patient are recommended to judge deterioration, baseline intellectual ability, course of dementia, alcohol use and other aspects of the medical history. 4. Educational History--list the last grade attended in school as well as whether they graduated. "Grade school" should be interpreted as "through 8th grade." If unknown, fill in Item 4a as "99" and check "Unknown" in Item 4b. 5. This question requires some judgment of the patient's former level of functioning based on employment history, education history and life activities. Of course, someone may well have had a normal intelligence or better and have dropped out of grade school and does menial labor. Usually some clue is available in their other activities or what they were able to learn outside of school. For example, the interviewer may want to probe using questions such as the level of supervision in a particular job, or the technical aspects of outside interests, or the level of achievement in any competitive activity. 7. It is best to ask for the general category and then focus on specific symptoms. Be sure and record if the patient was never able to read or write under the Narrative Section (Item 12, page 3). 10. MINI-MENTAL STATE EXAMINATION If any task in the Mini-Mental State examination is not attempted due to physical impairment (e.g., vision, hearing, severe arthritis, etc.), that task should be scored "9." If any task is not attempted because the examiner feels that the participant would be unable to complete the task, that task should be scored "0." Revised February 1989 Orientation (a) Ask for the date. Then ask specifically for parts omitted, e.g., "can you also tell me what season it is?" One point for each correct. (b) Ask in turn "Can you tell me the name of the hospital?" (town, county, etc.). One point for each correct. Use 5 locations that are specific for where the test is given. Additional information about location can be asked for building (hospital) floor, street. Registration (c) Ask the patient if you may test his memory. Then say the names of 3 unrelated objects, use ball, house and flower, clearly and slowly, about one second for each. After you have said all 3, ask him to repeat them. This first repetition determines his score (0-3) but keep saying them until he can repeat all 3 up to 6 trials. If he does not eventually learn all 3, recall cannot be meaningfully tested. (d) Trials: Write the number of trials given to learn the 3 objects. If the participant requires 6 trials, the correct response here is "6," regardless of if the 3 objects are or are not learned on the 6th trial. (e) Attention and calculation: Ask the patient to begin with 100 and count backwards by 7. Stop after 5 subtractions (93, 86, 79, 72, 65). Score the total number of correct answers. If the patient cannot or will not perform this task, ask him to spell the word "world" backwards. The score is the number of letters in correct order. e.g., dlrow = 5, dlorw = 3. (f) **Recall**: Ask the patient if he can recall the 3 words you previously asked him to remember. Score 0-3. **Language** (g) **Naming**: Show the patient a wrist watch and ask him what it is. Repeat for pencil. Score 0-2. (h) **Repetition**: Ask the patient to repeat the sentence after you. Allow only one trial. Score 0 or 1. (i) **3-stage command**: Give the patient a piece of plain blank paper and repeat the command. Score 1 point for each part correctly executed. For the next three tasks, tear out the worksheet included in the form as page 11. (j) **Reading**: Ask the patient to read the first command on the worksheet and do what it says. Score 1 point only if the patient actually closes his/her eyes. (k) **Writing**: Ask the patient to read the second command on the worksheet and do what it says. Score 1 point if the patient writes a complete sentence (including a subject and verb). (l) **Copying**: Ask the patient to copy the design at the bottom of the worksheet, exactly as it is. To score 1 point, all ten angles must be present, and two must intersect to score 1 point. Tremor and rotation are ignored. (m) Add the scores. Do not count 10D (trials), and do not count any items scored as "9." Revised February 1989 If no tasks were scored as "9," skip to Item 11. If one or more tasks were scored "9," a "corrected score" must be calculated in Items 10n-o as follows: (n) Add the maximum scores for the tasks that have scores (not 9s). (o) Calculate the "corrected score": \[ \frac{10m}{10n} \times 30 \] Please refer to scoring examples A and B for clarification. 11. This is the important question that you have collected the preceding information to answer. The two crucial items determining the continuation of the dementia evaluation after the MMS are: 1. Is there a significant deficit in intellectual functioning (primarily obtained by history)? 2. Is there a decline in functioning over time? This needs some corroborating evidence, such as information from relatives or the Clinic staff. If Item 11 is "No" or "Unknown," the examiner should comment, if appropriate, in Item 12, sign the form and enter his or her ID code in Item 13, and the assessment is completed. If Item 11 is "Yes," there is evidence of cognitive impairment; proceed with the remainder of the evaluation and obtain a CT scan. Revised February 1989 DEMENTIA EVALUATION--HISTORY II 15. Onset of dementia is gradual if no one event seemed to participate it, or if no given day or week represents clearly when it started. 16a. Stepwise progression means one or more episodes of worsening (after the onset) that were precipitous. Usually a time can be given when this occurred. Fluctuation means over a period of time or weeks there was clear evidence of improvement followed by further worsening. Improvement and worsening within one day are not included here. 16b. Plateaus are defined as long periods of time (several months) of relatively stable intellectual performance. If the source of the history only sees the patient at times several months apart and the patient has declined in intellectual performance at each visit, this can not be taken as evidence of plateaus without other evidence. 17. The duration to the best of your knowledge using all sources of information. 18. If there is a history of stroke or not, has there been evidence of impairment of vision, language, strength or sensation. 20. Here we are looking for precipitants of dementia or evidence of other significant disease. Insignificant disease such as a cold, sprain, etc., need not be recorded. 22. Is there reasonable evidence of dementia due to depression by the criteria of pseudodementia in this patient. 25. Other medications that may impair cognition are digitalis derivatives, anticholinergics, methyldopa anticonvulsants, antiarrhythmics, levodopa. If the possibility of a medication causing the symptoms is unclear, each drug the patient takes should be checked for potential to cause cognitive decline. 26. The listed causes, although some may be individually rare, have each been associated with treatable dementia. DEMENTIA EVALUATION--NEUROLOGICAL EXAMINATION 29a. and 29b. Have the patient stand with both feet together and eyes open with arms outstretched. If the patient cannot do this test, skip the test with eyes closed. Participant confidence is often better if the clinician stands near by during the test and the patient is reassured you will not let them fall. Sometimes a second or third trial will be successful as confidence is gained. 29c. and 29d. If the participant cannot maintain balance with eyes open or with eyes closed, have the participant sit down before assessing for drift. Otherwise, drift should be assessed during the tasks in Items 29a. and/or 29b. A **drift** is a downward movement of one arm such that there is a several inch difference between the elevation of the hands. If a drift is noticed, the examiner should ask to be sure it is not due to pain, and it should be repeatable. Revised October 1988 30a. **Gait testing**: Ask the participant to walk in bare or stocking feet or in flat shoes for 15 feet or so. A left hemiparetic gait is marked by decreased left arm swing with the arm bent at the elbow with a stiffness to the left leg so that the leg is moved forward often without much knee bend or foot bending upward and the foot tends to swing out and in a semicircle as it comes forward. A right hemiparetic gait would have similar findings, but on the right side. Unknown means that the participant is unable to walk or refuses. 30b. and 30c. **Walking on heels**: Ask the participant to walk on the heels. (Participants often feel more secure if you hold their hand for this.) If four or more steps can be taken with each foot on the heels without touching the ball of the foot on the floor, that is normal. The foot droops when there is an easily discernible difference in the height of the toes (not due to pain) or the foot comes to the floor but the other foot does not. Unknown means that the participant is unable to walk or refuses. 30d. **Tandem walking** means placing each foot in succession with heel touching the toe. Maintaining balance 10 steps without an extra balance step or holding on is normal. Patients with mild difficulty will often improve with "practice" trials and then can do the test normally. 32. **Visual fields:** Assessment of visual fields compares the participant's visual fields with the examiner's. With the participant facing the examiner, about 3 feet apart, the participant is asked to keep looking at the examiner's nose. The examiner looks at the participant's eyes and holds his or her own hands out laterally so that from the corner of his own eye he can see his fingers if they move. The examiner wiggles the fingers on one or both hands and asks the participant to identify whether the fingers are wiggled on one side or both sides. First, the hands are held above the meridian or in the upper part of the participant's gaze and then lower, in the lower part of the participant's gaze. A simple sequence might be to wriggle fingers of both hands in the upper fields and if the response is "both sides," move the hands down and check with only the left or right fingers moving and if correctly identified, try both sides moving. If correctly identified, the test is over and normal. If the responses are inconsistent, or the participant can identify one side if moving, or either side but not both sides when fingers are moving on both sides, "yes" is checked. Participants who cannot identify movement on the left or on the right side have an abnormality of the visual field. Unknown refers to other visual problems that would affect the assessment of visual fields. 33a. Pupils are usually round. If they are not (as sometimes seen in neurosyphilis), this should be recorded. 34. Extraocular movements are tested by having the patient follow the examiner's finger, or a light or the patient's own finger moved by the examiner to the patient's side to the point when the eyes have moved as far as they can. Mild impairment of upward gaze is fairly common but restriction to no gaze or only slight upward movement should be recorded as abnormal (no). 35. **Occulocephalic reflex**: Have the patient fixate on a point and then the examiner turns his head in each lateral direction and up and down. The patient is instructed to keep his eyes on the same point "keep looking at the X" and to let you turn their head. If the patient cannot fixate due to poor vision or poor cooperation, the results are "Unknown" and the reasons should be recorded. Ability to fixate but inability to continue fixation while turning means he fails the test and "cannot do" the test. 36. Ask the patient to close the eyes tightly. To help them, ask the patient not to let you open the eyes--you can try to pull the eyelids up. If they can hold the eyes closed against moderate attempts to open the eyes, the response is "normal." 37. **Blow out cheeks**: Here the reasons not to be able to do this are lateral facial weakness. The air may escape on that side. Apraxia--inability to carry out a motor act when the request is understood and the patient is cooperative and tries. A response here might be to close the mouth but fail to blow out the cheeks because air is not expelled or is expelled through the nose. 38. **Tongue in cheek**: If the patient can push out one cheek with his tongue, it shows reasonable strength in the tongue muscles moving the tongue to that side. A failure to be able to do this to one side is important. 39. In getting the patient to show their teeth we are looking for weakness on one side which would be shown by failure to show as many teeth on one side as the other. For those with no teeth, "show me your gums" is a substitute test. 40. **Strength testing for roughly symmetrical strength**: Untestable would include patients missing an arm or with an arm in a cast or uncooperative--record the reason in the narrative section, Item 49. 41. Tone is tested by asking the patient to relax and let you move the arm or leg. After repeated attempts and when you believe the patient understands the request and is cooperative, if they are unable to relax but show ease of movement on their own, tone should be checked as "gegenhalten" (unable to relax). Tone is **spastic** when there is ease of movement in part of the range of motion and a spastic catch or sudden increase in tone that can be overcome with continual pressure. **Rigidity** is the term used for tone that is continuously increased throughout the range of motion. It is termed "lead pipe" if there are no catches and "cogwheel" if there are small, little catches repeatedly throughout the range of motion. 43a. **Reflexes--Achilles tendon**: With the participant sitting on a table and the legs dangling down, the Achilles tendon is struck with a reflex hammer just above the ankle. The participant should be relaxed. The examiner should exert slight upward pressure on the bottom of the foot so that it is not pointing downward. The reflex is the contraction of the muscle and the downward movement of the foot. The speed and size of the movement on one side is compared with the other side. The reflexes can be repeated as necessary. 43b. **Reflexes--Patellar tendon**: With the participant sitting on a table and the legs dangling down, the patellar tendon is struck with a reflex hammer just below the knee cap. The participant should be relaxed. The reflex is the contraction of the anterior thigh muscle and forward movement of the lower leg. The speed and size of movement on one side is compared with the other side. The reflexes can be repeated as necessary. 44. Test position sense in the toes by grasping the toe and asking the patient to close his eyes and tell you which direction you move the toe up and down. 45. a) Snout is tested by touching the patient with a tongue blade above the upper lip and eliciting an upward movement of the lip. Suck is elicited by touching the patient on the lips and eliciting a lip movement that would be preparatory to sucking. b) Grasp reflex is elicited by putting your fingers (3 of them) in the palm of the patient's hand. If the fingers are grabbed automatically and the patient won't let go when asked to, that is a grasp reflex. c) Glabellar reflex is elicited by tapping the patient lightly above the nose on the forehead. The normal patient usually closes their eyes reflexedly for the first few taps but soon stops closing the eyes on every tap. The abnormal response is to continue to close or partially close the eyes with each tap. 46c. and 46d. Coordination: Each hand is patted individually on the participant's knee "as fast as you can." Usually there is nearly equal speed with both hands, sometimes a little less speed with the non-dominant hand (the left hand in right-handed people). If there is a noticeable difference or slowness, or if the non-dominant hand is faster, an abnormality of coordination is present. 47. a) A tremor at rest is usually elicited with the hands relaxed in the lap. It is usually "pill-rolling" meaning the thumb and forefinger move in opposite directions as in rolling a pill. b) A tremor seen on holding the arms out but not on patting or at rest is a tremor on posture holding. c) Tremor on action will be noted mostly on finger to nose movements. d) Chorea is random sudden movements of the face or extremity often brought out by tests such as patting where the movements may disrupt a rhythmic movement. e) Other involuntary movements include any other than those mentioned. Please describe them. f) Bradykinesia means slowness of movement. Especially prominent may be the slowness to initiate movement. g) Motor persistence can be noted during the examination when after completing a task such as holding the arms out, you say "okay" (meaning the test is over) and the patient persists in position holding or action--presumably because they do not understand the test is over. h) **Motor impersistence**: Occurs when the patient is unable to persist in an action or posture holding such as an inability to keep the eyes closed for the 30 seconds required while holding posture (the patient might also be afraid). Another example would be hand patting only a few times so that you have to ask them repeatedly to pat their hand again. i) Apraxia is the inability to perform an act that the patient understands you want them to do and for which they have the purely motor ability. The failure to perform is not because of weakness (see blowing out cheeks). j) Agnosia is failure to recognize or perceive something when there is understanding of the task and the sensory mode is intact (for example, unable to recognize people visually with normal visual fields and acuity). k) Aphasia motor refers to difficulty with language in expression. Usually this occurs in speech with hesitancy--word finding problems, difficulty naming, slowed speech and often broken speech pattern with only parts of sentences or phrases communicated. l) Comprehension deficit includes receptive aphasia and other problems understanding verbal or written words. m) Dysarthria is slurred speech with intact language. DEFINITIONS FOR ROSEN MODIFIED HACHINSKI SCALE 70. **An abrupt onset**. Score if the informant describes symptoms of the present condition which began within minutes to hours or if symptoms were clearly not present one day and have been since. 71. **Stepwise deterioration**. Score if there is an abrupt onset with stabilization or recovery of symptoms followed by a second episode with abrupt onset with stabilization, recovery or deterioration of symptoms. Do not include episodes related to clear physical illnesses or drugs. 72. **Somatic complaints**. Score if the patient complains of other symptoms such as pain, weakness, fatigue, dizzy spells, headaches that are not explained by known illnesses. 73. **Emotional incontinence**. Score if the patient has frequent unexplained inappropriate changes in mood, such as, laughing and crying, that persist despite efforts to control them and which seem to be out of proportion to the situation. 74. **History of hypertension**. All SHEP participants have hypertension--this item is automatically scored. 75. **History of stroke**. Score if patient was ever diagnosed as having a stroke including a previous diagnosis of TIA or RIND even if there was complete recovery. 76. **Focal neurological symptoms**. Score if the informant describes the patient as ever having an attack of paralysis of an arm and a leg, loss of sensation on one half of the body, aphasia, loss of vision on one side or the other. 77. **Focal neurological signs.** Score if there is currently on the examination asymmetry of motor or sensory function, deep tendon reflexes or unilateral pathologic reflexes or a field cut. **FINAL ASSESSMENT/DIAGNOSIS OF DEMENTIA** 79. **DSM III Criteria:** It is extremely important that this item be completed as follows: - Yes = all of items #65-#69 are "Yes" - No = at least one of items #65-#69 is "No" - Unknown = at least one of items #65-#69 is "Unknown" (and none are "No") **GENERAL COMMENTS ON COMPLETING THE SH31** All of the SH31s are reviewed by the SHEP dementia endpoint coders. These coders would appreciate a statement from the examiner regarding what is happening to the participant. Comments in the spaces provided on the form are very helpful. SCORING EXAMPLE A In this case, the participant completed all but the last two tasks. The participant was not able to write a complete sentence, and so scored zero on that task. The examiner felt that since the participant had so much trouble with the other tasks, that the participant would "just not be able to do" the last task, or that the last task would be so difficult as to cause too much stress for the participant. Therefore, the last task was also scored as "0". In this case, the total score is the sum of all of the scores, and no "corrected score" is needed. | Orientation | Maximum Score | Score | |-------------|---------------|-------| | a. What is the (year) (season) (date) (day) (month)? (1 point for each.) | 5 | 4 | | b. Where are we: (state) (county) (town) (hospital/clinic) (floor)? (1 point for each.) Use five locations that are specific for where the test is given. | 5 | 3 | | Registration | Maximum Score | Score | |--------------|---------------|-------| | c. Say "ball, house, flower." 1 second to say each. Then ask the patient all 3 after you have said them. Give 1 point for each correct answer. | 3 | 2 | | d. Repeat the three items until the patient learns all three (maximum 6 trials). Record the number of trials (maximum: 6). | 4 | | Attention and Calculation | Maximum Score | Score | |---------------------------|---------------|-------| | e. Serial 7s. 1 point for each correct. Stop after 5 answers. (5 points for correct; subtract 1 for any error.) Alternatively spell "world" backwards (1 point for each letter in correct position.) | 5 | 2 | | Recall | Maximum Score | Score | |--------|---------------|-------| | f. Ask for the 3 objects repeated above. (1 point for each correct answer.) | 3 | 1 | | Language | Maximum Score | Score | |----------|---------------|-------| | g. Name a pencil and a watch (1 point for each correct answer). | 2 | 2 | | h. Repeat the following "No ifs, ands or buts." (1 point) | 1 | 1 | | i. Follow a 3-stage command: "Take a paper in your right hand, fold it in half, and put it on the floor." (1 point for each correct action.) | 3 | 3 | Read and obey the following (see worksheet last page of form): j. Close your eyes (1 point). | 1 | 1 | k. Write a sentence (1 point). | 1 | 0 | l. Copy design (1 point). | 1 | 0 | | Total Score | Maximum Score | Score | |-------------|---------------|-------| | m. Sum of scores in 10a to 10l; do not count 10d and do not count items scored as "9" (maximum: 30). | 19 | If any items were scored as "9," complete items 10n and 10o. Otherwise, skip to item 11. n. Sum of maximum scores for scored tasks: o. Corrected score = 10m ÷ 10n x 30 Revised February 1989 SCORING EXAMPLE B In this case, the participant could not attempt several tasks due to physical impairment. Those items are scored as "0" (Items e, i, k and l). The participant was unable to do Items c, f and h, so those are scored as "0". The total score (Item m), is the sum of all non-9 scores (that is, the sum of the scores not including e, i, k and l). Since there are items scored as "0", a "corrected score" must be calculated in Items n and o. For Item n, add the maximum scores for all items not scored as "9" (the appropriate maximum scores are circled). That total is 20. The "corrected score" (Item o), is then: \( \frac{9}{20} \times 30 = 13.5 \). | Orientation | |-------------| | a. What is the (year) (season) (date) (day) (month)? (1 point for each.) | | b. Where are we: (state) (county) (town) (hospital/clinic) (floor)? (1 point for each.) Use five locations that are specific for where the test is given. | | Registration | |--------------| | c. Say "ball, house, flower." 1 second to say each. Then ask the patient all 3 after you have said them. Give 1 point for each correct answer. | | d. Repeat the three items until the patient learns all three (maximum 6 trials). Record the number of trials (maximum: 6). | | Attention and Calculation | |--------------------------| | e. Serial 7s. 1 point for each correct. Stop after 5 answers. (5 points for correct; subtract 1 for any error.) Alternatively spell "world" backwards (1 point for each letter in correct position.) | | Recall | |--------| | f. Ask for the 3 objects repeated above. (1 point for each correct answer.) | | Language | |----------| | g. Name a pencil and a watch (1 point for each correct answer). | | h. Repeat the following "No ifs, ands or buts." (1 point) | | i. Follow a 3-stage command: "Take a paper in your right hand, fold it in half, and put it on the floor." (1 point for each correct action.) | Read and obey the following (see worksheet last page of form): j. Close your eyes (1 point). k. Write a sentence (1 point). l. Copy design (1 point). | Total Score | |-------------| | m. Sum of scores in 10a to 10l; do not count 10d and do not count items scored as "9" (maximum: 30). | If any items were scored as "9," complete Items 10n and 10o. Otherwise, skip to Item 11. n. Sum of maximum scores for scored tasks: o. Corrected score = \( \frac{10m}{10n} \times 30 \) Revised February 1989 1. a. SHEP ID: [ ] - [ ] - [ ] b. Acrostic: [ ] 2. a. Date of examination: [ ] [ ] [ ] Month Day Year b. Examiner is: Trained SHEP MD □ 1 Other SHEP neurologist □ 2 Other SHEP psychiatrist □ 3 Other SHEP MD □ 4 b. Signature of examiner: ____________________________ Code If examiner is "Other SHEP MD," completed SH31 must be reviewed by SHEP neurologist or psychiatrist. If not, SHEP neurologist or psychiatrist does not need to review completed form (item 2c may be left blank). c. Signature of SHEP neurologist or psychiatrist: ____________________________ Code DEMENTIA EVALUATION--HISTORY I 3. Interviews with (check all applicable): a. Patient □ 1 b. Friend □ 1 c. Family member □ 1 (Specify ________________) d. Medical record □ 1 e. Other □ 1 (Specify ________________) 4. a. Last grade attended in school (unknown = 99): [ ] b. Maximum education attainment: Less than grade school □ 1 Grade school graduate □ 2 High school graduate □ 3 College graduate □ 4 Unknown □ 5 5. Estimate of premorbid intellectual ability based on employment history and life activities: Less than average □ 1 Average □ 2 Greater than average □ 3 Unknown □ 4 6. Present mental status: Alert □ 1 Lethargic □ 2 Decreased consciousness □ 3 7. Is there a history of deterioration in intellectual performance Yes No Unknown a. On the job □ 1 □ 2 □ 3 b. Socially □ 1 □ 2 □ 3 c. In household tasks (e.g., cooking, hobbies) □ 1 □ 2 □ 3 d. In coping with small sums of money □ 1 □ 2 □ 3 e. Remembering short lists of items (shopping) □ 1 □ 2 □ 3 f. Finding the way about on familiar streets □ 1 □ 2 □ 3 g. Finding the way about indoors □ 1 □ 2 □ 3 h. Recalling events □ 1 □ 2 □ 3 i. Interpreting surroundings □ 1 □ 2 □ 3 j. Other (e.g., poor driving); specify ________________ 8. Does the patient have these symptoms? a. Difficulty dressing □ 1 □ 2 □ 3 b. Constructional--problems putting things together □ 1 □ 2 □ 3 c. Impaired judgment □ 1 □ 2 □ 3 d. Seizures □ 1 □ 2 □ 3 e. Confusion at night or in unfamiliar places □ 1 □ 2 □ 3 f. Repeats self □ 1 □ 2 □ 3 9. Other symptoms within previous six months. (Circle all that are applicable.) Difficulty with: a. Personality change: decreased initiative, apathy, purposeless activity, diminished emotional responsiveness or control, impaired regard for the feelings of others, suspiciousness b. Patient sees or hears things that are not present (delusions, hallucinations) c. Language--speech problems, reading, writing, naming, understanding, speaking d. Motor symptoms--falls, tremors, gait e. Incontinence--urinary, bowel 10. Mini-Mental State examination--If any task is not attempted due to a physical impairment (e.g., vision, hearing, severe arthritis, etc.), that task should be scored "9." If any task is not attempted because the examiner feels that the participant would be unable to complete the task, that task should be scored "0." | Orientation | Maximum Score | Score | |-------------|---------------|-------| | a. What is the (year) (season) (date) (day) (month)? (1 point for each.) | 5 | | | b. Where are we: (state) (county) (town) (hospital/clinic) (floor)? (1 point for each.) Use five locations that are specific for where the test is given. | 5 | | | Registration | Maximum Score | Score | |--------------|---------------|-------| | c. Say "ball, house, flower." 1 second to say each. Then ask the patient all 3 after you have said them. Give 1 point for each correct answer. | 3 | | | d. Repeat the three items until the patient learns all three (maximum 6 trials). Record the number of trials (maximum: 6). | 3 | | | Attention and Calculation | Maximum Score | Score | |---------------------------|---------------|-------| | e. Serial 7s. 1 point for each correct. Stop after 5 answers. (5 points for correct; subtract 1 for any error.) Alternatively spell "world" backwards (1 point for each letter in correct position.) | 5 | | | Recall | Maximum Score | Score | |--------|---------------|-------| | f. Ask for the 3 objects repeated above. (1 point for each correct answer.) | 3 | | | Language | Maximum Score | Score | |----------|---------------|-------| | g. Name a pencil and a watch (1 point for each correct answer). | 2 | | | h. Repeat the following "No ifs, ands or buts." (1 point) | 1 | | | i. Follow a 3-stage command: "Take a paper in your right hand, fold it in half, and put it on the floor." (1 point for each correct action.) | 3 | | Read and obey the following (see worksheet last page of form): j. Close your eyes (1 point). k. Write a sentence (1 point). l. Copy design (1 point). | Total Score | Maximum Score | Score | |-------------|---------------|-------| | m. Sum of scores in 10a to 10l; do not count 10d and do not count items scored as "9" (maximum: 30). | 30 | | If any items were scored as "9," complete items 10n and 10o. Otherwise, skip to Item 11. n. Sum of maximum scores for scored tasks: o. Corrected score = 10m ÷ 10n × 30 11. Based on preceding history, and Mini-Mental State total score Item 10m (or, if appropriate, Item 10a) less than 23, is there evidence of intellectual deterioration or of current performance below that expected from employment activities and schooling attainment? Yes □ 1 No □ 2 Unknown □ 3 12. Narrative: Specify items and clarify any items or history not clear from the previous questions. 13. Signature of person completing this section: ____________________________ Code If Item 11 is "No" or "Unknown," stop assessment. If Item 11 is "Yes," there is evidence of cognitive impairment; proceed with Dementia Evaluation--History II; obtain CT scan. DEMENTIA EVALUATION--HISTORY II 14. Interviews with (check all applicable): a. Patient □ 1 b. Friend □ 1 c. Family member □ 1 (Specify ________________) d. Medical record □ 1 e. Other □ 1 (Specify ________________) 15. Onset of dementia: Abrupt □ 1 Gradual □ 2 Unknown □ 3 16. a. Course of dementia: Gradual progression □ 1 Stepwise progression □ 2 Fluctuating □ 3 Unknown □ 4 b. Plateaus: Yes □ 1 No □ 2 Unknown □ 3 17. Duration of dementia: Less than 6 months □ 1 6 months to 1 year □ 2 1-3 years □ 3 3-5 years □ 4 More than 5 years □ 5 Unknown □ 6 18. a. Is there a history of stroke? □ 1 Was there sudden impairment lasting longer than 24 hours of: b. Vision □ 1 □ 2 □ 3 c. Speech, language □ 1 □ 2 □ 3 d. Strength □ 1 □ 2 □ 3 e. Sensation □ 1 □ 2 □ 3 19. a. Is there a history of head trauma with unconsciousness? □ 1 □ 2 □ 3 b. Is there a history of head trauma without definite unconsciousness? □ 1 □ 2 □ 3 For Items 20, 21a and 21b, circle all entities found by history. 20. History of other medical illness preceding or with onset of dementia? □ 1 □ 2 □ 3 (malignancy, dialysis, CO exposure, polycythemia, hypoglycemia, atrial fibrillation) 21. a. History of psychiatric illness preceding or with onset of dementia? □ 1 □ 2 □ 3 (depression, paranoia, schizophrenia, other) If Item 21a is "No" or "Unknown," skip to Item 22. b. Treatment employed? (hospitalization, out-patient, drugs, other) 22. Evidence of dementia due to depression? (See pseudodementia list, page 10.) 23. Evidence of depression? (See list of selected questions, page 10.) 24. a. Current alcohol use: Never or very rarely Less than 1 drink per week Greater than weekly; less than daily Daily, up to 3 shots Daily, more than 3 shots Unknown b. Is Cage Review positive for alcoholism (see page 10)? c. Is alcohol intake a potential cause for dementia? 25. Medication, home remedy, drug review. Does the patient use: a. Anti-anxiety medications b. Phenothiazines c. Barbiturates d. Antidepressants e. Sleeping pill f. Other medications that may impair cognition (Specify ____________________________) 26. Medical history review for possible treatable causes of dementia (review with patient, family, etc.): a. Hyperparathyroidism b. Hypothyroidism c. B12 deficiency d. Syphilis e. Brain abscess f. Brain tumor g. Subarachnoid hemorrhage h. Subdural hematoma i. Bacterial or fungal meningitis, or viral encephalitis j. Liver disease k. Kidney disease l. Severe obstructive pulmonary disease m. Collagen/vascular disease n. Other (Specify ____________________________) 27. Is there a family history of dementia? (Describe in Item 28.) 28. Additional narrative: 29. Ability to stand and maintain station on a narrow base with arms outstretched for 30 seconds: a. Eyes open □ 1 □ 2 □ 3 b. Eyes closed □ 1 □ 2 □ 3 c. Downward drift of left arm □ 1 □ 2 □ 3 d. Downward drift of right arm □ 1 □ 2 □ 3 If "Eyes open" is not successful, skip to 29c. 30. Walking: a. Able to perform ordinary gait without difficulty □ 1 □ 2 □ 3 b. Walking on heels--left foot droops □ 1 □ 2 □ 3 c. Walking on heels--right foot droops □ 1 □ 2 □ 3 d. Tandem (heel to toe) without difficulty □ 1 □ 2 □ 3 31. Fundoscopic examination--papilledema present □ 1 □ 2 □ 3 32. Visual field examination: a. Field cut (specify type____________________) □ 1 □ 2 □ 3 b. Monocular loss □ 1 □ 2 □ 3 33. Pupils: a. Roundness present □ 1 □ 2 □ 3 b. React to light and accommodation □ 1 □ 2 □ 3 34. Extraocular movements: a. Full left lateral gaze □ 1 □ 2 □ 3 b. Full right lateral gaze □ 1 □ 2 □ 3 c. Full upward gaze □ 1 □ 2 □ 3 d. Full downward gaze □ 1 □ 2 □ 3 35. Occulocephalic reflex--have patient fixate on a point, rotate head: a. Horizontally Can do □ 1 Cannot do □ 2 Unknown □ 3 b. Vertically Can do □ 1 Cannot do □ 2 Unknown □ 3 36. Forced eye closure (normal if patient can bury lids) □ 1 □ 2 □ 3 37. Blow out cheeks □ 1 □ 2 □ 3 38. Tongue in cheek: a. Left □ 1 □ 2 □ 3 b. Right □ 1 □ 2 □ 3 39. Show teeth: a. Left face □ 1 □ 2 □ 3 b. Right face □ 1 □ 2 □ 3 40. Strength: a. Left arm, hand □ 1 □ 2 □ 3 b. Right arm, hand □ 1 □ 2 □ 3 c. Left leg □ 1 □ 2 □ 3 d. Right leg □ 1 □ 2 □ 3 41. a. Tone--arm and leg If "All normal" or "Other," skip to Item 42. If "Other," describe in Item 49. If "Any abnormal," indicate codes in Items 41b-41e. Code for type of abnormality: 1=Normal 2=Spasticity 3=Rigidity lead pipe 4=Cogwheel rigidity 5=Not able to relax--gegenhalten 6=Flaccid 7=Untestable b. Left arm □ c. Left leg □ d. Right arm □ e. Right leg □ 42. a. Reflexes--arm and leg (abnormal if reflex is abnormally increased or Babinski present) If "All normal" or "Other," skip to Item 43. If "Other," describe in Item 49. If "Any abnormal," check in items 42b-42k. Left Abnormal Right Abnormal Biceps b. □ 1 c. □ 1 Triceps d. □ 1 e. □ 1 Knee f. □ 1 g. □ 1 Ankle h. □ 1 i. □ 1 Plantar response j. □ 1 k. □ 1 43. Reflexes--abnormal if depressed a. At ankle □ 1 □ 2 □ 3 b. At knee □ 1 □ 2 □ 3 44. Sensation: a. Pin □ 1 □ 2 □ 3 b. Position sense toes □ 1 □ 2 □ 3 (Specify any abnormality______________________) 45. Additional reflexes: a. snout--suck--rooting □ 1 □ 2 □ 3 b. grasp--reflex--hand □ 1 □ 2 □ 3 c. glabellar □ 1 □ 2 □ 3 46. Coordination: a. finger to nose, left □ 1 □ 2 □ 3 b. finger to nose, right □ 1 □ 2 □ 3 c. patting--hand, left □ 1 □ 2 □ 3 d. patting--hand, right □ 1 □ 2 □ 3 47. On the basis of the examination and observation, have you seen: Yes No Untestable a. Tremor at rest □ 1 □ 2 □ 3 b. Tremor on posture holding □ 1 □ 2 □ 3 c. Tremor on action □ 1 □ 2 □ 3 d. Chorea □ 1 □ 2 □ 3 e. Other involuntary movements □ 1 □ 2 □ 3 (Describe__________________________________) f. Bradykinesia □ 1 □ 2 □ 3 g. Motor persistence □ 1 □ 2 □ 3 h. Motor impersistence □ 1 □ 2 □ 3 i. Apraxia □ 1 □ 2 □ 3 j. Agnosia □ 1 □ 2 □ 3 k. Speech, language--motor aphasia □ 1 □ 2 □ 3 l. Comprehension--deficit □ 1 □ 2 □ 3 m. Articulation--dysarthria □ 1 □ 2 □ 3 48. a. Are focal neurologic abnormalities present? b. If yes, are abnormalities consistent with stroke? 49. Description of any abnormalities in items 29-48: LABORATORY EXAMINATION OF DEMENTIA | Test | Abnormal | Normal | Unknown/Not Done | |-----------------------|----------|--------|------------------| | 50. CBC | □ 1 | □ 2 | □ 3 | | 51. Electrolytes | □ 1 | □ 2 | □ 3 | | 52. Glucose | □ 1 | □ 2 | □ 3 | | 53. Liver function tests | □ 1 | □ 2 | □ 3 | | 54. Renal (BUN, Creat) | □ 1 | □ 2 | □ 3 | | 55. Thyroid panel | □ 1 | □ 2 | □ 3 | | 56. VDRL--FTA | □ 1 | □ 2 | □ 3 | | 57. Sed Rate | □ 1 | □ 2 | □ 3 | | 58. B12 level | □ 1 | □ 2 | □ 3 | | 59. Drug screen (if indicated) | □ 1 | □ 2 | □ 3 | | 60. EEG | □ 1 | □ 2 | □ 3 | | 61. Lumbar puncture | □ 1 | □ 2 | □ 3 | | 62. DSA/Angiogram | □ 1 | □ 2 | □ 3 | | 63. Psychological testing | □ 1 | □ 2 | □ 3 | (Specify test and results in Item 64.) 64. Specify abnormalities in tests listed above, plus any additional tests pertinent to dementia: ## DIAGNOSTIC CRITERIA FOR DEMENTIA (DSM III) | Question | Yes | No | Unknown | |--------------------------------------------------------------------------|-----|----|---------| | 65. Loss of intellectual abilities of sufficient severity to interfere with social or occupational functioning? | | | | | 66. Memory impairment? | | | | | 67. At least one of the following (circle all that apply)? | | | | | - Impairment of abstract thinking | | | | | - Impaired judgment | | | | | - Other disturbances of higher cortical function, e.g., aphasia, apraxia, agnosia, constructional difficulty | | | | | 68. An unclouded state of consciousness? | | | | | 69. Evidence from the history, physical examination and laboratory tests that no specific reversible cause of the dementia is present? | | | | All of items 65-69 must be "Yes" for a diagnosis of dementia to be made. ## ROSEN MODIFIED HACHINSKI SCALE | Question | Score | |--------------------------------------------------------------------------|-------| | 70. Abrupt onset (score 2) | | | 71. Stepwise deterioration (score 1) | | | 72. Somatic complaints (score 1) | | | 73. Emotional incontinence (score 1) | | | 74. History of hypertension (score 1) | 1 | | 75. History of stroke (score 1) | | | 76. Focal neurological symptoms (score 2) | | | 77. Focal neurological signs (score 2) | | | 78. TOTAL SCORE (Sum of Items 70-77) | | | Total Score | Type of Dementia | |-------------|---------------------------| | 0-2 | Not multi-infarct | | 3 | Equivocal | | 4+ | Multi-infarct or mixed | ## FINAL ASSESSMENT/DIAGNOSIS OF DEMENTIA | Question | Yes | No | Unknown | |--------------------------------------------------------------------------|-----|----|---------| | 79. Does patient meet all DSM III criteria for dementia listed in Items 65-69? | | | | | 80. Are pseudodementia and/or depression appearing to make a significant contribution to mental disturbance? | | | | | 81. Is there a potential treatable cause for dementia? Specify___________ | | | | | 82. Is the dementia associated with other neurological diseases? | | | | | 83. Is there any other non-neurological cause for dementia? | | | | | 84. Is the dementia probably due to (check one): | | | | | - Multi-infarct | 1 | | - Alzheimer's | 2 | | - Mixed MID and Alzheimer's | 3 | | - Other (specify)______________________________________________________| 4 | | - Unknown | 5 | | - Dementia not present | 6 | STOP Version 3 - 2/89 85. Dementia present? Yes □ 1 No □ 2 Unknown □ 3 Skip to 87. 86. Type of dementia: Multi-infarct □ 1 Alzheimer's □ 2 Mixed MID and Alzheimer's □ 3 Other (specify) □ 4 Unknown □ 5 87. Date coding final: Month □ □ □ Day □ □ □ Year □ □ □ 88. Signature of person completing this section: ___________________________ PSEUDODEMENTIA 1. Onset can be dated with some precision 2. Any life stressor at or around time of onset of memory disorder (which might induce or contribute to a depression) 3. Symptoms of short duration and rapid progression 4. Family aware of dysfunction and severity 5. Patient complains of cognitive loss 6. Patient emphasizes disability 7. Patient highlights failures 8. Patient communicates strong sense of distress 9. Loss of social skills early and prominent 10. "Don't know" answers typical 11. History of prior psychiatric problems Four or more "yes" answers are supportive of the presence of pseudodementia. DEPRESSION 1. Dysphoric mood--loss of interest or pleasure in usual activities. Characterized by symptoms such as depressed, sad, blue, hopeless, low, down in the dumps, irritable. Mood disturbance is prominent and relatively persistent. 2. At least four of the following symptoms have each been present nearly every day for two weeks: * Poor appetite with weight loss or increased appetite with weight gain * Insomnia or hypersomnia * Psychomotor agitation or retardation * Loss of interest or pleasure in sexual activities or decrease in sexual drive * Loss of energy or fatigue * Feelings of worthlessness, self-reproach or excessive or inappropriate guilt * Complaints or evidence of diminished ability to think or concentrate * Recurrent thoughts of death, suicidal indication, wished to be dead or suicide attempt Both of the above criteria must be met for a diagnosis of depression. CAGE REVIEW FOR ALCOHOLISM 1. Has the patient ever felt he ought to cut down on his drinking? 2. Has the patient ever been criticized regarding his drinking? 3. Has the patient ever felt bad or guilty about his drinking? 4. Has the patient ever had a drink first thing in the morning to steady his nerves or get rid of a hangover? Three "yes" answers indicate the history or presence of alcoholism. Read and Obey the Following: CLOSE YOUR EYES Write a sentence: Copy the design: SHEP CT SCAN CODING FORM FOR DEMENTIA 1. SHEP ID: ______ - ______ - ______ 2. Acrostic: ____________ 3. Date this form initiated: ______ Month ______ Day ______ Year 4. a. Date of CT scan: ______ Month ______ Day ______ Year b. Source of CT scan: Available with participant's medical record □ 1 SHEP □ 2 5. a. Date of Dementia Evaluation Form (SH31) to which this CT scan applies: ______ Month ______ Day ______ Year Clinic: Keep goldenrod copy of this page only. 6. Date Coordinating Center sends to CT Scan Reading Center: ______ Month ______ Day ______ Year 7. Date of coding at CT Scan Reading Center: ______ Month ______ Day ______ Year 8. a. This is a: CT Scan □ 1 MRI □ 2 Other (specify ________________________) □ 3 b. Technical adequacy of this study: Adequate □ 1 Inadequate □ 2 Unknown □ 3 9. Is CT scan normal? Normal □ 1 → Skip to Item 27. Abnormal □ 2 10. Number of focal lesions related to this event: □ DESCRIPTION OF LESIONS: Put the most important lesion in Column 1, next in Column 2, etc. | 1 | 2 | 3 | 4 | 5 | 6 | |---|---|---|---|---|---| 11. Side: Codes: 1 Mid 2 Left 3 Right 4 Both 12. Pathology (circle all applicable): | Description | 1 | 2 | 3 | 4 | 5 | 6 | |------------------------------------|-----|-----|-----|-----|-----|-----| | No longer seen | 01 | 01 | 01 | 01 | 01 | 01 | | Superficial infarct | 02 | 02 | 02 | 02 | 02 | 02 | | Deep, small infarct (<2 cm) | 03 | 03 | 03 | 03 | 03 | 03 | | Deep, large infarct | 04 | 04 | 04 | 04 | 04 | 04 | | Super and deep infarct | 05 | 05 | 05 | 05 | 05 | 05 | | Intracerebral hemorrhage (ICH) | 06 | 06 | 06 | 06 | 06 | 06 | | Subarachnoid hemorrhage (SAH) | 07 | 07 | 07 | 07 | 07 | 07 | | AVM | 08 | 08 | 08 | 08 | 08 | 08 | | Aneurysm | 09 | 09 | 09 | 09 | 09 | 09 | | Other (specify__________) | 10 | 10 | 10 | 10 | 10 | 10 | 13. Anatomy (circle all applicable): | Anatomy | 1 | 2 | 3 | 4 | 5 | 6 | |-----------------------|-----|-----|-----|-----|-----|-----| | Frontal lobe | 01 | 01 | 01 | 01 | 01 | 01 | | Parietal lobe | 02 | 02 | 02 | 02 | 02 | 02 | | Temporal lobe | 03 | 03 | 03 | 03 | 03 | 03 | | Occipital lobe | 04 | 04 | 04 | 04 | 04 | 04 | | Operculum | 05 | 05 | 05 | 05 | 05 | 05 | | Insula | 06 | 06 | 06 | 06 | 06 | 06 | | Caudate | 07 | 07 | 07 | 07 | 07 | 07 | | Putamen | 08 | 08 | 08 | 08 | 08 | 08 | | Thalamus | 09 | 09 | 09 | 09 | 09 | 09 | | Anterior capsule | 10 | 10 | 10 | 10 | 10 | 10 | | Genu | 11 | 11 | 11 | 11 | 11 | 11 | | Posterior capsule | 12 | 12 | 12 | 12 | 12 | 12 | | Corona radiata | 13 | 13 | 13 | 13 | 13 | 13 | | Centrum semiovale | 14 | 14 | 14 | 14 | 14 | 14 | | Corpus callosum | 15 | 15 | 15 | 15 | 15 | 15 | | Midbrain | 16 | 16 | 16 | 16 | 16 | 16 | | Pons | 17 | 17 | 17 | 17 | 17 | 17 | | Medulla | 18 | 18 | 18 | 18 | 18 | 18 | | Cerebellum | 19 | 19 | 19 | 19 | 19 | 19 | | Ventricular space | 20 | 20 | 20 | 20 | 20 | 20 | | Subarachnoid space | 21 | 21 | 21 | 21 | 21 | 21 | | Subdural space | 22 | 22 | 22 | 22 | 22 | 22 | | Epidural space | 23 | 23 | 23 | 23 | 23 | 23 | 14. Section thickness (mm): [ ] [ ] [ ] [ ] [ ] [ ] 15. Number of sections lesion is visible in: [ ] [ ] [ ] [ ] [ ] [ ] 16. Largest diameter (mm): [ ] [ ] [ ] [ ] [ ] [ ] 17. Diameter (mm) at right angles to diameter in Item 16: [ ] [ ] [ ] [ ] [ ] [ ] Version 1 - 5/15/87 Explanation of Codes for Items 18-25: Density (18): Size change from previous CT (20): Enhancement, type (24): 1 Low 0 None 1 Gyral/deep 2 High 1 Initial 2 Ring 3 Both (mixed) 2 Smaller 3 Other 4 Isodense 3 Larger 4 None 4 Not applicable/no previous CT Size scale (19): Edema/Mass/Enhancement (21-23): Clin Relevance (25): 0 Absent 0 Absent 0 Lesions consistent with time 1 <1 cm 1 Mild from onset to CT 2 <½ lobe 2 Moderate 1 Not consistent 3 <1 lobe 3 Marked 2 Unknown 4 >1 lobe 4 Not applicable | | 1 | 2 | 3 | 4 | 5 | 6 | |---|---|---|---|---|---|---| | 18. Density | □ | □ | □ | □ | □ | □ | | 19. Size, scale | □ | □ | □ | □ | □ | □ | | 20. Size, change from previous CT | □ | □ | □ | □ | □ | □ | | 21. Edema | □ | □ | □ | □ | □ | □ | | 22. Mass effect | □ | □ | □ | □ | □ | □ | | 23. Enhancement | □ | □ | □ | □ | □ | □ | | 24. Enhancement, type | □ | □ | □ | □ | □ | □ | | 25. Clin relevance | □ | □ | □ | □ | □ | □ | SKIP ITEM 26 IF PATHOLOGY (ITEM 12) DOES NOT INCLUDE HEMORRHAGE. Explanation of codes for Item 26: For SAH: 0 None 1 Diffuse and less than 1 mm 2 Localized clot or greater than 1 mm 3 Clots For ICH: 0 None 1 Intraventricular extension 2 Cisternal 3 Both | | 1 | 2 | 3 | 4 | 5 | 6 | |---|---|---|---|---|---|---| | 26. Hemorrhage: | □ | □ | □ | □ | □ | □ | 27. Cortical atrophy? None □ 1 Minimal □ 2 Moderate □ 3 Marked □ 4 Unknown □ 5 28. Hydrocephalus? None □ 1 Minimal □ 2 Moderate □ 3 Marked □ 4 Unknown □ 5 29. Periventricular hypodensity (by CT): Not present □ 1 Visible □ 2 Not applicable □ 3 30. Bright plaques (T 2 image MRI): Not present □ 1 Visible □ 2 Not applicable □ 3 31. Sulcus/fissure enlargement (if not visible = 0) Average sulcus width (check at least 3 on each side from highest slice): a. Left side (mm) □ □ □ b. Right side (mm) □ □ □ Anterior end of sylvian fissure: c. Left side (mm) □ □ □ d. Right side (mm) □ □ □ Interhemisphere space anteriorly at the level of the body of the lateral ventricles (mm): □ □ □ 32. Ventricular measurements and ratios (if not visible = 0) a. 3rd ventricle (mm) □ □ □ b. Width of temporal horns, left (mm) □ □ □ c. Width of temporal horns, right (mm) □ □ □ d. Lateral frontal horn distance, maximum (mm) □ □ □ e. Skull diameter at same location as 32d (mm) □ □ □ f. Compute ratio 32d ÷ 32e □ □ □ CT SCAN ABNORMALITIES (Continued) Cella media ratio g. Transverse diameter of the body of the lateral ventricles (mm) h. Skull diameter at same location (mm) i. Compute ratio 32g ÷ 32h Third ventricle--Sylvian fissure/skull ratio j. Distance from left sylvian fissure to 3rd ventricle (mm) k. Distance from right sylvian fissure to 3rd ventricle (mm) l. Diameter of skull at the same location (mm) m. Compute (32j + 32k) ÷ 32l 33. Comments or additional descriptions of other abnormalities: 34. CT Coder Signature: STOP Coordinating Center Use Only 35. Coding result: Agrees with other coder □ 1 Needs adjudication □ 2 Adjudicator's Use Only 36. Result of adjudication: Use this coder's form □ 1 Use alternate coder's form □ 2 37. Comments: 38. Signature of adjudicator: Version 1 - 5/15/87 DIAGNOSTIC CRITERIA FOR DEPRESSION 1. a. Participant's Name: ____________________________ b. SHEP ID: ______ - ________ - ______ c. Acrostic: ________________ 2. Date of Clinic Visit: ______ Month ______ Day ______ Year 3. Sequence #: ______ 4. Date of SHORTCARE Evaluation: ______ Month ______ Day ______ Year For each of the following criteria for depression taken from DSM III, please indicate if the criterion is present or not. If present, please indicate on what basis the judgment is made. | Criterion (DSM III) | Present? | Basis of Judgment | |-------------------------------------------------------------------------------------|----------|-------------------| | 5. Dysphoric mood or loss of interest or pleasure in all or almost all usual activities and past times | | | | a. Mood is characterized by symptoms such as depression, sad, blue, hopeless, low, down in the dumps, irritable | Yes □ 1 No □ 2 | | b. Mood disturbance is prominent and relatively persistent | Yes □ 1 No □ 2 | | 6. At least four of the following symptoms have each been present nearly every day for a period of at least two weeks | | | | a. Poor appetite with weight loss or increased appetite with weight gain | Yes □ 1 No □ 2 | | b. Insomnia or hypersomnia | Yes □ 1 No □ 2 | | c. Psychomotor agitation or retardation | Yes □ 1 No □ 2 | | d. Loss of interest or pleasure in sexual activities or decrease in sexual drive | Yes □ 1 No □ 2 | | e. Loss of energy or fatigue | Yes □ 1 No □ 2 | | f. Feelings of worthlessness, self-reproach or excessive or inappropriate guilt | Yes □ 1 No □ 2 | | Criterion (DSM III) | Present? | Basis of Judgment | |------------------------------------------------------------------------------------|----------|-------------------| | g. Complaints or evidence of diminished ability to think or concentrate | Yes □ 1 | No □ 2 | | h. Recurrent thoughts of death, suicidal indication, wishes to be dead or suicide attempt | Yes □ 1 | No □ 2 | | 7. Neither of the following dominate the clinical picture when an affective syndrome is not present | | | | a. Preoccupation with a mood, delusion or hallucination | Yes □ 1 | No □ 2 | | b. Bizarre behavior | Yes □ 1 | No □ 2 | | 8. Not superimposed upon either schizophrenia, schizophreniform, or paranoid disorder | Yes □ 1 | No □ 2 | | 9. Not due to any organic mental disorder or uncomplicated bereavement | Yes □ 1 | No □ 2 | | 10. In your opinion, does this participant have depression? | Yes □ 1 | No □ 2 | | 11. Signature: | | | Code CHAPTER 4 ACTIVITIES OF DAILY LIFE Form: SH33 Administered: Baseline Visit 2, Annually Questions 5-11 Each of these questions has three parts: section (a) asks if help is needed, section (b) asks what kind of help is used, and section (c) asks about the level of difficulty that the participant experiences in doing the activity. The following introduction to ADL alleviates feelings of anxiety or impatience in participants who find section c's redundant and bothersome (i.e., "I just told you... I don't need help!): "First, I'll ask you whether or not you require help to carry out certain activities. Second, even though you may not need help, I'll follow-up each question by asking you how difficult on the average it is for you to carry out that activity." Ask section (a) of each item to all respondents, including proxies. Repeat the introduction "At the present time, do you need help..." before each item. If the response to section (a) is Yes, check "Help" and then ask section (b) of that question. If the respondent does not need help, that is, the response to section (a) is "No Help," skip section (b) and go to section (c). If the respondent is totally unable to do something even with help, the response to section (a) is "Unable to do." Then skip sections (b) and (c) and go to the next item. Revised July 1985 Also skip section (b) if the respondent refused to answer section (a) or doesn't know the answer. Section (b) records the form of the assistance used to do each task. Check "Person only" if assistance is received only from people. (The person may be a spouse, household member, neighbor, friend, home health aide, etc.) Check "Equipment only" if the help is only from equipment such as a cane or walker, commode, prosthesis, bedpan, special clothing (e.g., zipperless pants, special shoes, etc.), or other special equipment. Check "Both" if the respondent currently needs the assistance of both a person and special equipment either at the same time or at various times (e.g., "the aide helps me get onto the bedpan" or "my wife usually helps me out of bed, but if she's not here, I use my walker"). Always use the response card provided in this chapter for Questions 5-11. Questions 12-14 Ask each of the three items to all respondents, including proxy respondents. If the respondent says "I don't do that," ask whether the respondent could do it, if he/she needed to. Questions 15-19 Ask each of the five items to all respondents including proxy respondents. Repeat the answer categories with each question. Always use the response card provided in this chapter. Revised August 1988 Questions 20-24 These questions are for the interviewer only, and ask about the interviewer's perception of the quality of the interview. ACTIVITIES OF DAILY LIFE This form is to be administered at Baseline Visit 2 and all annual visits. If necessary, information may be obtained from a person who is knowledgeable about the participant's daily life. 1. SHEP ID: [ ] - [ ] - [ ] 2. Acrostic: [ ] 3. Date: [ ] [ ] [ ] Month Day Year 4. a. Visit: 1 □ Baseline Visit 2 2 □ Annual → b. Which? □ "The next set of questions is about everyday activities." (Give response card #1 to participant.) (Interviewer: Record any help as help. Repeat lead and response categories as necessary.) "At the present time, do you need help from another person or from special equipment for . . ." 5a. Walking across a small room? Go to 5c ← No help □ 1 Go to 5b ← Help □ 2 Go to 6 ← Unable to do □ 3 Go to 5c ← Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment or both? c. How much difficulty, on the average, do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 6a. Do you need help from another person or from special equipment for bathing-- either a sponge bath, tub bath, or shower? Go to 6c ← No help □ 1 Go to 6b ← Help □ 2 Go to 7 ← Unable to do □ 3 Go to 6c ← Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment, or both? c. How much difficulty, on the average, do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 SH33/1 7a. **Do you need help for personal grooming, like brushing hair, brushing teeth, or washing face?** Go to 7c No help □ 1 Go to 7b Help □ 2 Go to 8 Unable to do □ 3 Go to 7c Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment, or both? Person only □ 1 Equipment only □ 2 Both □ 3 Refused □ 7 DK □ 8 c. How much difficulty, on the average, do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 8a. **Do you need help for dressing, like putting on a shirt, buttoning and zipping, or putting on shoes?** Go to 8c No help □ 1 Go to 8b Help □ 2 Go to 9 Unable to do □ 3 Go to 8c Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment or both? Person only □ 1 Equipment only □ 2 Both □ 3 Refused □ 7 DK □ 8 c. How much difficulty, on the average do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 9a. **Do you need help for eating, like holding a fork, cutting food, or drinking from a glass?** Go to 9c No help □ 1 Go to 9b Help □ 2 Go to 10 Unable to do □ 3 Go to 9c Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment or both? Person only □ 1 Equipment only □ 2 Both □ 3 Refused □ 7 DK □ 8 c. How much difficulty, on the average, do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 10a. **Do you need help getting from a bed to a chair?** Go to 10c ← No help □ 1 Go to 10b ← Help □ 2 Go to 11 ← Unable to do □ 3 Go to 10c ← Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment or both? Person only □ 1 Equipment only □ 2 Both □ 3 Refused □ 7 DK □ 8 c. How much difficulty, on the average, do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 11a. **Do you need help using the toilet?** Go to 11c ← No help □ 1 Go to 11b ← Help □ 2 Go to 12 ← Unable to do □ 3 Go to 11c ← Refused □ 7 DK □ 8 b. Is this help from a person, from special equipment or both? Person only □ 1 Equipment only □ 2 Both □ 3 Refused □ 7 DK □ 8 c. How much difficulty, on the average, do you have doing this? Would you say that you have . . . (say the responses) No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Refused □ 7 DK □ 8 12. Are you able to do heavy work around the house, like washing windows, walls or floors without help? (PROBE: Could you do it if you needed to?) Yes □ 1 No □ 2 Refused □ 7 DK, Unsure □ 8 13. Are you able to walk up and down stairs to the second floor without help? (PROBE: Could you do it if you needed to?) Yes □ 1 No □ 2 Refused □ 7 DK, Unsure □ 8 14. Are you able to walk half a mile without help? That's about eight ordinary blocks. (PROBE: Could you do it if you needed to?) Yes □ 1 No □ 2 Refused □ 7 DK, Unsure □ 8 "Now I'm going to ask you about how difficult it is, on the average, for you to do certain kinds of activities." 15. To begin, how much difficulty, if any, do you have pulling or pushing large objects like a living room chair? Would you say you have . . . No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Just unable to do it □ 5 Refused □ 7 DK □ 8 16. What about stooping, crouching, or kneeling? Do you have . . . No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Just unable to do it □ 5 Refused □ 7 DK □ 8 17. Lifting or carrying weights under 10 pounds, like a bag of potatoes? Do you have . . . No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Just unable to do it □ 5 Refused □ 7 DK □ 8 18. Reaching or extending arms above shoulder level? Do you have . . . No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Just unable to do it □ 5 Refused □ 7 DK □ 8 19. Either writing or handling small objects? Do you have . . . No difficulty at all □ 1 A little difficulty □ 2 Some difficulty □ 3 A lot of difficulty □ 4 Just unable to do it □ 5 Refused □ 7 DK □ 8 Questions 20-23 for interviewer only. 20. Were all items in the Activities of Daily Life Questionnaire read, or was the questionnaire not completed? All questions read □ 1 Not completed, at participant's request □ 2 Not completed, at interviewer's initiative □ 3 21. From whom were responses obtained? Participant entirely □ 1 Participant mostly □ 2 Participant and proxy about equally □ 3 Proxy mostly □ 4 Proxy entirely □ 5 22. How would you rate the overall validity of the responses that were obtained? Very good □ 1 Good □ 2 Fair □ 3 Poor □ 4 Very poor □ 5 23a. Did anything in particular contribute to non-completion or adversely affect the overall quality of the interview? Go to 23b ← Yes □ 1 Go to END ← No □ 2 b. Hearing problem? Yes □ 1 No □ 2 c. Language difficulty? Yes □ 1 No □ 2 d. Mental confusion? Yes □ 1 No □ 2 e. Hostile attitude? Yes □ 1 No □ 2 f. Lack of interest? Yes □ 1 No □ 2 g. Fatigue? Yes □ 1 No □ 2 h. Participant's proxy? Yes □ 1 No □ 2 i. Noise, interruptions? Yes □ 1 No □ 2 j. Time pressure? Yes □ 1 No □ 2 k. Other? (Specify: ________________________) Yes □ 1 No □ 2 END Finish conversations that may have been side-tracked earlier in the interview. Thank the participant for his or her cooperation. 24. Interviewer: ____________________________ Signature Code SH33/5 No help Help Unable to do Person Special equipment Both No difficulty at all A little difficulty Some difficulty A lot of difficulty No difficulty at all A little difficulty Some difficulty A lot of difficulty Just unable to do it CHAPTER 5 SOCIAL NETWORK QUESTIONNAIRE Form: SH34 Administered: One-month visit, Annually This information may be obtained from the participant or, unless otherwise noted, from a proxy. Information should not be obtained from a proxy for Items 7(e), 7(f), 12(a-c), 13(a-c), 14(a-c), and 15(a-c). If Items 12-15 cannot be answered by the participant, "Not asked" should be checked for section (a) and the rest of the item should be skipped. Item 5--"Married" is defined broadly to include persons living together as husband and wife. If the participant requests clarification, ask: "Do you think of yourselves as husband and wife?" If the former spouse of a divorced respondent dies, the respondent is still considered to be divorced. Item 6--Skip this item unless the participant is currently married and living with spouse. Otherwise, read the lead-in, the activity, and the response categories for each of the four family duties. For example, "Who in your family has responsibility for handling family finances--the husband entirely, the husband more, both the husband and the wife equally, the wife more, the wife entirely, neither the husband nor the wife, or is each responsible for handling his or her own finances?" Repeat the lead-in for each succeeding activity--"Who in your family has responsibility for . . . ?" Begin to read the response categories, but allow the respondent to interrupt with the answer if he or she wishes. Always use the response card provided in this chapter. Item 7(a)--The term "children" includes anyone considered by the participant as his or her child regardless of biological or legal relationships. This includes grandchildren if they are raised by the participant without the biological parent present. If no living children or no response, skip to Item 10. Item 7(b) is intended to determine the number of living children who live close enough to the participant so that distance by itself is not a serious obstacle to visiting. The time, "an hour," refers to the time required by whatever mode of transportation the participant and/or children commonly use. Item 7(c) should include children with whom the participant lives, if the participant sees them at least once a week. Item 7(d) also can include children with whom the participant lives if the participant communicates with them by telephone or written message at least once a week. (Note, for instance, the difference between the following two responses: "It's unnecessary because my daughter lives with me," and "My daughter lives with me, and she calls me every day from work.") "Correspondence" includes written communications such as notes--e.g., "I won't be home until late tonight"--as well as letters. Combine written communications and telephone calls to estimate total weekly contacts. Revised August 1988 Item 8--Does the participant help any of his children in any of these ways? Include help given to children-in-law but not grandchildren, unless the grandchild is included in Item 7(a). Item 9--Similarly, does any child help the participant? Include help from children-in-law but not grandchildren, unless the grandchild is included in Item 7(a). Item 10--"Relatives" includes persons related by blood or by marriage other than those counted above as children. It also includes former in-laws if the participant still considers them to be relatives. Item 11--"Friends" includes everyone else not counted above as children or relatives. Item 11(e) may present problems of coding when the response does not fit exactly one of the categories given. Try repeating the question with extra emphasis on "most": "Well, how long have you known most of your close friends?" Then repeat the response categories. Items 13 through 15--Section (b) should still be asked if the participant responds that he or she cannot count on anyone for help; there still may be someone who was in fact helpful. If no help was needed, we still need to know if there is someone that the participant can rely on. Do not read the response categories in section (b); simply record what the respondent says. Do not probe to elicit further responses, e.g., by asking "Anyone else?". The expectation is that only one person will be mentioned, but two or more can be coded if spontaneously mentioned as being the most helpful. Revised August 1988 Ask section (c) whether or not the participant is receiving some help; the participant may still feel a need for more help. Item 16--"Neighbors" includes persons considered as neighbors by the participant. Depending on the situation, this might include persons who live in adjacent apartments, in rooms on the same floor, in houses on the same block or adjacent blocks, in the farmhouse 3 miles away, etc. Item 17--"Group" includes any social organization or group of people that exists on a fairly stable basis and regularly gets together. A bridge club--an organization of persons who get together regularly to play bridge--would constitute a group in this sense; persons who play cards together occasionally would not. The degree of involvement depends on the frequency and regularity with which the persons participate in the group's activities. Items 18-22 These are for the interviewer only, and ask about the interviewer's perception of the quality of the responses obtained. SOCIAL NETWORK QUESTIONNAIRE To be administered at the one-month visit, and annually. 1. SHEP ID: [ ] - [ ] - [ ] 2. Acrostic: [ ] 3. Date: [ ] [ ] [ ] Month Day Year 4. a. Visit: 1 □ One month visit 2 □ Annual → b. Which? □ 5. Are you now married, widowed, divorced, separated, or have you never married? Go to 6 ← Married □ 1 Widowed □ 2 Divorced □ 3 Separated □ 4 Never Married □ 5 Refused □ 7 DK □ 8 6. I am going to read some family duties. As I read each item I would like you to tell me who in your family has responsibility for each one. (Give response card to participant.) Who in your family has responsibility for . . . (read the activity, then the response categories). | a. Handling family finances | b. Cleaning the house | c. Keeping track of medical appointments | d. Taking care of health matters in the family | |-----------------------------|-----------------------|------------------------------------------|-----------------------------------------------| | Husband entirely | □ 01 | □ 01 | □ 01 | | Husband more | □ 02 | □ 02 | □ 02 | | Both equally | □ 03 | □ 03 | □ 03 | | Wife more | □ 04 | □ 04 | □ 04 | | Wife entirely | □ 05 | □ 05 | □ 05 | | Neither | □ 06 | □ 06 | □ 06 | | Each responsible for his or her own activity | □ 07 | □ 07 | □ 07 | | Refused | □ 97 | □ 97 | □ 97 | | DK | □ 98 | □ 98 | □ 98 | 7a. How many living children do you have? ("Children" includes anyone considered by the participant to be his or her child.) If none, or no response, go to 10 | Children | Refused | DK | |----------|---------|----| | | | | b. How many of your children live within an hour of you? | Children | Refused | DK | |----------|---------|----| | | | | c. How many of your children do you see at least once a week? | Children | Refused | DK | |----------|---------|----| | | | | d. How many of your children do you talk to on the phone or correspond with at least once a week? | Children | Refused | DK | |----------|---------|----| | | | | e. ASK PARTICIPANT ONLY: How many of your children do you feel very close to? | Children | Refused | DK | Not asked | |----------|---------|----|-----------| | | | | | f. ASK PARTICIPANT ONLY: Would you like to see your children more often, about the same, or less often than you do now? | More often | About the same | Less often | Some more, some less | Refused | DK | Not asked | |------------|----------------|------------|--------------------|---------|----|-----------| | | | | | | | | 8. As you know, parents and children sometimes help each other in different ways. Do you help your child/children in any of the following ways? Do you . . . (Read activities. Do not include help to grandchildren. If asked about time frame, say: "Within the last year." For part e, if there are no grandchildren, mark "NA," not applicable.) Parent Helps Child: | Yes | No | Ref. | DK | NA | |-----|----|------|----|----| | | | | | | a. Give gifts? b. Help out with money? c. Help out when someone is ill? d. Help keep house or fix things around the house? e. Take care of grandchildren or babysit for a while when parents are out? 9. Now, I would like to know if your child helps/children help you in any of the following ways? Do they/Does he or she... (Read activities. Do not include help from grandchildren.) | Child Helps Parent: | Yes | No | Ref. | DK | |---------------------|-----|----|------|----| | a. Help you when you are ill (or when your husband/wife is ill)? | □ 1 | □ 2 | □ 7 | □ 8 | | b. Give you gifts? | □ 1 | □ 2 | □ 7 | □ 8 | | c. Shop or run errands for you? | □ 1 | □ 2 | □ 7 | □ 8 | | d. Help keep house or fix things around the house for you? | □ 1 | □ 2 | □ 7 | □ 8 | | e. Help out with money? | □ 1 | □ 2 | □ 7 | □ 8 | | f. Prepare meals for you? | □ 1 | □ 2 | □ 7 | □ 8 | | g. Drive you places, such as the doctor's, shopping, church? | □ 1 | □ 2 | □ 7 | □ 8 | 10a. In general, (apart from your children), how many relatives do you have that you feel close to? Relatives that you feel at ease with, can talk to about private matters, and can call on for help. If none, or no response, go to 11. b. Of these close relatives, how many live within an hour of you? c. How many of these close relatives do you see at least once a month? d. How many of these close relatives do you correspond with, either by letter or telephone, a few times a year? 11a. In general, how many close friends do you have? Friends that you feel at ease with, can talk to about private matters, and can call on for help. If none, or no response, go to 12. | Friends | Refused | DK | |---------|---------|----| | | □ 97 | □ 98 | b. Of these close friends, how many live within an hour of you? | Friends | Refused | DK | |---------|---------|----| | | □ 97 | □ 98 | c. How many of these close friends do you see at least once a month? | Friends | Refused | DK | |---------|---------|----| | | □ 97 | □ 98 | d. How many of these close friends do you exchange letters or telephone calls with a few times a year? | Friends | Refused | DK | |---------|---------|----| | | □ 97 | □ 98 | e. How long have you known most of your close friends? Would you say less than a year, 1 to 4 years, 5 to 9 years, 10 to 14 years, 15-19 years, or 20 years or more? | Less than a year | 1 | |------------------|---| | 1 - 4 years | 2 | | 5 - 9 years | 3 | | 10 - 14 years | 4 | | 15 - 19 years | 5 | | 20 years or more | 6 | | Refused | 7 | | DK | 8 | 12a. ASK PARTICIPANT ONLY: Is there any one special person you know that you feel very close and intimate with - someone you share confidences and feelings with, someone you feel you can depend on? (This can be spouse, child, relative, friends, or anyone else.) | Yes | No | Refused | DK | Not asked | |-----|----|---------|----|-----------| | | □ 1 | □ 2 | □ 7 | □ 9 | Go to 13 b. How often do you get together with this person? | Daily | Weekly | Monthly | Several times a year | Once a year or less | Refused | DK | |-------|--------|---------|----------------------|---------------------|---------|----| | | □ 1 | □ 2 | □ 3 | □ 4 | □ 5 | □ 7 | | | | | | | | □ 8 | c. How often do you talk on the telephone with him/her? | Daily | Weekly | Monthly | Several times a year | Once a year or less | Refused | DK | |-------|--------|---------|----------------------|---------------------|---------|----| | | □ 1 | □ 2 | □ 3 | □ 4 | □ 5 | □ 7 | | | | | | | | □ 8 | 13a. ASK PARTICIPANT ONLY: When you need some extra help, can you count on anyone to help with daily tasks like grocery shopping, cooking, telephoning, or giving you a ride? Yes □ 1 No □ 2 I don't need help □ 3 Refused □ 7 DK □ 8 Not asked □ 9 b. In the last year who has been most helpful with these daily tasks? (Do not read all response categories out loud; simply record respondent's answer.) | Mentioned | Not Mentioned | Ref. | DK | |-----------|---------------|------|----| | (1) Spouse | □ 1 | □ 2 | □ 7 | □ 8 | | (2) Daughter | □ 1 | □ 2 | □ 7 | □ 8 | | (3) Son | □ 1 | □ 2 | □ 7 | □ 8 | | (4) Sibling | □ 1 | □ 2 | □ 7 | □ 8 | | (5) Other relative | □ 1 | □ 2 | □ 7 | □ 8 | | (6) Your neighbors | □ 1 | □ 2 | □ 7 | □ 8 | | (7) Co-workers | □ 1 | □ 2 | □ 7 | □ 8 | | (8) Church members | □ 1 | □ 2 | □ 7 | □ 8 | | (9) Club members | □ 1 | □ 2 | □ 7 | □ 8 | | (10) Professionals | □ 1 | □ 2 | □ 7 | □ 8 | | (11) Any friends not included in these categories | □ 1 | □ 2 | □ 7 | □ 8 | | (12) No one | □ 1 | □ 2 | □ 7 | □ 8 | c. Could you have used more help with daily tasks than you received? Would you say that you could have used a lot more help, some more help, a little more help, or that you received sufficient help? A lot □ 1 Some □ 2 A little □ 3 Received sufficient help □ 4 Refused □ 7 DK □ 8 14a. ASK PARTICIPANT ONLY: Can you count on anyone to provide you with emotional support? (Talking over problems or helping you make difficult decisions.) Yes □ 1 No □ 2 I didn't need help □ 3 Refused □ 7 DK □ 8 Not asked □ 9 b. In the last year who has been most helpful in providing you with emotional support? (Do not read all response categories out loud; simply record respondent's answer.) | Mentioned | Not Mentioned | Ref. | DK | |-----------|---------------|------|----| | (1) Spouse | □ 1 | □ 2 | □ 7 | □ 8 | | (2) Daughter | □ 1 | □ 2 | □ 7 | □ 8 | | (3) Son | □ 1 | □ 2 | □ 7 | □ 8 | | (4) Sibling | □ 1 | □ 2 | □ 7 | □ 8 | | (5) Other relative | □ 1 | □ 2 | □ 7 | □ 8 | | (6) Your neighbors | □ 1 | □ 2 | □ 7 | □ 8 | | (7) Co-workers | □ 1 | □ 2 | □ 7 | □ 8 | | (8) Church members | □ 1 | □ 2 | □ 7 | □ 8 | | (9) Club members | □ 1 | □ 2 | □ 7 | □ 8 | | (10) Professionals | □ 1 | □ 2 | □ 7 | □ 8 | | (11) Any friends not included in these categories | □ 1 | □ 2 | □ 7 | □ 8 | | (12) No one | □ 1 | □ 2 | □ 7 | □ 8 | c. Could you have used more emotional support than you received? Would you say that you could have used a lot more emotional support, some more support, a little more support, or that you received sufficient emotional support? A lot □ 1 Some □ 2 A little □ 3 Received sufficient support □ 4 Refused □ 7 DK □ 8 15a. ASK PARTICIPANT ONLY: When you need some extra help financially, can you count on anyone to help you--that is, by paying bills, housing costs, hospital visits, providing you with food or clothes? Go to 16 Yes □ 1 No □ 2 Offered help but I wouldn't accept □ 3 I don't need help □ 4 Refused □ 7 DK □ 8 Not asked □ 9 b. In the last year, who has been most helpful in offering financial assistance? (Do not read response categories; simply record respondent's answer.) | | Mentioned | Not Mentioned | Ref. | DK | |----------------|-----------|---------------|------|----| | (1) Spouse | □ 1 | □ 2 | □ 7 | □ 8 | | (2) Daughter | □ 1 | □ 2 | □ 7 | □ 8 | | (3) Son | □ 1 | □ 2 | □ 7 | □ 8 | | (4) Sibling | □ 1 | □ 2 | □ 7 | □ 8 | | (5) Other relative | □ 1 | □ 2 | □ 7 | □ 8 | | (6) Your neighbors | □ 1 | □ 2 | □ 7 | □ 8 | | (7) Co-workers | □ 1 | □ 2 | □ 7 | □ 8 | | (8) Church members | □ 1 | □ 2 | □ 7 | □ 8 | | (9) Club members | □ 1 | □ 2 | □ 7 | □ 8 | | (10) Professionals | □ 1 | □ 2 | □ 7 | □ 8 | | (11) Any friends not included in these categories | □ 1 | □ 2 | □ 7 | □ 8 | | (12) No one | □ 1 | □ 2 | □ 7 | □ 8 | c. Could you have used more financial assistance than you received? Would you say that you could have used a lot more, some more, a little more, or that you received sufficient financial assistance? - A lot □ 1 - Some □ 2 - A little □ 3 - Received sufficient assistance □ 4 - Refused □ 7 - DK □ 8 16. Now let's talk about your neighbors. a. Do you consider your neighbors to be friendly? - Not at all friendly □ 1 - A little friendly □ 2 - Moderately friendly □ 3 - Very friendly □ 4 - Refused □ 7 - DK □ 8 Go to 17 b. How many neighbors do you know well enough that you visit in each others' homes or apartments or go out together? Neighbors □ □ 97 Refused □ 98 DK □ 98 c. How often do you help out any of your neighbors with small things like borrowing a cup of sugar, checking their mail, or doing some shopping for them? - Often □ 1 - Sometimes □ 2 - Rarely or in an emergency □ 3 - Never □ 4 - Refused □ 7 - DK □ 8 d. How often do any of your neighbors help you out with small things like borrowing a cup of sugar, checking your mail, or doing some shopping for you? | Response | Code | |---------------------------|------| | Often | 1 | | Sometimes | 2 | | Rarely or in an emergency | 3 | | Never | 4 | | Refused | 7 | | DK | 8 | 17a. Now I would like to ask you a question about groups in which you are involved. Do you participate in any groups such as a senior center, social or work group, church connected group, self-help group, or charity, public service or community group? | Response | Code | |--------------|------| | Yes | 1 | | No | 2 | | Refused | 7 | | DK | 8 | b. Would you say that you are very involved, moderately involved, or only a little involved with this group/these groups? (If response differs according to group, code the one with the greatest involvement.) | Response | Code | |---------------------------|------| | Very involved | 1 | | Moderately involved | 2 | | A little involved | 3 | | Refused | 7 | | DK | 8 | Questions 18-21 for interviewer only. 18. Were all items in the Social Network Questionnaire read, or was the questionnaire not completed? | Response | Code | |--------------------------------------------------------------------------|------| | All questions read | 1 | | Not completed, at participant's request | 2 | | Not completed, at interviewer's initiative | 3 | 19. From whom were responses obtained? | Response | Code | |--------------------------------------------------------------------------|------| | Participant entirely | 1 | | Participant mostly | 2 | | Participant and proxy about equally | 3 | | Proxy mostly | 4 | | Proxy entirely | 5 | 20. How would you rate the overall validity of the responses that were obtained? | Response | Code | |------------------------|------| | Very good | 1 | | Good | 2 | | Fair | 3 | | Poor | 4 | | Very poor | 5 | 21a. Did anything in particular contribute to non-completion or adversely affect the overall quality of the interview? Go to 21b Yes □ 1 Go to END No □ 2 b. Hearing problem? Yes □ 1 No □ 2 c. Language difficulty? Yes □ 1 No □ 2 d. Mental confusion? Yes □ 1 No □ 2 e. Hostile attitude? Yes □ 1 No □ 2 f. Lack of interest? Yes □ 1 No □ 2 g. Fatigue? Yes □ 1 No □ 2 h. Participant's proxy? Yes □ 1 No □ 2 i. Noise, interruptions? Yes □ 1 No □ 2 j. Time pressure? Yes □ 1 No □ 2 k. Other? (Specify: ________________________) Yes □ 1 No □ 2 Finish conversations that may have been side-tracked earlier in the interview. Thank the participant for his or her cooperation. 22. Interviewer: ____________________________ Signature Code Husband entirely Husband more Both equally Wife more Wife entirely Neither Each responsible for his or her own activity CHAPTER 6 BEHAVIORAL EVALUATION--PART II Form: SH35 and auxiliary task forms Administered: Baseline Visit 2, Annually Note: General recommendations regarding the administration of the Part II tasks may be found in Section 6.9, page 6-71. 6.1 Anger--Item 4 The four items on anger are from the original SHORTCARE evaluation. They have been slightly reworded for clarification. These items tend to be associated with depression, hypertension, and medication status. In Item 4c, "frequently" should be interpreted by the interviewer as "more than three times per month." APPEARANCE ON SH35 | | | Refused | Not Done | |---|---|---------|----------| | 4. | Anger | | | a. Have you felt angry with other people in the past month? Felt angry with others true □ 1 false □ 2 b. Have you been irritable in the past month? Admits to having been irritable lately true □ 1 false □ 2 c. How often have you been getting into heated arguments? Indicates he/she frequently gets into heated arguments true □ 1 false □ 2 d. Do you get angry with yourself? Gets angry with self true □ 1 false □ 2 Revised January 1988 6.2 Trail Making Task--Item 5 The Trail Making Task (TMT) was originally one of the performance sub-tests of the Army Individual Test Battery. It has since been incorporated into the Halstead-Reitan neuropsychological test battery. It consists of two parts, A and B. Part A requires that the participant draw lines to connect consecutively numbered circles. Part B requires that the participant alternate between connecting consecutive numbers and letters. It has been widely used as an easily-administered task of set shifting and visuomotor tracking. As with other tasks that require sustained attention, performance on Trail Making is vulnerable to the effects of brain dysfunction. Poor performance on either Part A or B of Trail Making may be due to motor slowing, incoordination, visual scanning difficulties, poor motivation, set shifting difficulties or conceptual confusion. If the problems are due primarily to motor slowing, incoordination, or visual scanning problems, both parts of the TMT will be affected. However, when the number of seconds taken to complete Part A is relatively less than that taken to complete Part B, the participant has difficulties in complex mental tracking. The rules for administering the TMT have altered over the years and vary from administrator to administrator. The instructions here are based on Reitan's Manual for Administration and Scoring of the TMT. The major modification of Reitan's instructions are that upper time limits are given for the tasks--180 seconds for Part A and 240 seconds for Part B. The tasks will be discontinued after these time limits, even if they are incomplete. Revised January 1988 Trailmaking Task--Instructions Sample A Place the sheet labeled "Sample A" in front of the participant. Then say; "As you can see, there are some numbers on this page. What I would like you to do is to draw a line from one number to another in order. That is, begin at number 1, draw a line from 1 to 2, then from 2 to 3, and so on, to the end. Try not to lift your pencil. Try it." If the participant completes the task correctly, say: "Good. Now, let's try this," and proceed to administer Part A. Even though the participant has been told to try and keep their pencil on the paper, it is not an error if they do lift their pencil. If the participant has difficulty with the task (e.g., starts at the wrong place, doesn't connect the circles in order, skips a circle, or doesn't continue to the end) the interviewer should say: "That's not quite right. Let me show you how it should be done," and then demonstrate the task without actually drawing on the paper. If the participant still is unable to accurately perform Sample A, then Part A should not be administered, and Item 5a should be marked "No." Otherwise, Item 5a should be marked "Yes" and Part A should be administered. Revised January 1988 Part A Place Part A in front of the participant and say "Here is another sheet with more numbers on it. I want you to do the very same thing--connect the numbers in order from 1 to 25. Try not to lift your pencil. Begin here (point at number 1), and end here (point at number 25). Try to work as quickly and accurately as possible." Start timing when the participant begins. Record the time in seconds that it takes the participant to complete the task. If the participant is having difficulty say: "Just do the best you can. Remember you are supposed to connect the numbers in order--the 1 to the 2, the 2 to the 3, and so on." Discontinue the task after 180 seconds, even if it is incomplete, saying, "That's fine. Let's go on to something else." If the task is discontinued because the time limit is reached, record that time in seconds (i.e., 180) in Item 5b. Sample B Place Sample B in front of the participant and say: "Now as you can see, there are both numbers and letters on the page. What I want you to do is to draw a line from the numbers to the letters, in order. That means you will first draw a line from the 1 to the A, then from the A to the 2, then from the 2 to the B, and so on, to the end. Try not to lift your pencil. Try it." If the participant completes the task correctly say: "Good. Now let's try this," and proceed to administer Part B. If the participant has difficulty, say, "That's not quite right. Let me show you how it should be done," and then demonstrate without actually drawing on the page. If the participant is still unable to accurately perform Sample B, Item 5e should be marked "No" and Part B should not be administered. Otherwise, Item 5e should be marked "Yes" and Part B should be administered. **Part B** Place Part B in front of the participant and say: "Here is another sheet with more numbers and letters on it. I want you to do the very same thing - connect the numbers and letters in order from 1 to A, then from A to 2, then from 2 to B, and so on. Try not to lift your pencil. Begin here (point at number 1), and end here (point at number 13). Try to work as quickly and accurately as possible." Start timing when the participant begins. Record the time in seconds that it takes the participant to complete the task (Item 5f). If the subject is having difficulty say: "Just do the best you can. Remember you are supposed to connect the numbers and letters in order - the 1 to the A, the A to the 2, the 2 to the B and so on. **Discontinue the task after 240 seconds, even if it is incomplete**, saying, "That's fine. Let's go on to something else." If the task is discontinued because the time limit is reached, record that time in seconds (i.e., 240) in Item 5f. Revised August 1988 SCORING Number of segments correctly completed: A "segment" is defined as a line between two sequential points on Trailmaking Part A or Part B (e.g., 1 to 2 in Part A, 3 to C in Part B). A "correct segment" simply means that a line exists between two sequential points, regardless of the direction in which it was drawn. A completely correct Trailmaking Task (both parts) has 24 segments. Items 5c (Part A) and 5g (Part B) should contain the total number of correct segments in Parts A and B, respectively. Prior to January 1989, missing segments were also counted. These items should be left blank on forms completed during or after January 1989 (these are not mandatory data entry items). Guidelines for determining correct segments: A segment is considered to be correct if a direct line has been drawn between two consecutively numbered circles (or consecutive number and letters in Trails B), without going through another number which is not in sequence. It does not matter in what direction the line was drawn, or if only the perimeter of the circle is touched. If there is a question as to the presence of a segment, use your best judgment to ascertain the participant's intent, and give the participant the benefit of the doubt when possible. For example: a. If the line narrowly misses the perimeter of the correct number, but it is clear that the participant meant to hit the circle, count it as correct (see Figure 1). If you observe this, remind the participant to try and touch the circle with the pen. Revised January 1989 b. If the line narrowly touches an incorrect number on the way to a correct number, count it as correct. (See Figure 2.) Again, if you observe this, remind the participant to avoid touching extraneous numbers. c. A number should only be used once. If a circle has been gone through twice, if one of the lines is correct, use it in the correct context, and ignore the other times it has been gone through. (See Figure 4.) Question: Does the segment exist between 7 and 8? Figure 1 Answer: Yes Figure 2 Answer: Yes Revised January 1989 Figure 3 Answer: No Figure 4 Answer: Yes Revised January 1989 5. Trailmaking Task Sample A a. Accurately performed? Yes □ 1 No □ 2 ↓ Skip to Sample B Part A--Time: 3 minutes b. Number of seconds (maximum 180) c. Number of segments completed correctly d. Number of missing segments, up to highest number connected Sample B e. Accurately performed? Yes □ 1 No □ 2 ↓ Skip to 6 Part B--Time: 4 minutes f. Number of seconds (maximum 240) g. Number of segments completed correctly h. Number of missing segments, up to highest number or letter connected TRAIL MAKING Part A SAMPLE End Begin Begin 1 5 13 16 23 14 24 12 22 3 11 6 2 9 10 20 8 7 4 17 15 18 19 21 End 25 TRAIL MAKING Part B SAMPLE Begin 1 End D 4 A 2 B 3 C Begin 1 3 7 8 9 B 4 I D 10 End 13 5 C A J 6 2 L F K 11 Scoring example for Part A: Number of segments completed correctly: 2 Highest number connected: 7 Number of missing segments: 4 Scoring example for Part B: Number of segments completed correctly: 3 Highest number or letter connected: D Number of missing segments: 4 6.3 Digit-Symbol Substitution Task--Item 6 Place the task sheet before the participant and, pointing to the task, say, "Look at these boxes across the top of the page. On the top part of each box are numbers from one through nine. On the bottom part of each box there is a symbol. Each symbol is paired with a number." "Down here (point to the four rows of boxes) are boxes with numbers on the top, but the bottom part is blank. What I want you to do is to put the correct symbol in each box like this." (Fill in the first three sample boxes.) "Now I want you to fill in all boxes up this line." (Point to the line separating the samples from the test proper.) If the participant has difficulty in completing the ten sample items or does not grasp the task, you may help him complete the sample items. If the participant still has difficulty or does not grasp the sample task, the task should not be continued, and zeros should be scored in Items 6a and 6b. (Participants with visual limitations should be given the opportunity to complete the sample. In this case, if the participant cannot complete the sample due to visual impairment, "Not Done" should be checked rather than scoring zeros.) After the demonstration and practice is complete point to the first box following the sample items and say, "When I tell you to begin, start here and fill in the boxes in these four rows. Do them in order and don't skip any. Please try to work as quickly as possible. Let's begin." Stop the participant after 90 seconds. Say, "That's good. Now let's do something different." Revised January 1988 SCORING The score on the Digit-Symbol Substitution Task is the number of symbols correctly coded in 90 seconds. Single blank spaces between two completed items do not count as symbols coded incorrectly. If two or more blanks occur consecutively, the task is considered to be finished, and no coding after that point is counted. Enter the number of symbols correctly coded in Item 6a. Also, enter the number of symbols incorrectly coded in Item 6b. If the participant attempts the sample or any part of the task, a score must be assigned in Items 6a and 6b. If at least part of the sample is attempted, and then the participant balks at the actual task, the score for that task (Item 6a and 6b) should be zero. See page 6-76 for additional detail and explanation. If the interviewer knows that a participant is dyslexic, and will therefore draw some types of symbols backward, then these symbols that are drawn exactly backward can still be counted as correct. In the usual clinical situation, they would not be counted as correct, but since we are interested in change over time, they should be counted as correct. In general: 1. A symbol should be counted as correct if it is recognizable as that symbol and no other one. 2. The person should be consistent in drawing the symbol each time it occurs. Revised January 1989 6. Digit-Symbol Substitution--Time: 90 Seconds a. Number of symbols correctly coded b. Number of symbols incorrectly coded | DIGIT SYMBOL | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | |--------------|---|---|---|---|---|---|---|---|---| | SAMPLES | 2 | 1 | 3 | 7 | 2 | 4 | 8 | 1 | 5 | 4 | 2 | 1 | 3 | 2 | 1 | 4 | 2 | 3 | 5 | 2 | 3 | 1 | 4 | 6 | 3 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 1 | 5 | 4 | 2 | 7 | 6 | 3 | 5 | 7 | 2 | 8 | 5 | 4 | 6 | 3 | 7 | 2 | 8 | 1 | 9 | 5 | 8 | 4 | 7 | 3 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 6 | 2 | 5 | 1 | 9 | 2 | 8 | 3 | 7 | 4 | 6 | 5 | 9 | 4 | 8 | 3 | 7 | 2 | 6 | 1 | 5 | 4 | 6 | 3 | 7 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 9 | 2 | 8 | 1 | 7 | 9 | 4 | 6 | 8 | 5 | 9 | 7 | 1 | 8 | 5 | 2 | 9 | 4 | 8 | 6 | 3 | 7 | 9 | 8 | 6 | | | | | | | | | | | | | | | | | | | | | | | | | | | | 6.4 Addition Task--Item 7 "This is to see how quickly and accurately you can add. As you can see on the sheet (hand sheet to participant), each problem has a box below it for you to write the answer. Here are some practice problems (points to first row of problems). The first one is correctly done so you can see what to do." (Allow participant a few minutes to complete practice problems. The participant does not need to complete all of the practice problems, but should complete at least half of them. If the participant is unable to successfully perform the practice problems, the task should not be continued, and a zero should be scored in Item 7a.) "Now try these (point to rest of problems). Work as rapidly as you can, but try to be accurate. You may skip problems if you need to. I want to see how many you can do in 2 minutes. I don't expect you to finish them all. Just do as many as you can." (Stop the participant after 2 minutes.) Correct Answers: 18, 61, 107, 125, 214, 105, 116, 167, 159, 104, 54, 153, 111, 187, 105, 111, 211, 188, 130, 206, 133, 131, 110, 173, 102, 120, 73, 112, 131, 264, 89, 82, 170, 217, 108, 83, 158, 92, 149, 166, 93, 253, 157, 140, 199, 114, 152, 137, 103, 124, 141, 191, 122, 149, 196, 187, 177, 120, 129, 88 Copyright © 1962 by Educational Testing Service. All rights reserved. Revised January 1988 SCORING The score for the addition test is the total number of problems added correctly. Once the participant attempts the sample or any part of the task, a score must be assigned for that task. If at least part of the sample is attempted, and then the participant balks at the actual task, the score in Item 7a should be zero. See page 6-76 of additional detail and explanation. APPEARANCE ON SH35 7. Addition Task--Time: 2 minutes Refused □ 1 Not Done □ 2 a. Total number correct (maximum 60) ## Addition Test ### Practice Problems | 4 | 7 | 12 | 84 | 7 | 34 | 17 | 45 | 31 | 80 | |---|---|----|----|---|----|----|----|----|----| | 9 | 6 | 5 | 54 | 38| 81 | 50 | 41 | 52 | 78 | | 1 | 15| 67 | 72 | 80| 51 | 74 | 89 | 19 | 15 | ### Test | 8 | 2 | 12 | 43 | 67 | 23 | 83 | 63 | 19 | 48 | |---|---|----|----|----|----|----|----|----|----| | 3 | 51| 42 | 71 | 95 | 74 | 14 | 99 | 57 | 17 | | 7 | 8 | 53 | 11 | 52 | 8 | 19 | 5 | 83 | 39 | | 19 | 69 | 6 | 30 | 50 | 75 | 39 | 52 | 17 | 81 | |----|----|----|----|----|----|----|----|----|----| | 8 | 40 | 67 | 98 | 42 | 17 | 90 | 45 | 55 | 83 | | 27 | 44 | 38 | 59 | 13 | 19 | 82 | 91 | 58 | 42 | | 4 | 75 | 36 | 18 | 40 | 5 | 16 | 49 | 44 | 99 | |---|----|----|----|----|----|----|----|----|----| | 98| 34 | 20 | 63 | 3 | 26 | 18 | 27 | 7 | 88 | | 31| 22 | 54 | 92 | 59 | 89 | 39 | 36 | 80 | 77 | | 25 | 11 | 76 | 85 | 33 | 42 | 13 | 31 | 62 | 54 | |----|----|----|----|----|----|----|----|----|----| | 47 | 23 | 41 | 47 | 59 | 23 | 87 | 8 | 38 | 34 | | 17 | 48 | 53 | 85 | 16 | 18 | 58 | 53 | 49 | 78 | | 14 | 74 | 65 | 38 | 58 | 63 | 47 | 84 | 62 | 22 | |----|----|----|----|----|----|----|----|----|----| | 41 | 86 | 58 | 25 | 86 | 29 | 74 | 34 | 15 | 83 | | 38 | 93 | 34 | 77 | 55 | 22 | 31 | 19 | 26 | 19 | | 6 | 91 | 17 | 33 | 73 | 66 | 78 | 19 | 63 | 47 | |----|----|----|----|----|----|----|----|----|----| | 37 | 13 | 38 | 51 | 78 | 89 | 34 | 56 | 23 | 2 | | 98 | 87 | 67 | 65 | 45 | 32 | 65 | 45 | 43 | 39 | STOP 6.5 Finding A's Task--Item 8 The finding A's task falls into the category of cancellation tasks. Cancellation tasks require that the participant scan a series of letters, numbers, or words and cross out only one element every time it occurs. In order to do this quickly, the participant must sustain a high level of attention and visual selectivity. The task also requires fast activation and exhibition of rapid motor responses. Poor performance on a cancellation task can reflect a general response slowing, inattentiveness, defects in response shifting, and unilateral neglect of space. Finding A's Task - Instructions Put the practice sheet in front of the participant, saying, "On this sheet are lots of words. Some have the letter "a" in them. I want you to put a line through any word with the letter "a" in it. As you can see, there are five columns of words. Each column has five words containing the letter "a." The first column has already been marked correctly. Now try crossing out the words with an "a" in the other four columns, like this. (Help the participant complete the second column. Allow participant enough time to complete the remaining three practice columns. Participants with visual limitations should be given the opportunity to complete the practice columns. If the participant is unable to complete the practice columns due to visual limitations, the task should not be administered, and "Not done" should be checked in Item 8.) "Now, try doing these. (Put all four task sheets in front of the participant.) Remember, in each column there are five words containing the letter "a." "Work as quickly as you can, but try to be accurate. I don't expect that you will finish all the words. Just do as many as you can in two minutes." Do not tell the participant that it is all right if they do not get to the last page. It should be emphasized to the participant that they are to go on automatically to the next page when a page is finished. Revised August 1988 Correct Answers Page 1 ladder spread reward message chalk dismal distant grace shawl guard durable leave bread fatigue regular quarrel steam hear boast giant instead readily grease general happy Page 2 ocean drawn machine increase wash uproar rural grab forward ideal orange great signal botany breadth board meadow several oasis instant saw hearing teacher coating board Page 3 faint custard squeak earnest instead coral preface labor hoarse caught wearing tyrant leaves quarter apple cease plural woman idea ravine eagerly sylvan wander vinegar fatten Page 4 pleasing usual cordial dollar decrease lack eastern cottage loyal beacon road reader earnest leaf dollar peace furnace came reliance logical blade reveal jaunty senate leather Copyright © 1962, 1975, by Educational Testing Service. All rights reserved. SCORING The score for the Finding A's Task is the total number of words marked correctly. Once the participant attempts the sample or any part of the task, a score must be assigned for that task. If at least part of the sample is attempted, and then the participant balks at the actual task, the score for that task (Item 8a) should be zero. See page 6-76 for additional detail and explanation. APPEARANCE ON SH35 8. Finding A's Task--Time: 2 minutes Refused □ 1 Not Done □ 2 a. Total number of words marked correctly (maximum 100) | 1 | 2 | 3 | 4 | 5 | |---------|---------|---------|---------|---------| | cider | east | stripe | insert | defend | | bough | blind | coarse | court | settle | | fudge | chord | govern | pearl | lodge | | greet | solar | perfect | bridle | oaken | | fault | spoon | special | recess | crown | | leap | piece | consist | soapy | quest | | count | rinse | mostly | able | glimpse | | shore | drawn | shrink | pledge | every | | easel | fleet | pencil | refuse | break | | define | sense | hinder | better | where | | entire | uncle | solace | patrol | shorn | | ghost | white | keeper | judge | pause | | knife | coach | night | defect | hence | | hedge | south | clock | trust | short | | petal | period | picnic | other | person | | scope | miller | smart | straw | warm | | ripen | slogan | finger | noisy | juice | | under | height | useful | defer | enter | | heart | event | slowly | field | ordeal | | quite | bond | meant | mend | nurse | | jump | west | quick | skill | cool | Copyright © 1962, 1975, by Educational Testing Service. All rights reserved. Adapted and reproduced under license. Revised 6/88 | 1 | 2 | 3 | 4 | 5 | |---------|-----------|----------|----------|----------| | mention | running | morning | neighbor | dropping | | ladder | numerous | setting | strong | sixteen | | bench | promise | puzzle | door | instead | | theory | funny | witty | moon | moment | | further | skip | dryly | soothe | worker | | shutter | bloom | switch | quarrel | swift | | publish | perfume | fellow | spelling | joyful | | spread | monkey | blotter | wheel | comfort | | deliver | eleven | melted | steam | fertile | | remind | dismal | expense | sober | divide | | improve | sponge | ringing | night | throng | | forbid | history | durable | couch | velvet | | pudding | biscuit | mixture | swell | readily | | sunrise | nobody | touch | correct | descent | | reward | temple | picnic | hear | chunk | | progress| consist | whistle | window | sense | | intense | indeed | lemon | bitter | eight | | bridle | distant | within | lively | grease | | prize | scenery | shriek | engine | moist | | goose | jesting | riddle | compel | rocks | | indoor | howl | politics | twinkle | click | | winding | jump | leave | serene | empty | | temper | figure | wintry | modern | freedom | | message | depend | relish | revive | bottle | | virtue | race | yonder | fifth | report | | endure | sprout | bread | study | demure | | sixth | honey | sweep | boast | bushel | | chalk | clock | prince | juicy | unfold | | motor | duke | confide | scorn | found | | route | cliff | socket | mood | locket | | syrup | four | fatigue | seize | merit | | gold | shawl | monster | ivory | general | | spicy | lunch | explode | renew | impulse | | lion | crowd | million | colony | notch | | wool | extent | empire | loudly | pump | | pine | guard | regular | horse | cruise | | sour | jolly | church | giant | drift | | cork | upper | bulge | visit | tiger | | pint | noon | timid | ounce | hilly | | sheep | dough | plum | stone | happy | | dusty | expect | moss | being | occur | GO ON TO THE NEXT PAGE. REPRODUCED UNDER LICENSE Copyright © 1962, 1975, by Educational Testing Service. All rights reserved. | 6 | 7 | 8 | 9 | 10 | |---------|---------|---------|---------|---------| | ostrich | collect | except | splinter| woods | | period | truth | welcome | ribbon | sorting | | event | precise | struggle| string | bunch | | middle | design | word | linen | saw | | right | cotton | blue | express | floor | | frozen | resent | orange | picture | settle | | dodge | stride | employ | fiery | lowly | | white | fierce | sports | envy | trench | | tough | uproar | court | board | clutch | | ocean | notion | humor | time | plunge | | crush | light | great | problem | frigid | | grind | rural | index | trumpet | hearing | | cloud | color | skilled | powder | ground | | drawn | settle | discover| meadow | hunting | | bulky | fuel | enormous| opening | whine | | supply | proper | secret | crush | polish | | double | outburst| clothing| forbid | grieve | | equip | puzzle | routine | intense | sensible| | bottom | furnish | shock | extent | division| | green | grab | numb | trinket | teacher | | murmur | sprout | signal | several | degree | | thrive | connect | counter | sleepy | order | | become | grumble | quick | group | strong | | collect | position| error | oasis | length | | feeling | forward | evening | creep | portion | | suspend | horrible| differ | howl | coating | | machine | dense | ruler | enough | expect | | yielding| ideal | dislike | yellow | smooth | | slight | foggy | worship | blunt | rubbish | | increase| gloss | cluster | develop | power | | continue| mutter | severe | combine | slender | | desire | crutch | touch | blush | common | | youth | fiction | smoky | provide | refuse | | fresh | house | birth | olive | bubble | | wash | energy | botany | seize | board | | dress | sooner | orderly | insert | trifle | | storm | restless| content | noble | level | | excel | sincere | breadth | worth | broken | | delight | exclude | record | instant | uniform | | figure | impress | choice | flower | flyer | | twist | contest | splendid| speech | observe | GO ON TO THE NEXT PAGE. REPRODUCED UNDER LICENSE Copyright © 1962, 1975, by Educational Testing Service. All rights reserved. | 11 | 12 | 13 | 14 | 15 | |----------|--------|------------|---------|-----------| | stunned | ditch | recognize | notion | chubby | | vicinity | blown | christen | sewing | outpour | | luckily | unfit | mercury | drowsy | scoured | | shudder | ought | disguise | bugle | offend | | nowhere | sirup | wearing | loiter | explore | | subsist | knelt | counsel | spool | recline | | countess | ridge | bouquet | belle | sledge | | sponsor | coral | inscribe | scent | eagerly | | profile | tomb | throttle | cease | heroine | | faint | doze | zoning | blithe | isthmus | | bonfire | stroll | pewter | onset | though | | refund | gushing| tyrant | lofty | cistern | | offense | preface| debris | epoch | sylvan | | custard | sputter| modest | whose | mostly | | recover | nicely | refine | knoll | prosper | | pitiful | reptile| fleecy | plural | tedious | | homely | labor | enroll | siphon | explode | | ruddy | boldly | leaves | mount | relieve | | citron | single | deluge | bungle | sirloin | | ignite | deport | hurled | wrung | wander | | squeak | surrey | obscure | superb | hyphen | | goblet | college| debtor | mildly | condense | | propose | hoarse | quarter | double | veiled | | observe | browse | enforce | buried | certify | | seldom | inherit| pompous | steeple | vinegar | | intrust | repose | burrow | ebbed | industry | | resume | behold| humbug | import | heiress | | earnest | crouch | apple | woman | fatten | | croquet | deride | explicit | furrow | founder | | empress | recoil| urgent | sturdy | whoever | | corrupt | caught | tumult | embers | surgeon | | emotion | slight | jewels | tempt | glisten | | neither | invest | unfurl | impose | scepter | | endless | gross | grunt | idea | return | | instead | inner | beech | secede | shout | | exempt | punch | sight | owner | bulky | | species | dizzy | horde | ravine | outer | | corps | heed | throb | horror | droll | | peril | chess | petty | crust | enter | | some | oven | numb | buzz | snuff | | crew | spurt | whom | seek | item | GO ON TO THE NEXT PAGE. REPRODUCED UNDER LICENSE Copyright © 1962, 1975, by Educational Testing Service. All rights reserved. | 16 | 17 | 18 | 19 | 20 | |------|--------|-------|--------|---------| | finish | shipping | bliss | pour | sudden | | ginger | through | keen | drugs | tissue | | slightly | chestnut | road | film | blade | | routine | lack | chew | mesh | lonely | | wither | mission | glue | cheese | wrist | | strife | without | lilies| peace | nursery | | eyelet | guessed | poster| thing | urging | | jungle | eastern | fumble| police | turnip | | willow | deepest | recent| onion | reveal | | prison | stuffed | untrue| strict | decided | | outline | twenty | disgust| twelve | chimney | | pleasing | cottage | reader| furnace| entirely| | midnight | opinion | glorious| multiply| jaunty | | robbery | sisters | forlorn| chuckle| rejoice | | bestow | mitten | nobody| pepper | session | | widely | obedient | evident| blend | elbow | | curb | blurred | seventh| kettle | result | | root | election | earnest| dislike| widow | | usual | destiny | pronoun| came | string | | lower | outing | rebuke | trench | hooked | | lofty | tunnel | comedy | noted | dentist | | cycle | pitch | tribute| consent| pieces | | globe | cloves | unjust | morose | legion | | negro | knife | leaf | pupil | crisp | | slice | plenty | queen | cripple| much | | wrong | loyal | method| brook | fully | | cordial | fifty | dollar| pickle | scold | | better | chorus | bodily| hostile| bounce | | dotted | excess | might | chosen | resent | | roving | giggle | glove | flutter| smudge | | dollar | injury | tenor | sword | senate | | wireless| fourth | thorn | eighty | freckle | | decrease| beacon | crisis| reliance| stout | | outside | frown | pinch | downtown| digest | | undue | oblige | vexed | inclose | hobby | | roller | unlike | twine | pillow | brush | | voter | option | brick | logical| fissure | | block | celery | focus | melon | leather | | creep | blithe | census| rustic | victory | | bite | thirty | buyer | bonus | dozen | | cent | none | shrub | invite | prong | REPRODUCED UNDER LICENSE Copyright © 1962, 1975, by Educational Testing Service. All rights reserved. 6.6 Boston Naming Task\(^1\)--Item 9 A common feature in many types of cognitive impairment is some kind of language dysfunction. This can be present in difficulties in expression, comprehension, repetition, reading, or writing. A special kind of expressive language disorder is anomia, a problem where the person can't produce the right name for objects. Sometimes the person can recognize the object, describe it, know what it is used for, but cannot come up with the proper name. This kind of language disorder is very often overlooked in everyday conversation because the speaker can, intentionally or unintentionally, talk around the actual names, or even be able to use the word in spontaneous speech if not specifically asked to produce it. Sometimes the person says the word wrong; this is a more obvious disability and is often caused by strokes. The Boston Naming Task consists of a series of black and white drawings of objects that the participant must name. The objects range from familiar, common things like a toothbrush to more difficult items such as a stethoscope. The objects to be named are drawn in solid black lines. Objects drawn in broken lines are present to establish context. Credit is given only for correctly named items. However, all responses should be recorded in the space provided. Some acceptable alternatives are listed on the next page. If questions arise as to acceptable alternatives that are not listed, the Coordinating Center may be called for a decision on those items. Foreign-language answers are acceptable, also, provided that they name the item, rather than describe its function. There are no practice items for this task. \(^1\)Kaplan, E., Goodglass, H., and Weintraub, S.: Boston Naming Test. Lea & Febiger, Philadelphia, 1983. Say, "Now I am going to show you some pictures and I want you to tell me the name of the object in each picture." Show the participant the pictures on the following 16 pages, in that order. Record all responses verbatim if not exactly as written. If participant is incorrect, make some reassuring remark and go on to the next item. If the participant cannot name the item, but can explain the function of the item, that response is not acceptable. If the participant can explain the function of the item, or it is apparent from the response that there is only an orientation problem, the interviewer may prompt the participant with a statement like, "Can you give me the specific name?" or "Can you give me another name?" Some examples of acceptable and not acceptable responses for several items are given below. Responses not listed should be checked with the Coordinating Center. Foreign language responses are acceptable if the rater, or a reliable source, is able to verify that it is an acceptable response. | As Written | Acceptable | Not Acceptable | |--------------|---------------------|--------------------| | Toothbrush | | brush | | Knocker | doorbell | | | Accordion | concertina, | | | | squeezebox | | | Harp | lyre | | | Noose | | hanging rope | | Cactus | succulent, saguaro | | | Scissors | shears | | | Latch | bolt, lock, hasp | | | Tongs | | ice prongs, prongs | | Camel | dromedary | | Revised January 1989 The pictures may be kept separately in a notebook to ensure that they are all kept in the correct order. The pictures should be presented in the proper orientation; if the participant turns it around, it should be corrected. 9. Boston Naming Task | PICTURE | CHECK IF CORRECT | SPECIFY IF NOT EXACTLY AS WRITTEN | |---------|-----------------|----------------------------------| | a. Toothbrush | | | | b. Knocker | | | | c. Accordion | | | | d. Stethoscope | | | | e. Comb | | | | f. Hammock | | | | g. Harp | | | | h. Noose | | | | i. Cactus | | | | j. Scissors | | | | k. Latch | | | | l. Pencil | | | | m. Tongs | | | | n. Wheelchair | | | | o. Camel | | | | p. Wreath | | | | q. Total Correct | | | Toothbrush A toothbrush is a small, cylindrical brush used for cleaning teeth and gums. It typically has a handle and bristles made of synthetic or natural materials. Toothbrushes come in various sizes and shapes to suit different needs and preferences. Regular use of a toothbrush is essential for maintaining good oral hygiene and preventing dental issues such as cavities and gum disease. Figure 1. Schematic diagram of the experimental setup. Accordions are musical instruments that produce sound by forcing air through reeds. They have a bellows and a keyboard or buttons. Accordions can be played with both hands, and they are often used in folk music. stethoscope Comb Hammock - 20' x 10' (6m x 3m) Harp A harp is a stringed musical instrument that has a long neck and a body shaped like a bow. The strings are usually made of metal and are tuned to different pitches. The harp is played by plucking the strings with the fingers or by using a plectrum. The harp is a popular instrument in many cultures and is often used in classical music. A noose is a loop of rope or cord with a knot at one end, used for hanging. It is often associated with executions and has been used in various forms of capital punishment throughout history. The noose can be made from different materials such as hemp, cotton, or synthetic fibers, and the knot at the top is typically a hangman's knot to ensure a secure and quick death. The use of the noose has been controversial due to its association with violence and oppression, and many countries have banned its use in executions. Cactus scissors Door handle A pencil is a writing implement consisting of a pointed tip and a lead core encased in a wooden or plastic body. Pencils are widely used for drawing, sketching, and writing. They come in various grades of hardness, from soft (HB) to hard (H), which affects the darkness of the lines they produce. Pencils are also available in different colors, allowing for artistic expression. A pencil with three cubes, two of which are dashed. Wheelchair Camel A wreath with a bow. 6.7 Delayed Recognition Span Task--Item 10 The Delayed Recognition Span Task (DRST) evaluates how well a person can learn new information and retrieve it after a given period of time. The DRST is being administered in three parts: 1. **Recognition**. The participant is shown a word. During a 10-second delay, an additional word is added, and the participant must identify which word is new. Words are added one at a time until fourteen are on the board. This task taps the person's ability to recognize new material. 2. **Fifteen-second recall**. After the participant has seen the entire list of words via the recognition task, he or she is distracted by having to answer a short series of questions about their satisfaction with life. At this point, the participant is asked to recall as many of the words as they can from the recognition task. This kind of test is harder because it requires recall where there are no clues as to what the words were. 3. **Two-minute recall**. After the 15-second recall, the participant is asked a longer series of questions--here relating to activities--and then has to again produce as many of the original words as he or she can. This is the hardest task because the longest period of time has elapsed since the initial learning and there has been a lot of interference. It is a good idea to take a short break prior to administering the DRST, as no break is allowed until the end of the second recall. Delayed Recognition Span Task - Instructions "What we're going to do next is something like a guessing game. This is how we play it. Here I have some discs (interviewer holds up disc and shows it to participant). First, I would like you to read a few of the words out loud so I can make sure you can see them." (Interviewer lines up the three sample discs.) If reading errors occur, then all of the discs should be read out loud. If the participant is illiterate, this task should be "Not done." Otherwise, continue with the tasks. "What I'm going to do is put 2 of these down on this board." (Interviewer demonstrates). "Next, I'll give you some time to look at the discs. I will want you to take a good look because then I'll cover the board up like this, move the discs around, and add another disc (interviewer demonstrates). When I uncover the board again (interviewer demonstrates), I'll want you to point to the new disc. As you can see, to do that you will have to remember which words were there in the beginning and that's why I want you to look carefully before I put each disc down. Do you have any questions?" "Well then, let's try it once for practice so you can see what it will be like. As I said before, I'm going to put two discs down." (Interviewer puts two sample discs on the board in the positions and the order specified below in the Sample Verbal Series.) Revised January 1988 "Now take a good look at the words (allow participant 10 seconds). Next I'll cover the board up and add a disc." (Interviewer covers board, moves previous discs, adds new disc, then uncovers the board after 10 seconds.) "Now two of the discs are the same as before and one has just been added. Can you show me the new disc?" | Sample Verbal Series | |----------------------| | Participant | | 1 2 3 4 5 6 | | 7 8 9 10 11 12 | | 13 14 15 16 17 18 | | 19 20 21 22 23 24 | | 25 26 27 28 29 30 | Interviewer Swirl (21) Crown (16) Flake (8) If the participant responds incorrectly, or does not grasp the task, the Verbal Series should not be presented, and "Not done" should be checked in Item 10. If the participant answers correctly say, "Good. Let's begin the game. This time, we're going to start with one disc and keep adding one disc at a time, so we'll end up with a series of discs that's fairly long." Before adding each new disc, encourage the participant to try to remember the discs on the board by saying, "Now study the board--I'm going to add a new disc." Then cover the board and add the next disc. Then uncover the board and say, "Point to the new disc." Present verbal series in the order shown on the next page. The initial placement of the discs and the order in which they are presented is indicated on the next page. As each new disc is added, the other discs should be moved to another randomly-chosen position (see example disc placements). (Do not always put the new word down first--some participants can tell by sound where the new one might be.) Indicate on the scoring sheet (SH35) the words that are correctly recognized. Then say something like, "That was pretty good. Let's go on," and continue. If the participant does not recognize a new word, the interviewer should give only nonspecific feedback, and continue the task. SCORING Since the task begins with one disc on the board, the participant never has to identify that disc ("touch") as a new disc. In determining the total number of new words identified correctly, take the following into account: 1. If the participant correctly identifies the first new disc ("drift"), give the participant credit for recognizing the first disc also ("touch" is identified correctly). 2. If the participant does not correctly identify the first new disc ("drift"), do not give the participant credit for "touch" (neither "touch" nor "drift" were identified correctly). Once the participant attempts the sample or any part of the task, a score must be assigned for that task. If at least part of the sample is attempted, then the participant balks at the actual task, the total correct in Items 10a and 10b should be zero. See page 6-76 for additional detail and explanation. Revised January 1988 Recall - Instructions If the Verbal Series was not presented, the recalls should not be done, either. For the fifteen-second and two-minute recalls, if any words in the Sample Verbal Series or the Verbal Series are recalled by the participant, they should be counted as correct responses. For both of the recalls, the participant should be given about 60 seconds to respond. Allow a little extra time if they are still trying to remember words. The Quality of Life and Activities section should be administered as quickly as possible. They should be administered in their entirety before recall is requested, unless they exceed the 15-second and 2-minute delay interval by a great deal (e.g., more than 1 minute or 3 minutes, respectively). BOARD MATRIX Participant | 1 | 2 | 3 | 4 | 5 | 6 | |---|---|---|---|---|---| | 7 | 8 | 9 | 10| 11| 12| | 13| 14| 15| 16| 17| 18| | 19| 20| 21| 22| 23| 24| | 25| 26| 27| 28| 29| 30| Interviewer VERBAL SERIES--Read from left to right. Touch (14) Drift (20) Large (4) Snare (17) Right (13) Climb (15) Month (24) Noise (25) Start (6) Grand (22) Close (29) Trend (11) Place (7) Bound (26) APPEARANCE ON SH35 10. Delayed Recognition Span Task (Circle correct words) Sample Verbal Series Swirl (21) Crown (16) Flake (8) Verbal Series--Read from left to right Touch (14) Drift (20) Large (4) Snare (17) Right (13) Climb (15) Month (24) Noise (25) Start (6) Grand (22) Close (29) Trend (11) Place (7) Bound (26) a. Total correct before first error b. Total correct overall DELAYED RECOGNITION SPAN TEST EXAMPLES OF DISC PLACEMENT DURING TASK TOUCH DRIFT LARGE TOUCH DRIFT DRIFT SNARE LARGE TOUCH RIGHT SNARE TOUCH DRIFT LARGE LARGE CLIMB DRIFT RIGHT TOUCH RIGHT LARGE SNARE TOUCH MONTH DRIFT CLIMB LARGE RIGHT DRIFT MONTH TOUCH SNARE NOISE CLIMB | DRIFT | SNARE | START | |-------|-------|-------| | MONTH | TOUCH | CLIMB | | NOISE | LARGE | RIGHT | | LARGE | MONTH | NOISE | |-------|-------|-------| | DRIFT | CLIMB | TOUCH | | START | GRAND | SNARE | | | | RIGHT | | START | MONTH | SNARE | |-------|-------|-------| | DRIFT | CLIMB | LARGE | | RIGHT | | | | | | | | NOISE | START | MONTH | LARGE | |-------|-------|-------|-------| | CLIMB | TREND | RIGHT | | | SNARE | | | | | GRAND | CLOSE | | | | TOUCH | | | | | PLACE | GRAND | NOISE | |-------|-------|-------| | LARGE | RIGHT | START | | DRIFT | CLOSE | CLIMB | | TREND | SNARE | MONTH | | RIGHT | NOISE | TOUCH | |-------|-------|-------| | CLIMB | TREND | GRAND | | START | PLACE | SNARE | | BOUND | LARGE | | 11. Quality of Life a. How do you feel about life as a whole? Would you say that you feel delighted, pleased, mostly satisfied, mixed, mostly dissatisfied, unhappy, or terrible? Delighted □ 1 Pleased □ 2 Mostly satisfied □ 3 Mixed □ 4 Mostly dissatisfied □ 5 Unhappy □ 6 Terrible □ 7 b. Taking all things together, how would you say things are these days? Would you say that you are very happy, pretty happy, or not too happy these days? Very happy □ 1 Pretty happy □ 2 Not too happy □ 3 c. For your age, would you say, in general, that your health is excellent, good, fair, poor, or bad? Excellent □ 1 Good □ 2 Fair □ 3 Poor □ 4 Bad □ 5 12. First Recall "Remember those words you just saw--can you tell me which ones you remember?" Record words below: __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ a. Total words correctly recalled: □□ 13. Activities "I am going to read a list of things people do in their free time. In the last month, how often have you done each of these things--often, sometimes, or never?" | Activity | Often | Sometimes | Never | REF. | DK | |-----------------------------------------------|-------|-----------|-------|------|----| | a. Active sports or swimming | | | | | | | b. Take walks | | | | | | | c. Work in the garden/yard | | | | | | | d. Do physical exercises | | | | | | | e. Prepare your meals | | | | | | | f. Work at a hobby | | | | | | | g. Go out and do some shopping | | | | | | | h. Go out to a movie, restaurant, or sporting event | | | | | | | i. Read books, magazines, newspapers | | | | | | | j. Watch television | | | | | | | k. Day trips, overnight trips | | | | | | | l. Unpaid community/volunteer work | | | | | | | m. Paid community work | | | | | | | n. Regularly play cards/games/bingo | | | | | | | o. Any other activities (specify) | | | | | | 14. Second Recall "Now I would like you to tell me as many of the words you remember that you saw before." Record words below: ______________________ ___________________________ ___________________________ ______________________ ___________________________ ___________________________ ______________________ ___________________________ ___________________________ ______________________ ___________________________ ___________________________ a. Total words recalled correctly: Often Sometimes Never 6.8 Letter Sets Task--Item 15 This task requires two basic functions--hypothesis formation and hypothesis testing. Five sets of letters are presented, each with four letters in it. Four of the sets are alike in some way, and the fifth is different. A hypothesis has to be formed about what might be common to the sets and, once the hypothesis is formed, it must be tested against each set to see which one doesn't fit. This abstract level of thinking represents a very subtle test of cognitive function. Before introducing this task, the interviewer should cover the actual task with a blank sheet of paper. The interviewer should introduce this task with, "Each problem on this sheet has five sets of letters with four letters in each set. Four of the sets of letters are alike in some way. I want you to try to find the rule or pattern that makes these four sets alike. The fifth letter set is different from them and will not fit this rule or pattern. Draw a line through the set of letters that is different." "The rules or patterns will not be based on the sounds of sets of letters, the shapes of letters, or whether letter combinations form words or parts of words." The interviewer should have the participant explain the first example. Four of the sets have letters in alphabetical order--DEFL does not, so a line is drawn through that set. If the participant cannot explain the first example, explain it to them. Then have the participant try to complete the second example. In Example B, four of the sets contain the letter L--THIK does not, so the participant should draw a line through THIK. If the participant cannot explain the first example and cannot complete the second example, then the task should not be administered, with the following result: | Total correct: | 0 | |----------------|---| | Total incorrect: | 0 | | Total score: | 00.00 | Before starting the actual task, remind the participant to "Only fill in the ones you are pretty sure of. I don't expect you to be able to do them all." Remove the blank sheet of paper from the task, and begin the task. Discontinue the task after 5 minutes, even if it is incomplete. Once the participant attempts the sample or any part of the task, a score must be assigned for that task. If at least part of the sample is attempted, and the participant balks at the actual task, the scores for the task in Items 15a-15c should be zeros as described above. See page 6-76 for additional detail and explanation. Correct Answers 1. QPPQ 2. PRST 3. PWXQ 4. STWX 5. GFFG 6. QQBB 7. EGFH 8. BODQ 9. FUZG 10. CLXC 11. XDBK 12. CGVZ 13. VEBT 14. GKHM 15. KIFB Scoring On the SH35, three items are asked for: 15a. Number marked correctly "Correct" means that, for each item (there are 15 items), there is only one possible answer indicated and, of course, that answer is correct. If only the correct answer is crossed out or if all of the sets are crossed out except for the correct answer, the problem should be scored as correct. 15b. Number marked incorrectly: "Incorrect" means one of two things: - One set of letters is crossed out and it is not the correct set, or - Any two or more sets of letters are crossed out. Items left blank do not count as errors. 15c. Total Score = a - \(\frac{1}{4}\)b; this item does not need to be completed on the SH35. Examples: | a | b | Score | On Form (15c) | |---|---|-------|---------------| | 11 | 0 | 11 | [1,1] • [0,0] | | 0 | 11| -\(\frac{11}{4}\) = -2.75 | [-,2] • [7,5] (Note the minus sign) | | 5 | 7 | 3\(\frac{1}{4}\) = 3.25 | [0,3] • [2,5] | | 0 | 0 | 0 = 00.00 | [0,0] • [0,0] | An example of the entire scoring procedure is included on the last page of this section. Revised October 1989 LETTER SETS TASK Examples A. NOPQ DEFL ABCD HIJK UVWX B. NLIK PLIK QLIK THIK VLIK Task 1. QPPQ HGHH TTTU DDDE MLMM 2. BCDE FGHI JKLM PRST VWXY 3. BVZC FVZG JVZK PWXQ SVZT 4. BCEF FGIJ STWX CDFG PQST 5. BCCB GFFG LMML QRRQ WXXW 6. AAPP CCRR QQBB EETT DDSS 7. ABDC EGFH IJLK OPRQ UVXW 8. CERT KMTV FHXZ BODQ HJPR 9. PABQ SEFT VIJW COPD FUZG 10. CFCR JCVC CGCS CLXC KCWC 11. XDBK TNLL VEGV PFCC ZAGZ 12. CAEZ CEIZ CIOZ CGVZ CAUZ 13. VEBT XGDV ZIFX KXVH MZXJ 14. AFBG EJFK GKHM PSQT RWSX 15. KGDB DFIM KIFB HJMQ LHEC STOP Copyright © 1962 by Educational Testing Service. All rights reserved. Adapted and reproduced under license. Revised 6/88 ## CORRECT ANSWERS FOR LETTER SETS TEST | Correct Answer | Reason | |----------------|--------| | 1. QPPQ | Four sets contain three letters that are the same and one that is different. "QPPQ" does not. | | 2. PRST | Four sets are in alphabetical order. "PRST" is not in alphabetical order. | | 3. PWXQ | Four sets have "VZ" as the middle two letters. "PWXQ" does not. | | 4. STWX | Four sets have the first two letters in order, skip one letter, then have the next two letters of the alphabet (e.g., B C D E F). "STWX" skips two letters of the alphabet (S T U V W X). | | 5. GFFG | Four sets fit the pattern of having two adjacent letters of the alphabet, forward, then backward. "GFFG," while using two adjacent letters, gives them backward, then forward. | | 6. QQBB | Four sets have a double letter, then a subsequent letter, also double (e.g., "A" come before "P" in the alphabet). "QQBB" is reversed ("Q" comes after "B" in the alphabet). | | 7. EGFH | Four sets have four letters that are adjacent in the alphabet, with the first two in order, and the second two reversed. "EGFH" has the middle two reversed. | | 8. BODQ | Four sets have two pairs of letters. The members of each pair are separated from each other in the alphabet by a single letter, e.g. "C D E R S T." "BODQ" does not follow this pattern. | | 9. FUZG | Four sets are composed of an adjacent pair (e.g., "AB") within another adjacent pair (e.g., "PQ"). "FUZG" does not follow this pattern. | | 10. CLXC | Four sets contain two C's, separated by one different letter (e.g., "F"). "CLXC" does not follow this pattern. | | 11. XDBK | Four sets contain only three different letters (one is repeated). "XDBK" has four different letters. | 12. CGVZ Four sets have two vowels separating the C and the Z. "CGVZ" has two consonants. 13. VEBT Four sets contain the letter "X." "VEBT" does not. 14. GKHM Four sets contain two pairs of letters that are adjacent to one another in the alphabet. For example, "AFBG" contains "AB" and "FG." In "GKHM," K and M are not adjacent to one another. 15. KIFB If each set is arranged in alphabetical order forward, four of the sets would be of the following pattern (example uses "KGDB"): "B"-C-"D"-E-F-"G"-H-I-J-"K" 1 1 2 1 2 3 "KIFB" follows the opposite pattern: "B"-C-D-E-"F"-G-H-"I"-J-"K" 1 2 3 1 2 1 LETTER SETS TEST - Scoring Example Examples A. NOPQ DEFL ABCD HIJK UVWX B. NLIK PLIK QLIK THIK VLIK Test 1. QPPO HGHH TTTU DDDE MLMM (Correct) 2. BCDE FGIJ JKLM PRST VWXY (Incorrect) 3. BVZE FVZG JVZK PWXQ SVZT (Incorrect) 4. BCEF EGIJ STWX CDFG PQST (Incorrect) 5. BCCB GFFG LMML QRRQ WXXW (Correct) 6. AAPP CCRR QQBB EETT DDSS 7. ABDC EGFH IJLK OPRQ UVXW 8. CERT KMTV FHXZ BODQ HJPR 9. PABQ SEFT VIJW COPD FUZG 10. CFCR JCVC CGCS CLXC KCWC 11. XDBK TNLL VEGV PFCC ZAG Not answered 12. CAEZ CEIZ CIOZ CGVZ CAB 13. VEBT XGDV ZIFX KXVH MZK 14. AFBG EJFK GKHM PSQT RWG 15. KGDB DFIM KIFB HJMQ KHZ ON THE SH35: 15a. Number marked correctly 02 15b. Number marked incorrectly 03 15c. Total score = a - ¼(b) = 2 - ¼(3) = 2 - 3/4 = 1½ = 1.25 01.25 STOP REPRODUCED UNDER LICENSE Copyright © 1962 by Educational Testing Service. All rights reserved. 6.9 General Comments on the Administration of Part II Be sure that the participant is situated in a comfortable position so that they are not twisting to write at an awkward angle. This could contribute to slower times and increased fatigue and mistakes. Stopwatches should be used to accurately time the tests that are timed. It is not accurate enough to use wristwatches or overhead clocks. Time limitation on all tasks should be stressed, such as on the Digit Symbol Task. The participants should be told that they have, for example, 90 seconds to complete the task, and that they should work as quickly as possible. It is important for the participant to know that we are not comparing them to anyone else, but we only want to see how they are doing over time. Specific feedback concerning correct answers on problems or scores on tests should be discouraged. General positive encouragement is generally helpful. Several of the tasks require the use of an auxiliary task sheet; all of these come stapled together in a packet. When ready to administer a particular task, it should be separated from the packet. For example, when presenting Sample A of the Trailmaking Section, separate that sheet from the rest of the packet and just present that page, not the whole packet. The order of presentation of the tasks should be strictly followed, especially doing the Letter Sets Task last as opposed to putting it after the Finding A's. Several of the tasks in Part II do not have auxiliary sheets. You should be following the order of tasks as given on the SH35, not the order of the auxiliary sheets. In deciding whether or not to administer a task, let the samples be your guide. A task is "Not done" when the interviewer decides not even to administer the sample task, or an impairment prohibits the participant from attempting the task (e.g., visual impairment, illiteracy, etc.). A task is "Refused" when the participant refuses to even attempt the sample. Once the participant attempts the sample or any part of the task, a score must be assigned for that task. If at least part of the sample is attempted, and then the participant balks at the actual task, the score for that task should be "zero." For participants who are perceptually impaired, "Not done" should be used rather than scoring zeros. 6.9.1 Delay of a Required Part II Evaluation In order to have comparable data for the SHORTCARE, Activities of Daily Life (ADL) and Part II, those instruments should be administered as closely together in time as possible. If you decide to delay administration of Part II until another visit, then the SHORTCARE and ADL should be delayed also. If you have already given the SHORTCARE and ADL, and then decide to delay Part II, try to schedule the Part II to be completed within one month. If it is impossible to complete within one month, then the SHORTCARE and ADL should be repeated with the administration of Part II (the original SHORTCARE and ADL should be discarded). These evaluations should be administered at Baseline Visit 2 and at all annual visits, after all other procedures are completed. 1. SHEP ID: [ ] - [ ] - [ ] 2. Acrostic: [ ] 3. a. Date of Clinic Visit: Month [ ] Day [ ] Year [ ] b. Type of visit: Baseline Visit 2 □ 1 Annual □ 2 → Which? □ c. Date of this evaluation: Month [ ] Day [ ] Year [ ] 4. Anger Refused □ 1 Not Done □ 2 a. Have you felt angry with other people in the past month? Felt angry with others true □ 1 false □ 2 b. Have you been irritable in the past month? Admits to having been irritable lately true □ 1 false □ 2 c. How often have you been getting into heated arguments? Indicates he/she frequently gets into heated arguments true □ 1 false □ 2 d. Do you get angry with yourself? Gets angry with self true □ 1 false □ 2 5. Trailmaking Task Sample A a. Accurately performed? Yes □ 1 No □ 2 ↓ Skip to Sample B Part A--Time: 3 minutes b. Number of seconds (maximum 180) c. Number of segments completed correctly d. Number of missing segments, up to highest number connected Sample B e. Accurately performed? Yes □ 1 No □ 2 ↓ Skip to 6 Part B--Time: 4 minutes f. Number of seconds (maximum 240) g. Number of segments completed correctly h. Number of missing segments, up to highest number or letter connected 6. Digit-Symbol Substitution--Time: 90 Seconds a. Number of symbols correctly coded b. Number of symbols incorrectly coded 7. Addition Task--Time: 2 minutes a. Total number correct (maximum 60) 8. Finding A's Task--Time: 2 minutes a. Total number of words marked correctly (maximum 100) 9. Boston Naming Task | PICTURE | CHECK IF CORRECT | SPECIFY IF NOT EXACTLY AS WRITTEN | |---------|-----------------|----------------------------------| | a. Toothbrush | | | | b. Knocker | | | | c. Accordion | | | | d. Stethoscope | | | | e. Comb | | | | f. Hammock | | | | g. Harp | | | | h. Noose | | | | i. Cactus | | | | j. Scissors | | | | k. Latch | | | | l. Pencil | | | | m. Tongs | | | | n. Wheelchair | | | | o. Camel | | | | p. Wreath | | | q. Total Correct 10. Delayed Recognition Span Task (Circle correct words) Sample Verbal Series Swirl (21) Crown (16) Flake (8) Verbal Series--Read from left to right Touch (14) Drift (20) Large (4) Snare (17) Right (13) Climb (15) Month (24) Noise (25) Start (6) Grand (22) Close (29) Trend (11) Place (7) Bound (26) a. Total correct before first error b. Total correct overall 11. Quality of Life a. How do you feel about life as a whole? Would you say that you feel delighted, pleased, mostly satisfied, mixed, mostly dissatisfied, unhappy, or terrible? Delighted □ 1 Pleased □ 2 Mostly satisfied □ 3 Mixed □ 4 Mostly dissatisfied □ 5 Unhappy □ 6 Terrible □ 7 b. Taking all things together, how would you say things are these days? Would you say that you are very happy, pretty happy, or not too happy these days? Very happy □ 1 Pretty happy □ 2 Not too happy □ 3 c. For your age, would you say, in general, that your health is excellent, good, fair, poor, or bad? Excellent □ 1 Good □ 2 Fair □ 3 Poor □ 4 Bad □ 5 12. First Recall "Remember those words you just saw--can you tell me which ones you remember?" Record words below: __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ a. Total words correctly recalled: □□ 13. Activities "I am going to read a list of things people do in their free time. In the last month, how often have you done each of these things--often, sometimes, or never?" | Activity | Often | Sometimes | Never | REF. | DK | |-----------------------------------------------|-------|-----------|-------|------|----| | a. Active sports or swimming | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | b. Take walks | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | c. Work in the garden/yard | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | d. Do physical exercises | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | e. Prepare your meals | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | f. Work at a hobby | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | g. Go out and do some shopping | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | h. Go out to a movie, restaurant, or sporting event | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | i. Read books, magazines, newspapers | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | j. Watch television | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | k. Day trips, overnight trips | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | l. Unpaid community/volunteer work | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | m. Paid community work | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | n. Regularly play cards/games/bingo | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| | o. Any other activities (specify) | ☐ 1 | ☐ 2 | ☐ 3 | ☐ 7 | ☐ 8| 14. Second Recall "Now I would like you to tell me as many of the words you remember that you saw before." Record words below: __________________ ___________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ ___________________ a. Total words recalled correctly: 15. Letter Sets Task--Time: 5 minutes Refused □ 1 Not Done □ 2 a. Number marked correctly b. Number marked incorrectly c. Total score = a - (¼)b 16. Review--Interviewer only a. How well do you think the participant understood the questions in the tasks? Quite well □ 1 Fairly well □ 2 Somewhat □ 3 Very little □ 4 Not at all □ 5 b. How great an effort do you think the participant put into the tasks? A great deal □ 1 A considerable amount □ 2 A moderate amount □ 3 A little bit □ 4 Hardly any □ 5 c. How nervous do you think the participant was about the tasks? Very much □ 1 A moderate amount □ 2 A little □ 3 Not at all □ 4 d. How often was the participant's behavior toward the interviewer and the interviewing situation appropriate? Always □ 1 Often □ 2 Sometimes □ 3 Rarely □ 4 Never □ 5 e. Was the participant's vision impaired to the degree that performance was affected? Yes □ 1 No □ 2 f. Was the participant's hearing impaired to the degree that performance was affected? Yes □ 1 No □ 2 g. Comments: h. Interviewer: ____________________________ Signature ____________________________ Code □ □ Version 2 - 7/85 SH35/6 REFERENCES Gurland B, Golden R, Challop J: Unidimensional and multidimensional approaches to the differentiation of depression and dementia in the elderly. In: S Corkin, KL Davis, JH Crowden, E Usdin, RJ Wurtman (Eds). *Alzheimer's Disease: A report of progress in research*. Raven Press, New York, 1981. Gurland B, Kuriansky J, Sharpe L, Simon R, Stiller P, Birkett P: CARE: rationale, development, and reliability. *International Journal of Aging and Human Development*, 1977-78, 8, 9-42. Kahn R, Goldfarb AI, Pollack M, Peck A: Brief, objective measures for the determination of mental status in the aged. *American Journal of Psychiatry* 1960, 117, 326-328. Lezak M: *Neuropsychological Assessment*. Oxford University Press, New York, 1979. Light KC: Antihypertensive drugs and behavioral performance. In: Elias and Steeten (Eds). *Hypertension and Cognitive Processes*. 1980. Pentz CA, III, Elias MF, Wood WG, Schultz NA, Dineen JT: Relationship of age and hypertension to neuropsychological test performance. *Experimental Aging Research*, 1979, 5, 351-272. Reitan RM: Trail Making Test: Manual for Administration and Scoring. Tucson, Arizona, undated. Spieth W: Slowness of task performance and cardiovascular disease. In: AT Welford, JE Birren (EDS). *Behavior, aging, and the nervous system*. Springfield, Illinois, CC Thomas, 1965. Wechsler D: *Wechsler Adult Intelligence Scale. Manual.* New York: Psychological Corporation, 1955. Wechsler D: *The measurement and appraisal of adult intelligence* (4th Edition). Baltimore: Williams and Wilkins, 1958. Wilkie FL, Eisdorfer C: Intelligence and blood pressure in the aged. *Science*, 1971, 172, 959-962.
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The exhibition space is designed to be simple and uncluttered, allowing the viewer to focus on the objects themselves. The walls are painted in a light beige color, which complements the natural tones of the artifacts. A single scroll hangs on the wall above a small table, displaying a piece of calligraphy. The table holds a small statue, adding a touch of cultural significance to the display. The overall atmosphere is one of quiet contemplation, inviting visitors to appreciate the beauty and history of these ancient artifacts. Kamogawa-beni-fubuki-ishi «mei» Yoryu Kannon This wonderful “Yūrai-Seki” belongs to the category of stones representing persons (sugata-ishī). Stones of this type do not prefer the precise reproduction of a figure but the vague suggestion. The most popular figures in this category are: Nyoraizō: stones of the figure Buddha Nyorai, Shaka Nyorai (Shakayamuni Thatagata), Yakushi Nyorai (Bhechadjaguru), Dainichi Nyorai (Dainichi Buddha, Vairocana Buddha, etc.). Kannonzō: stones in the form of Bodhisattva Kannon (Chinese: Kuan-Yin, the embodiment of mercy), Shōkannon; Saint Kwannin, Gyoran Kannon; representation of Kannon carrying a fish basket, etc. Bosatsuzō: Stones in the form of Bodhisattvas; Jizō Bosatsu This extraordinary stone depicts the Buddhist Goddess of Mercy Bodhisattva Kannon (Avalokitesvara) and specifically one of the 33 apparitions that Yoryu Kannon, the willow Kannon. In the form is found the graceful elegant submissive posture of this person. The hand positions are recognizable. In the right hand she holds the willow branch, represented by the bright quartz line, and the left hand she holds in the “semui mudra” fear taking position, This apparition is also known as Yakuo Kannon, Medicine Kannon, which cures us all of mental illness. The vague shape further conceals the corresponding leg posture and one can also guess the crown resting on her head. The stone is of beautiful dark color called Yasemaguro-iro. The entire stone is “sakari” covered with small round holes called fubuki, fubuki is the name for the first breezy snow that falls from the sky in late autumn early winter sky. The crimson color of the quartz found in the holes is called beni. This color is popular in Japan because it was the favorite makeup color of the court ladies of the early 8th Century Nara period. The carved base on which it stands was carved from Indian mahogany “sitan” and is shaped like a lotus flower “renge-kazari”. The box “kiri bako” was made of Pawlonia wood “kiri” and is about 100 years old. On the lid, a former owner wrote “kamogawa kannon ishi” in ink. On the inside is another calligraphy with a dedication. The calligraphy itself is excellent and a small treasure in itself. This stone was found in the Kamo River (Kamogawa) Kyoto and was in the possession of a temple in Kyoto at the beginning of the Edo period (1600 - 1868), where there is still a calligraphy kept with a text on the stone. The stone is “ubu” completely natural. Later, in the Meiji period, the stone entered the collection of Prince Tokugawa Rairin. The New York Times announced on May 20, 1925: MARQUIS RAIRIN TOKUGAWA.I; Descendant of Former Rulers of Japan Dies at Tokyo. Then the stone was acquired by Mr. Ōishi Saburo, a member of the famous “Ichi-U Kai” Suiseki Club. In the early 1990th, I had the chance to purchase it from “Chikufuen”, a famous Tokyo based dealer of bonsai and Suiseki during a visit at their showroom, where ich first time met the still young Seiji Morimae, studying Suiseki and bonsai and preparing himself for becoming what he is today. The historical information on the stone have been researched and provided to me by Mr. Matsuura Arishige, former president of the Nippon Suiseki Kyôkai A Chinese black lacquer figure of Guanyin, Ming dynasty (1368-1644) A Chinese lava rock, 19th century A Chinese lava rock, 19th century, with a lotus base, 20cm high. A Chinese bronze figure of Guanyin, Ming dynasty (1368-1644) A Chinese Scholar's Rock, 19th Century A finely textured, dark brown rock with a smooth, polished surface and a natural, irregular shape. The rock is mounted on a wooden stand with a lotus flower design. A Chinese meteorite, 19th century A large Chinese meteorite, with a lotus base, 19th century. Dimensions: Height 20 cm, Width 8 cm, Depth 6 cm Provenance: Private collection, France. Condition: Good condition, with some minor surface imperfections. The image shows a close-up view of a rock or mineral specimen. The surface is rough and textured, with a mix of dark and metallic colors. There are small, round, red spots scattered across the surface, which could be indicative of mineral inclusions or impurities. The overall appearance suggests that this might be a piece of meteorite or a similar extraterrestrial material, given the unique coloration and texture. Figure 1. A close-up view of the surface of the meteorite. The white area is a fracture in the rock. The red areas are small holes that are filled with a reddish material. Figure 1. A close-up view of the surface of the meteorite. The red spots are iron sulfide inclusions. The image shows a close-up view of a rock surface with various textures and colors. The surface appears rough and uneven, with numerous small holes and pits scattered across it. Some of these holes have a reddish hue, while others are more transparent or have a metallic sheen. The overall appearance suggests that the rock may be weathered or has undergone some form of erosion, possibly due to natural processes such as wind or water. The image captures the intricate details of the rock's texture, highlighting the contrast between the dark, rough areas and the lighter, smoother patches. The image shows a close-up view of a rock or mineral surface with numerous small, round indentations and some larger, irregularly shaped cavities. The surface appears rough and textured, with a mix of dark and lighter areas. Some of the cavities have a reddish hue, suggesting the presence of minerals or impurities within the rock. The overall appearance is rugged and uneven, typical of natural geological formations. The image shows a close-up of a meteorite, which is a type of extraterrestrial rock that has fallen to Earth from space. Meteorites are typically composed of iron and nickel, with some containing small amounts of other elements such as silicon, oxygen, and carbon. The surface of the meteorite in the image appears rough and pitted, indicating that it has been exposed to the harsh conditions of space for an extended period. The dark coloration suggests that it may have undergone oxidation or weathering processes after landing on Earth. Meteorites are of great interest to scientists because they provide valuable insights into the early history of our solar system and the composition of other planets and asteroids. 杨柳观荷 何山李文渊小益 加茂川紅吹雪石 一雨の水石語 水石飾りの真髄 主石 加茂川紅流し石・観音像 (7×6.5×21) 台座 蓮華飾り 席主 大石善四郎 姿石の楽しみの中では、とくに人物像・仏像が上位とされている。 その中でも位の上下はあり、如来像（釈迦如来、薬師如来、大日如来 等々） 観音像（聖観音、魚籃観音 等々） 菩薩像（地蔵菩薩、八幡大菩薩 等々） 天部像（毘沙門天、大釈天、大黒天 等々） などである。 斯界での姿石では観音像と附銘されたものが多いようである。 主石の観音像には、加茂川石特有の紅が散見。風情を増している。 形象石は単にその形の面白味を観賞するのではなく、持ち込みの味が尊いのは当然として、写実的なものより茫洋とした中に本来の姿が感じられるところに、姿石のよさがある。 水石飾りの真髄 一雨舎木石譜
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The miracle that adds meaning to my singing Rabbanit Shani Taragin reveals the power of prophecy Rabbi Jonathan Sacks with eight thoughts for Chanukah Rabbanit Dr. Michal Tikochinsky What are we really searching for? Rabbi Yosef Zvi Rimon Can one light candles on a plane? Happy Chanukah! In memory of Menny Klausner z”l We are currently in the middle of the three-parasha saga of Yosef and his brothers. The dream motif flows through the entire story with three different sets of dreams. Each one of these sets contains two dreams and Yosef goes through a gradual process to learn how to deal with the dreams he receives. The first dreams are his own, at the beginning of Parshat Vayeishev. Next are the dreams he hears in jail from the butler and the baker, and then he hears Pharaoh's two dreams about the cows and the stalks of wheat. But that’s not all. Later, when his brothers come down to Egypt, they bow down to him. The verse says “he remembered the dreams” (Bereishit 42:9) and Rashi confirms that with the brothers bowing down to Yosef, the dreams have come to fruition. The Ramban says no, that’s not what happened. In the dream there were 11 brothers who bowed down to Yosef but here there were only 10. So Yosef concocted a plan to ensure that his 11th brother, Binyamin, could come down to Egypt and bow down to him as well, so that the dream could come true in its entirety. It is fascinating to see how Yosef reacts to each of these sets. The first time, when he receives his dreams, all he does is tell them over to his brothers. The next time, with the butler and the baker, he doesn’t just hear the dreams and tell them over; he interprets them. He tells the dreamers what their dreams mean and what is going to happen. With Pharaoh’s dreams, Yosef rises to the next level. He hears the dreams, interprets them, and then does something very interesting. He gives unsolicited advice on how to act on his interpretation, proposing that Pharaoh appoints someone to manage the national food bank. Yosef takes an active role and reacts to the dream. G-d is involved. Yosef teaches us that it’s exactly the opposite. The more active you are in life, the more you are able to see G-d in this world. The more active you are, the more G-d is active within your life too. Being passive is saying the G-d is something separate from me. He looks down on me, He creates the situation and I have to deal with it. Yosef says no. G-d giving us dreams is not Him telling us ‘I’m dealing with your life so step aside,’ rather it’s G-d saying ‘I want to be a partner in your life.’ The miracles of Chanukah are a manifestation of this very same ideal. In Al HaNissim we thank G-d “for the miracles and the redemption…” – i.e. for what He did for us, but then we add “ve’al hagevurot” – for the courage, the mighty deeds. But wasn’t it the Maccabees who showed the courage? Why are we praising G-d for their mighty deeds? Because believing that G-d does things for us is not about removing ourselves from the story. It’s about actively putting ourselves in it. As we thank Him for the miracles, we also thank Him for the courage He gave us to become active partners with Him in those very same miracles. One Man, One Family Our Sages describe the Chanukah story as the victory of “the few against the many.” Indeed, one man, Matityahu the Priest, and his five sons: Yehuda, Shim'on, Yochanan, Elazar and Yonatan – one small priestly family known as the Hasmoneans – changed the course of Jewish history forever. The events took place 2,300 years ago yet continue to echo into eternity. It was a time of Greek world domination, global acculturation and the assimilation of the citizens of conquered nations and minorities throughout the Empire. Judea, the Jewish province, was no exception. The Jewish people were in grave danger of losing their national and spiritual identity and, G-d forbid, vanishing as a distinct culture from the stage of human history. Had this small Hasmonean family not placed its finger into the dike, standing firm against the raging waters of cultural assimilation, the flame of Torah and Jewish destiny may very well have been extinguished. They displayed an almost superhuman courageousness and faith in the face of impossible political and military odds. They rebelled against the harsh decrees of the Seleucid Caesar King Antiochus, oppressors who threatened to uproot every last vestige of Torah observance and Jewish custom. This small group of believers grew in number, sparked a revolution, revived a Jewish political sovereign state, brought cultural independence to Judea, rededicated the Temple in Jerusalem and removed all traces of idolatry. They succeeded in not only stemming the tide, but in reinvigorating the Jewish people’s belief in themselves and in G-d, enabling them to overcome the military, political and cultural onslaught of the world’s leading superpower. Sadly, Matityahu died only a few months after the rebellion began: “And the days of Matityahu drew near…” 1Al HaNissim prayer we say in the Amidah and in Grace after Meals. Continued on page 4 he was about to die and his son Yehuda rose up in his stead... King Antiochus sent 40,000 footmen and 7,000 horses to go into the land of Judah and to destroy it.” Yehuda and his men were heavily outnumbered by about 20:1, and his untrained men faced legions of the best-equipped military force on earth. Four of the five brothers would die yet the few miraculously prevailed. What was the source of their strength? On the eve of what seemed like a hopeless, suicidal battle, Yehuda made the following speech to his soldiers: “And Judah, who was called the Maccabee, said: ‘Victory in battle emanates not from the multitude of numbers but rather in the strength given from Heaven. They come unto us with forms of insolence and lawlessness to destroy us and our wives and children, but we fight for our lives and for our law. It is better for us to die in battle than to look upon the terrible decrees of our nation and sanctuary. Nevertheless, whatever the will of Heaven be, so shall it transpire.’” Yehuda displayed unshakeable conviction in his mission. He believed that the quality and depth of one’s faith were more significant than strength in numbers. With a passionate belief in a Higher Power and a lofty cause, harnessed with courage and commitment, one can prevail over seemingly impossible circumstances. Perhaps this explains why the Sages’ chose to focus on the apparently insignificant miracle of the oil burning for eight days as opposed to the more impressive and miraculous life-and-death military victory over the Greeks. Fire and light represent the essence of the Chanukah story – the realm of the spirit. More than any other physical phenomenon, they are ethereal and intangible. Almost metaphysically, they behave in a contradictory dual fashion, as both waves and particles. They reflect a meaning point between Heaven and Earth, natural and supernatural. Having pure oil transcending the laws of nature for eight days is significant. The Maharal explains that the number seven signifies the natural world while the number eight the supernatural. The fact that the oil lasted for exactly eight days – no more and no less – further indicates that something ‘other worldly’ was at play. Chanukah is a rendezvous between the deepest reservoirs of human resilience and Divine inspiration and intervention. It celebrates the immeasurable and indomitable strength of the spirit. The Hasmonean Spirit in Our Times We live in a privileged generation which has seen a remarkable revival of the Hasmonean spirit. After the Shoah and the destruction of almost the entire Yeshiva world, we have witnessed two miraculous rebirths. One, over the course of a few short decades, a handful of Torah leaders rebuilt the world of Torah study into arguably the largest cadre of yeshiva students in the history of our people. And two, a small band of Zionist pioneers eked out the miracle of modern-day Israel from a desolate Ottoman Palestine – reviving a nation, reclaiming a land, rebuilding a country, revitalizing a language and reigniting our spirit. The twin rebirths of Torah and Israel continue to highlight the remarkable relevance of the Chanukah story to our tempestuous times. They illuminate the essence of the Jewish experience, whether as a people or as individuals: with a tenacious, burning belief in G-d, in the justness of the cause, and in the necessity and privilege of Jewish destiny, the realistic and improbable becomes the miraculous and the possible. --- 2 This and the following quote are from the First Book of the Maccabees. 3 Shabbat 2:1b. 4 Indeed, the Maharal of Prague (Ner Mitzvah, 2, Chanukah) posits that Thanksgiving and Hallel are instituted when the Jewish people are miraculously saved from a catastrophic life-threatening situation (such as the Maccabees against the Greeks) and not when afforded the opportunity to fulfill a mitzvah (lighting the Menorah). This is also evident from the Al HaNissim prayer which highlights the enormity of the miracle yet does not make any mention at all of the oil. Furthermore, we could add that the oil miracle was not that impressive compared to the 10 ongoing miracles in the Temple (Avot 5, 7). Additionally, the Menorah could have been lit from impure oil if no pure oil had been found. In short, the miracle of the oil was relatively unimpressive, seemingly unnecessary and certainly not a basis for fixing a festival. 5 Tiferet Yisrael 2. Rabbi Doron Perez is Head of the Mizrachi World Movement This Land is OUR LAND “We have not taken a foreign land, we do not hold the property of others. Rather, the Land is our ancestral inheritance taken from us lawlessly. When G-d gave us the strength, we returned it to us.” (Maccabees 1:15:3-34) This was Shimon HaMaccabee’s response to Antiochus, who had demanded that the Maccabees cede territory to him. Much of the Torah is about the Jewish struggle to return to and settle in Eretz Yisrael. But perhaps it is only after the return from the first exile and the Maccabean struggle for independence that we fully appreciate the eternal nature of our relationship with the Holy Land. Ancestral Inheritance Jews may have been exiled and our Land may have been taken from us – first by the Babylonians and then again by the Romans – but it remained ours because it is our ancestral inheritance. This is the way G-d described the Land of Israel to the Jewish people while they were still slaves in Egypt – v’nataiti lachem morasha – I have given the Land to you as an inheritance. (Exodus 6:5) Morasha actually means something you pass on to the next generation. Even before arriving in Israel, the Jewish people owned it in a way that they could bequeath it to future generations. This is why upon entering the Land it was apportioned, not only to those alive upon entry, but also to those who had received the promise in Egypt. Taken Lawlessly Tosafot (Bava Batra 44b) explain that, even in exile, all Jews own a portion in the Land of Israel. Even though the Land had been physically taken from us, the law is that ‘land cannot be stolen.’ (Sukkah 30b) When G-d Gives Us Strength Ultimately, what makes the Land our ancestral inheritance and not that of other nations, is that G-d destined it for us. Shimon HaMaccabee hints to this by emphasizing that the retaking of the Land is not the result of brute force or political opportunity, but G-d giving us the strength and capability. Here because G-d put us here. Our mandate comes from Him. As we know, despite Rashi’s foresight, much of the world (especially those who do not recognize G-d as Creator) does not accept his argument. Rabbi Tzvi Yehuda Kook said that Rashi’s explanation aims not to convince others but to fortify our own confidence in our claims to Eretz Yisrael. This is implied by the verse Rashi quotes: “The basis of His actions, He explained to His people.” Although we may not be able to convince others of our Divinely-destined ancestral home, our faith in this fact should buttress our confidence in the face of such claims. Chaggai had called out to the political-military governor, Zerubavel ben Sha’alitiel, and the High Priest, Yehoshua ben Yehotzadak, on the 24th of Kislev, “Yom Yosad Haichal Hashem” – the day of establishing the foundations for the Second Temple. He told them that to ensure agricultural success (primarily that of the olive tree, harvested at that time), they must continue to rebuild the Temple. He also cried out to Zerubavel to lead the people to war, promising him victory and the establishment of monarchy. Sadly, Zerubavel did not heed Chaggai’s words and these inspiring promises were not fulfilled in his time. Fast forward 300 years. The Hasmoneans clearly feel Chaggai’s words reverberating in their hearts and minds, perhaps even girding themselves with the written scrolls of his prophecies as they go out to battle in the hills of Binyamin and Yehuda. They recall the Divine promises of victory over strong empires and succeed in launching the battles that Zerubavel had failed to fight. Proof of their fulfilling these prophecies may be evident in their assuming the rights of monarchy as promised to Zerubavel. Even greater proof is their rebuilding of the altar and re-inaguration of the Temple on the anniversary of Chaggai’s prophecy – the 24th of Kislev! However, the Hasmoneans did not just rededicate the altar as Chaggai had implemented his Kislev prophecy. They insisted on lighting a menorah. Menorah as further manifestation of other prophecies fulfilled – those of Zechariah, Chaggai’s contemporary. He too encouraged Zerubavel to continue building the Mikdash and to initiate a war that would end with a miraculous victory! Zechariah envisioned various images, including a Menorah bordered on each side by an olive tree. His accompanying angel explained to him that, אֲלֵהֶם הָיִיתִי וְאַנְתֶּם הָיִיתֶם לְמַעֲלֵי אֱלֹהִים “Not by might nor by strength but by My spirit, said the L-rd of Hosts…” Zerubavel’s victory will not be due to any military advantage, but rather to the spirit of G-d as represented by the lights of the Menorah! On either side, the two olive trees represent the king and prophet, both anointed with oil, who will assist in leading the people religiously and nationally. The Hasmoneans interpreted their miraculous military victory as the fulfillment of Zechariah’s prophecy three centuries earlier. As they rededicated the Mikdash to express the fulfillment of G-d’s promises, they demonstrated that the source of their strength was the Divine spirit, represented by the Menorah. (Indeed, the Menorah still serves as the symbol of Israel’s government and sovereignty today!) That is why we celebrate Chanukah on the 25th of Kislev, commemorating the miracle of the military victory and the eight-day rededication of the Temple on the anniversary of Chaggai’s Kislev prophecy, and that is why we light the Chanukiah just as the Hasmoneans lit the Menorah, to symbolize the spirit of G-d in Zechariah’s prophecy. Prophecies are not oracles of what will be, but what may be if we choose to respond and write history with the Almighty Himself. Yes, Chanukah is a time to remember the prophecies fulfilled through the Hasmonean response but it is also a time to recall those prophecies yet to be fulfilled… and ask ourselves how we can respond today. --- 1 This explanation is found in Maccabees 1, 4 and in the Schotten – a commentary on Megillat Taanit. Following the rededication of the altar, they celebrated the miluim ceremony of Chaggai’s Kislev prophecy. Miluim from the 25th parallels to the holiday of Sukkot that one could not celebrate earlier in Tishrei (as recorded in Maccabees 2, 10). 2 Zechariah 4, 6-7 – Haftarah of Shabbat Chanukah. Rabbi Reuven Taragin is Educational Director of World Mizrachi and Religious Zionists of America-Mizrachi. He is also Dean of the Yeshivat HaKotel Overseas Program. Rabbanit Shani Taragin is Educational Director of World Mizrachi and Religious Zionists of America-Mizrachi and a senior educator in women’s higher educational institutions in Israel. The experience of G-d’s withdrawal (hester panim) is familiar to many of us. Who hasn’t confronted a reality of terrible, unbearable pain? Who hasn’t struggled with profound questions surrounding difficult life situations? Who hasn’t experienced pain with no meaning, suffering with no purpose? That is how we felt after our 13 and a half-year-old daughter, Hallel Yaffa, was murdered in her bed at home in broad daylight just two and a half years ago. A pure, beautiful child; the victim of pure, brutal hatred. Days when everything was despondent, the world dark. We called her Hallel because she was born soon after Chanukah, when we sing Hallel every day, adding praises to our light and joy. Chanukah arrives at the end of Kislev, during the shortest days of the year, and when the moon is almost invisible, fading before it reappears. It is the only holiday celebrated at the end of the month, rather than the middle, when the moon’s light is brightest. The Midrash (Avoda Zara 8a) explains Chanukah’s original background as associated with the time of Creation. Adam was conscious of the experience of G-d’s contraction (tzimtzum) and withdrawal (hester) due to the shortening day. He feared it was in punishment for his sin. He was in a state of existential dread of destruction and annihilation until he witnessed the light of dawn. A sliver of light. Sudden understanding. That is the purpose of Chanukah. The obligation to find the small spark of light, not in an illuminated world, but in a dark one. Good doesn’t appear only as a powerful spring-like revelation, but from an opposite, winter-like place. We all have moments of darkness in our lives, within us, where we need that small, barely flickering candle. The Hallel prayer, too, does not only contain moments of climactic joy; it includes the verse: “The bonds of death encompassed me, the anguish of the grave came upon me.” We can also identify this duality in the famous dispute between Beit Hillel and Beit Shammai concerning how many candles we light each night. Do we begin with one small candle and allow a process of intensification? Or perhaps the opposite – in the war against darkness, should we use all the light from the outset? As we know, we act like the former, like Beit Hillel. There are times when we can barely grasp even one candle. How difficult it is to shield that flame so it doesn’t blow out. And how even more challenging it is to allow it to light the way. How can we make that candle meaningful, transforming a life of fate into a life of destiny? Following Hallel’s murder, we searched for new meaning for existence. How could we transform the memory of our Hallel into a living entity? After all, that is the secret of the Jewish holidays. Historical memory translated into daily action. The past is channeled through the present for the benefit of the future. The holidays not only illuminate the past but demand a pulsating spiritual life in the present. We found part of our meaning by building “Kerem Hallel” (Hallel’s Vineyard) – an area of our home filled with vines and grapes, which symbolize deep roots in the Land and the sanctity and blessings of wine. It is an area privileged to have received Yaakov’s blessing to Yehuda and from then until now has produced fruit in abundance. Vines gripping the ground symbolize our victory and resilience in the face of suffering and pain. We found another small candle too, a small flame that disseminates light - “Pirkei Hallel,” a book for bat mitzvah girls and their mothers, which enables them to embark on a shared journey; a book written in tears that illuminates Hallel’s sparkling personality, intended to inspire the 12-year-old reader. Perhaps it is only because we find the strength to light our own one small light that we are able to shine outwards, give praise and publicize our miracles. --- 1 A concept expressed by Rav Soloveitchik. Rena Ariel is the mother of Hallel Yaffa, who was killed by a terrorist in 2016 --- After the Flood, Noah blessed his son Yefet: “May God expand Yefet, and may he dwell in the tents of Shem.” (Genesis 9:27) What does this blessing mean? Why should Yefet live in Shem’s tents? The Sages noted that Yefet was the ancestor of ancient Greece. As such, Yefet’s blessing relates to the special accomplishments of the Greeks, especially in the realm of the arts and aesthetics (the name Yefet is related to the Hebrew word yofi, meaning beauty). As the Talmud states in Megillah 9b: “May the beauty of Yefet reside in the tents of Shem.” The blessing links Yefet and Shem together through the cultures of their descendants, Greece and Israel. Yet the relationship between these two nations was never simple. We know from the story of Chanukah that these two civilizations clashed violently during the Second Temple period. How then can the beauty of Greek culture reside harmoniously in the tents of Israel? **Studying Greek Wisdom** On the one hand, the Sages placed no explicit prohibition against studying Greek philosophy. They were content to give general guidance, such as Rabbi Yishmael’s instruction to his nephew: “Find an hour that is neither day nor night, and study ‘Greek wisdom at that time’” (Menachot 99b). Regarding the education of youth, however, the Sages were more circumspect. They feared that the outward appeal and beauty of Greek wisdom would lure the next generation away from their fathers’ faith. Thus they forcefully declared: “Cursed be the one who teaches his son Greek wisdom” (Bava Kama 82b). The language of this decree specifically forbids teaching Greek wisdom. In other words, it is permitted to study it, but not to teach it. Young students must first acquire a solid base in Torah, and only then will they be able to discern the difference between the Torah of Israel and the philosophy of Greece. This approach is not limited to ancient Greece, but is true for all foreign cultures. It is not inappropriate for us to utilize the innovations and talents of other nations. After all, the focus of the Jewish people is primarily on inner matters, on ethical and spiritual advancement. Even for the construction of the holy Temple, we find that King Solomon turned to Hiram, the king of Tyre, for his workers’ expertise in cutting down and preparing the wood, “for we have none among us who knows how to hew timber like the Zidonians” (Kings I 5:20). Solomon used artisans from other nations to chop the wood and quarry the large stones for the Temple. But after these external preparations, it was the Jewish people who secured the Sanctuary’s inner holiness. Rabbi Chanan Morrison is the author of several books on Rav Kook’s writings www.RavKookTorah.org Many years ago I took part in an academic conference (with religious and non-religious participants) that dealt with the significance of Chanukah in modern times. Among the speakers was the late Prof. Yishayahu Leibowitz. He argued that the secular members of the audience were not much different from the Jewish Hellenists at the time of the Hasmoneans. He said that contemporary non-observant Israelis have adopted a foreign culture completely opposing Jewish values, particularly with regard to mitzvah observance which, according to him, defines Jewish identity and without which there is no difference between a Jew and a non-Jew. He cited three particular areas: 1. **Family Purity** – ignoring this area of Judaism means that Torah-observant Jews cannot marry a non-observant partner, just as we are forbidden to marry non-Jews. 2. **Eating and Drinking** – religious Jews cannot eat in their homes because they do not keep kosher, and therefore they are similar to non-Jews. 3. **Shabbat** – Since the non-observant desecrate the Shabbat, we regard them as apostates for the whole Torah, and we should keep away from them as much as possible. Was he right? Is there really no difference between the average secular Jew in 21st century Israel and the Hellenists at the time of the Hasmoneans? On the surface, just as the Hellenists adopted the Greek way of life and left the path of Torah and *mitzvot*, so the secular in our times identify more with Western European culture than they do with the faith of their ancestors. Hence just as the Maccabees declared a horrible war against those same Hellenists, we too should wage war against secular Jews today. And if we can’t actually fight a physical war, we should at least have no contact or connection with them. This of course is extreme, frightening and unacceptable logic. Yes, it is understandable if we simply compare the externals without considering the internal aspects of the matter, but fortunately, we are living in post-Rav Kook times. His personality, teachings and actions helped save Am Yisrael from baseless hatred and life-threatening divisiveness. One of the major distinctions Rav Kook raises is between a Jew who does not observe the details of the *mitzvot* and one who actively and emotionally detaches himself from the Jewish people. This nuance completely undermines the attempt to compare modern-day secular Jews to the ancient Hellenists. Rav Kook explains\(^1\) that in most generations, if the people live as they should, learning Torah and observing *mitzvot*, they will receive Divine spiritual and material blessings, and if, G-d-forbid, they sin, the generation is punished. However, in the generations of *Geula*, Redemption, Divine accounting is more complex. Bnei Yisrael were redeemed from Egypt even though they were trapped in the 49 gates of impurity, because of the unique internal content inherent in every single Jew – “You are all beautiful my beloved, there is no defect in you.” With that perspective, Rav Kook identified contrasting trends in our own generation. On the one hand, a departure from Torah and *mitzvot*, but on the other, many thousands have given their lives – and are prepared to give their lives – for the redemption of Israel and its Land. A devotion originating from their untainted Jewish souls. The Hellenists fully cooperated with the enemy and wanted to uproot and blur Jewish identity. Their desire was to assimilate the Jewish people within the Greek Hellenistic culture. In contrast, our *chiloni* brothers and sisters – secular, non-observant Jews, are dedicated to the Jewish people and to Israel. And they are even prepared to die for those ideals if need be. --- \(^1\) See *Kitzur Shulchan Aruch* 72:2: “One who desecrates Shabbat in public is like an idol worshipper in everything he does.” \(^2\) In a letter to the Ridbaz (Rabbi Yaakov David Wilovsky). See *Igrot* Vol. 2, *Igeret* 4155. \(^3\) Song of Songs 4:7. --- **Rabbi Itamar Cohen** is Head of Mechina Magen Shaul, the pre-military yeshiva academy in Nokdim. Special discounts available for shul donations on orders of 25 or more. Contact email@example.com for details. *Offer available exclusively at www.korenpub.com. Valid until December 15, 2018.* The festival of Chanukah was instituted following the Hasmonean’s victory over the Greeks, as described in the first Book of the Maccabees. These events occurred after the Tanach was completed, and so Chanukah does not appear in the Tanach. However, the date of the 24th of Kislev, the eve of Chanukah, does appear in the Tanach, as “the day when the foundations of the Sanctuary were laid,” the day upon which they began to build the Second Temple. The prophet Chaggai rebukes the people for not yet having built the Mikdash (Temple), and encourages them to do so despite the great challenges involved. In the context quoted above, he prophesies that in merit of laying the foundations for G-d’s Sanctuary, the Almighty will bless the people with material-agricultural abundance. So it is no coincidence that the re-dedication of the Mikdash in Hasmonean times also occurred on the exact same day that they began to build the Second Temple. The Mikdash stands at the heart of the Chanukah miracle. It is supposed to be a spiritual center for all nations, and the light of the Menorah, shining outwards from within, is meant to illuminate the whole world and spread faith in G-d. Am Yisrael’s ability to bring oil and light the Menorah – and hence become partners in disseminating faith in G-d throughout the world – has tremendous significance. Therefore, it is again no coincidence that the lighting of the Menorah is central to the Chanukah story, as is the finding of the oil and the subsequent miracle. Jews throughout the centuries have lit Chanukiot at the entrance to or inside their homes throughout the generations, symbolizing the continuation of this dissemination of the light of faith all over the globe. The Hasmoneans’ dedication of the Temple also symbolizes the power of the Jewish spirit. Am Yisrael were facing the danger of cultural assimilation, and up rose Matityahu and his sons to declare “Whoever is for G-d, join me,” just as Moshe Rabbeinu declared at the Golden Calf. The battle against idol worship and cultural-religious assimilation started immediately after the people received the Torah and has continued throughout history. It happened during the reigns of kings Yehoash, Chizkiyahu and Yoshiyahu, during which there was a major religious revolution, which included a cleansing of the Temple and the Land from idol worship, and it continued in the days of the Hasmoneans, who were forced to fight the Jewish Hellenists. This is Am Yisrael’s perpetual struggle: to uphold its spiritual identity and resist the adoption of foreign cultures; a struggle we are all very familiar with today as well. Not only that, but the Maccabees’ war against the Greeks also carries a powerful message. It was a war of the few with makeshift weapons against the many with the most advanced military technology. In this war it became unquestionably clear that victory had nothing to do with physical might but with G-d’s power. The same idea appears in Gideon’s war against Midian, in which G-d asks Gideon to go out to war with a small army, and promises him: “…through the three hundred men who lap shall I save you and I shall deliver Midian into your hand,” and again when Saul’s son, Jonathan, goes out to fight alone against the Philistines: “…for nothing prevents G-d from saving, whether through the many or through few.” Therefore, Chanukah is not just an historical commemoration of a specific war in which the Jewish people conquered its enemies, but a festival with multiple and rich spiritual meanings, containing the solid foundation blocks for the heroism of the Jewish spirit, faith in G-d, and the dissemination of that faith throughout the entire world. --- 1. Haggai, 2:18. 2. Exodus 32:26. 3. Judges 7:7. 4. Samuel 1, 14:6. Rabbanit Sharon Rimon teaches Tanach and is Content Editor for the Herzog Tanach website: www.hatanakh.com/en Is a plane considered a home? The Maharsham writes that covered boats or long-distance trains are considered homes and one can light Chanukah candles in them. But it appears we can’t apply this to a plane, because the plane itself is not a ‘home’ (i.e., it’s still like a boat or train) and is also more of a temporary abode. For example, one thing that defines a home is sleep (see Biur Halacha 677, and Chovat Hadar Chanukah 1-12), and since one doesn’t sleep in normal fashion on a plane it is hard to say that a plane is considered a home. Can one light in an airport? Even the person who lights in shul needs to light again in his home (Rema and Mishna Berura 671:7). This proves that having a home is not enough, but that the person lighting the candles must have some connection to that home. Thus if a person sleeps in a house for one night, he can light there. One cannot fulfill the mitzvah in an airport because there is no connection between the lighter and this ‘home.’ Lighting electric bulbs Even if it was halachically permissible to light in a plane, it is obviously not a practical option. The only acceptable solution is through electric bulbs. However, it seems that one actually needs fire for lighting and not just light. Therefore, fluorescent, PL or LED bulbs, none of which have a filament, are not fire at all, and so are definitely disqualified. Regarding filament bulbs, there are differences of opinion whether the burning metal filament is considered fire (see Mitzvat HaReayah of Rav Kook, Orach Chaim 673, and others). Indeed, most poskim say one cannot use them, although Rav Shlomo Zalman Auerbach (Halichot Shlomo 15:3), holds that when there is no other option one can light with a flashlight that has a filament. Practical Halacha Since there is a doubt whether one can light in a plane, and another doubt whether electric bulbs are permitted, one should take a flashlight with a filament (or an electric Chanukah) to fulfil the mitzvah, but should not make a blessing. If other members of the family have remained at home, they can light for those on the plane, who are then exempt from lighting (Shabbat 23a, Shulchan Aruch 677:1). Husband and wife can light for each other, but parents lighting can also include their children (who live with them.) And if the children are lighting in their parents’ home while the parents are flying, they are considered the parents’ shlichim. The mitzvah of Chanukah is “very well loved” (Rambam, Hilchot Chanukah 4). Am Yisrael do not easily relinquish this mitzvah, wherever they may be. Rabbi Yosef Zvi Rimon is Head of Mizrachi’s Shalhevvet Educational Advisory Board, Chairman of the Halacha Education Center and Rabbi of Machon Lev. Hundreds of years after we lost our independence, there were different customs in Babylon and in Eretz Yisrael regarding how much of the Torah to read each Shabbat. In Eretz Yisrael they would read the entire Torah over a period of three and a half years. Today we adopt the Babylonian custom, in which we read the whole Torah once, from beginning to end, from Simchat Torah to Simchat Torah. The gematria of חנוכה is therefore 19 + 19 + 6 = 44, the number of Chanukah candles you’ll find in the box! Later, when Yosef and his brothers are sitting down to eat, Yosef knows exactly in what order to seat them, from the oldest to the youngest. There are no donuts or latkes on the table, but nevertheless the Jews found a connection to Chanukah (43:34): וַיֹּאמֶר יְהוּדָה אֲלֵיהֶם כִּי מִשְׁתַּחֲוִיתִי לְפָנֶיךָ וְהָיִיתִי בְכָל הַחַיִּים Binyamin’s portion was five times as much as anyone else’s portion. Rashi explains that Binyamin received his portion, Yosef and Osnat’s (Yosef’s wife) portion and the portions of their sons Efraim and Menashe – וְהָיִיתִי בְכָל הַחַיִּים. What’s the Chanukah connection? On Chanukah, we add the Al HaNissim prayer to Birkat HaMazon, in which we thank the Almighty for the Maccabee’s victory over the Greeks and we mention five הַיּוֹם there too: וַיֹּאמֶר יְהוּדָה אֲלֵיהֶם כִּי מִשְׁתַּחֲוִיתִי לְפָנֶיךָ וְהָיִיתִי בְכָל הַחַיִּים This indicates that when Yosef and his brothers finished their meal, they recited the Birkat HaMazon for Chanukah! On Shabbat Chanukah afternoon, we usually read the start of the next parasha, Vayigash, in which the drama reaches a peak, and Yehuda, the brothers’ representative from Eretz Yisrael, faces up to Yosef and refuses to leave Binyamin in Egypt. Put me in jail if you want, but you must let Binyamin go back to his ageing father in Eretz Yisrael! And then Yehuda answers Yosef’s question: “Do you have a father or brother?” But many years later, someone explained the question like this: Yosef was stuck in Egypt while Yehuda had returned there from Eretz Yisrael. Said Yosef: “Tell me, Yehuda, what have the Sages in Eretz Yisrael decided about how to light Chanukah candles?” In other words, do they act according to Beit Hillel, in which we light progressively upwards, 1-8 on the first night, 2-8 on the second, and so on, or do they act according to Beit Shammai, who said that on 8, on the first night, we light 7, eight lights? To which Yehuda replies, 7 – in other words, we act according to Beit Hillel (1-8 on the first night, 2-8 on the second, and so on), and the 7 also refers to Hillel HaZaken, Hillel the Elder, who was the Head of the school of Beit Hillel. Maoz Tzur, the dispute about the proper order of lighting candles, Birkat HaMazon and Yosef and his brothers celebrating Chanukah in Egypt… all in the Torah portion we read almost every year on Shabbat Chanukah… chance or miracle? Dr. Avshalom Kor is an Israeli linguist and expert on Hebrew grammar and semantics Join hundreds of communities, schools and synagogues in perpetuating life and growth by donating fruit trees – Trees of Life – to be planted by children in Israel this Tu BiShvat. For details and to register, visit www.IsraelTrees.org/mizrachi or email firstname.lastname@example.org DEDICATION OPPORTUNITIES To dedicate HaMizrachi in memory of a loved one or in celebration of a simcha, please contact email@example.com WANT TO ADVERTISE IN HAMIZRACHI? Contact firstname.lastname@example.org On Wednesday evening, October 29, 2014, I gave a speech entitled “Israel Returns to the Temple Mount” at the Menachem Begin Heritage Center in Jerusalem. Palestinian terrorist attacks had been on the rise and the US and UN were siding with the Palestinians. After the speech, I left the building accompanied by two friends. Suddenly, a man wearing a motorcycle helmet approached and said to me, “Are you Yehuda Glick? I’m sorry, but you’re an enemy of Al-Aqsa. I have to.” Before I could ask “Have to what?” the man shot me four times in the chest at point-blank range, before speeding away on his motorbike. The security forces gave chase and he was eventually killed in a shootout with police. Meanwhile, Palestinians in the Old City set off fireworks in celebration and Palestinian Authority President Mahmoud Abbas sent a letter of condolence to my assailant’s family. I was rushed to hospital. After several surgeries and heavy sedation, I fought for my life for almost a month, with my late and beloved wife, Yaffi, always by my side. My chances of survival – and living a normal life – were minimal. But G-d had greater plans. I’m still here. In 2015, I was placed 33rd on the list of Likud candidates. It seemed highly improbable I would be called upon to serve. But in a landslide victory, Likud won 30 seats. I was still on the outside but three Likud MKs resigned over the next year and I became a Member of the Knesset, the parliament of the State of Israel. I’m about eight years old, on a summer vacation with my family in France. A group of us are playing outside on our bikes. I’m sitting on mine, minding my own business, when another boy rides into me and pushes me into a dark alleyway under the building. Suddenly, I’m rushing downhill and the brakes don’t work. I don’t know where I am. It’s pitch black, and I can’t stop… My mind is racing with the bile… “Hashem! Please save me! I’ll try to be a good boy, do my best. I promise I want to live…” David HaMelech says: לְקַנֵּהוּ וְלִיָּדֵיהֶם, הִנֵּה. I don’t want to die. I want to live because I want to glorify Your Name. Of course as a kid you don’t know what that means so you say I’ll be a good boy. And then I crash. Head first into a brick wall. The next thing I know I’m in the hospital. My sister told me I’d split my head open. When the ambulance arrived they said it was an extreme emergency because I was covered in blood. Thank G-d, after surgeries and stitches I was okay. Shortly after that I decided to start singing. I had a gift and wanted to share it with Am Yisrael and do it in a way that made G-d proud. He’d restored my life and I wanted to make Him proud of me. You don’t realize that as a kid but that’s what it was. That was the message. G-d wants you to have fun, have a good time but at the same time he wants you to realize that life is short. To appreciate that every day is a miracle. Every second. Every breath. Operation Defensive Shield (2002). My son, Eliraz, is Deputy Commander of Battalion 51 of the Golani Brigade, fighting in Jenin. Narrow alleyways, booby-trapped houses, Arab snipers on the roofs. Eliraz’s team advances deep into Islamic Jihad territory. Another officer joins him. The terrorists start firing at the house they’re hiding in. Eliraz and his men rush outside. A sniper shoots. The officer falls. Eliraz drags him to safety and calls for help. Sergeant Gad Ezra arrives. While they’re lifting the officer onto the stretcher, the sniper shoots again, this time killing Gad. Eliraz has no time as he sees the sniper aim again. He tries to return fire but his gun jams. Instinctively, he bends over Gad’s body, grabs Gad’s gun and kills the attacker. Had Gad not been killed right next to him, Eliraz would have died there on the spot. — “G-d’s salvation is like the blink of an eye.” Later, Eliraz goes to visit Gad Ezra’s family. He tells Gad’s mother, Roelyn, it was her son’s gun that saved his life. He shows her the weapon, she strokes the gun strap and asks Eliraz if she can have it. “Do you know whose gun this is?” She asks him. “Gad’s,” said Eliraz, surprised by the question. “Yes, But it actually belonged to your brother Uriel!” This was the gun my other son, Uriel, had fought with when he was killed in Lebanon in 1998. It had later been assigned to Gad. In their deaths, Uriel and Gad had saved Eliraz’s life. One never knows how G-d’s miracles enlighten our world. When I was seven, I was separated from my mother as she thrust me over to the men’s side during deportation. “Tulek, take Lulek,” she said, entrusting me (Lulek) to my brother Natafai (Tulek) in the knowledge that the men were more likely to survive. Natafai smuggled me into the Buchenwald labor camp since a child my age would have been exterminated on the spot if discovered. I became the youngest and smallest inmate in the camp and my survival over the next year was largely due to Natafai’s constant self-sacrifice and protection. One day, a Gestapo officer rounded us children up, saying we were superfluous to the German war effort. Realizing that the end was approaching, I stood up tall and made the first speech in my life. “It’s a mistake to think we’re useless,” I said in Polish. Had not been killed right next to him, Eliraz would have died there on the spot. — “G-d’s salvation is like the blink of an eye.” Later, Eliraz goes to visit Gad Ezra’s family. He tells Gad’s mother, Roelyn, it was her son’s gun that saved his life. He shows her the weapon, she strokes the gun strap and asks Eliraz if she can have it. “Do you know whose gun this is?” She asks him. “Gad’s,” said Eliraz, surprised by the question. “Yes, But it actually belonged to your brother Uriel!” This was the gun my other son, Uriel, had fought with when he was killed in Lebanon in 1998. It had later been assigned to Gad. In their deaths, Uriel and Gad had saved Eliraz’s life. One never knows how G-d’s miracles enlighten our world. When I was seven, I was separated from my mother as she thrust me over to the men’s side during deportation. “Tulek, take Lulek,” she said, entrusting me (Lulek) to my brother Natafai (Tulek) in the knowledge that the men were more likely to survive. Natafai smuggled me into the Buchenwald labor camp since a child my age would have been exterminated on the spot if discovered. I became the youngest and smallest inmate in the camp and my survival over the next year was largely due to Natafai’s constant self-sacrifice and protection. One day, a Gestapo officer rounded us children up, saying we were superfluous to the German war effort. Realizing that the end was approaching, I stood up tall and made the first speech in my life. “It’s a mistake to think we’re useless,” I said in Polish. I went on to describe how I had worked 12-hour shifts delivering water to the glass factory workers when I was only six years old. “Therefore, you cannot say that we lack working potential,” I concluded together with a bribe, that speech saved my life and the lives of the other children, at least for the moment. I was surrounded by corpses for three years. Every morning many people did not wake up. I pushed the wagon of dead to the crematorium each day. Even after liberation, 60% of Buchenwald survivors died of typhus and other diseases before they could even begin to start their lives again. I was in the valley of dry bones. So when I say “Thank You,” I really mean it. G-d performed countless miracles for me. This gives me extra motivation not to waste my life and to do something to justify all the miracles that happened to me. G-d trusted me. I am forbidden to disappoint him. In 1977, I was arrested for my Zionist activities in the former Soviet Union, accused of treason and sentenced to 13 years imprisonment, I spent nine of those in the Gulag, including 405 consecutive days in solitary confinement. The day before I went to Siberia, I received a small book of Tehillim (Psalms) from my wife Avital, who was already in Israel. She’d added a note: “This is the book that has accompanied me over the last year and I sense it’s now time to pass it on to you.” I only knew about 1,000 words in Hebrew then, and very few Biblical ones! It didn’t matter anyway. They confiscated my Tehillim along with all my other possessions. After three years of not giving up, I got my book back. And I decided to read it until I understood. I sat in my cell and tried to decipher the words. Words without form, sentences I couldn’t make out from the sea of letters. I looked for words I knew and slowly put them together. After a lot of effort, the first sentence I managed to fully understand – a chain of 11 consecutive words – was: “אֲנִי יָדַעְתִּי וְיָדַעְתִּי אֶת אֱלֹהִים וְיָדַעְתִּי אֶת יְהוָה.” “Even though I walk in the valley of death I will fear no evil because You are with me.” Who was “with me” in that accursed cell? Avital? King David? The Jewish people? G-d? All of them. All of them were with me in my cell. I wouldn’t have held out so long without them. And that little book of Tehillim is still with me today. All the time. Menny Klausner was born on Motza’ei Yom Kippur 5687 (1926) in Frankfurt am Main, Germany. After Kristallnacht, his family moved to London. Menny and his wife Edith married in 1951 and in 1997, at the age of 71, they came on Aliyah. After the Second World War, Menny became very active in the Torah Va’Avoda and Bachad Fellowship Organizations (Beit Chalutzim Dat’im), forerunners of Bnei Akiva in England. He organized and ran many summer camps. He was a member of the Board of Deputies and the Chairman of its Eretz Israel Committee, as well as President of the Hendon Adath Yisroel Congregation. He became active in the Mizrachi-HaPoel HaMizrachi Federation and served as its Chairman for about 20 years, until his Aliyah. Menny was a very active member of the World Mizrachi Organization and a member of its Board of Management, a representative and member of the Executive of the Jewish Agency and a member of its Actions Committee as well. He was also on the Board of Management of the Harry Fischel-Ariel Institute in Jerusalem. In all his roles Menny considered it of vital importance to support the Government of Israel and to defend it publicly without criticism, despite his occasional differences of opinion with its official policies. He was a great believer in the Greater Land of Israel and in 1975 he was the first person to affix a mezuzaah in the Sebastia train station in the Shomron, which later became Elon Moreh. His children made Aliyah before him, and all his grandchildren and great-grandchildren continue on his path of National Religious Zionism, from which he derived great enjoyment and satisfaction. He passed away in Petach Tikva on 7th Tevet, 5778/ December 24th, 2017. May his memory be for a blessing. The Hills of Gofna One of Israel’s most beautiful areas is tucked into a gorge running on a predominately east-west axis just north of today’s well-known route #443 to Jerusalem. Driving past Chashmonaim, Lapid and Kiryat Sefer on #446 one enters the area called Harei Gofna, the municipal area of Western Binyamin, stretching from Nili in the west to the mountain pass of Wadi Haramiya on the Patriarch’s Route/Road 60 in the east. The Dolev stream flowing to the Mediterranean Sea provides it with a fantastic amount of underground water, hence springs and pools abound. One can feel the sheltering nature of the area while driving, and sections of a Roman road meander along the valley. Agricultural mountain terracing is everywhere, with ubiquitous olive trees and vineyards (gefanim, source of the area’s name) clinging to the slopes. Natural caves in the hills served as burial places during the Hasmonean and Second Temple era (approx. 517 BCE to 70 CE). Here was a center of a Second Temple era olive oil culture that is now making a comeback with new awareness and varieties in Israel. Hence, it is olive oil that naturally frames the context of Chanukah, which celebrates the military and spiritual victory over enemies from within and without. In ancient days it was a hugely important staple and economic commodity with its uses for food, cosmetics, lamps, trade and religious ritual. The month of Kislev marks the end of the Land of Israel’s olive harvest (p’rot) and the availability of fresh olives to be pressed pure for the Temple’s rededication ceremony and lighting of the Menorah as a symbol of political sovereignty and religious freedom in 164 BCE. Today, Nili, Na’ale, Talmon, Neria, Dolev, Zayit Ra’anan, Nachliel and Givat Harasha (with its incredible view of the coast from Ashkelon to Netanya and Ben-Gurion International Airport) are just some of the modern communities that dot this region. Further north and east are Neve Tzuf and Ateret, and just across Wadi Haramiya is Mount Ba’al Hatzor, where Yehuda HaMaccabi was killed in battle. Indeed, a visit to Western Binyamin is a step into the world of the few who took on the many, a revolt that ended with a critical century of Jewish sovereignty and, astonishingly, the only time from the First Temple period until 1948 (5708) that the Jews were in charge of their own destiny in Eretz Yisrael. Just before Harasha is a hill called Givat HaYekevim. Yekev is now synonymous with winery, but it really means a place where liquids are stored and so could apply to oil as well. Marked trails lead to springs and remains of unique ancient oil presses (battei bad), underground columbaria (dovecotes; think carrier pigeons, Temple sacrifices, food and fertilizer) and ladders leading into the earth. These go into some of the 31 bell-shaped caves carved out to store wine amphorae during the First Temple period. They were later connected by tunnels and served as secret hiding places from the Romans during the revolts of 66-73 and 132-135. Great for exploration; flashlights recommended. During Chanukah, the Binyamin Tourism Division recreates the Hasmonean period with mosaic workshops, pottery restoration, mock Jews-Greeks battles and other activities to bring the holiday to life. The sound of children enjoying themselves rings out in the hills of Gofna. We’re back where we belong as past, present and future merge in the land given to Binyamin. Eve Harow is a licensed Israeli tour guide and member of the Mizrachi Speakers Bureau. Eight Thoughts for Chanukah Inspired by Faith, We Can Change the World When Israel was under Greek rule, Antiochus decided to force the pace of Hellenization, setting up a statue of Zeus in the Temple and forbidding Jews to practice their religion. This was too much to bear, and a group of Jews, the Maccabees, fought for their religious freedom, winning a stunning victory against the most powerful army of the ancient world. After three years they reconquered Jerusalem, rededicated the Temple and relit the Menorah with the one cruse of undefiled oil they found among the wreckage. As we say in our prayers, it was a victory of the few over the many, the weak over the strong. It’s summed up in a line from the prophet Zechariah: “not by might nor by strength but by my spirit says the Lord”. The Maccabees had neither might nor strength, neither weapons nor numbers. But they had a double portion of the Jewish spirit that longs for freedom and is prepared to fight for it. Inspired by faith, a handful of dedicated people showed they could change the world. So, today, can we. The Light of the Spirit Never Dies For eight nights we light lights, and make the blessing over miracles: she-asah nissim la-avotenu. But what was the miracle of the first night? The light that should have lasted one day lasted eight. There was something miraculous about days 2-8 but nothing miraculous about the first day. There was no reason to suppose that anything would have survived the Greeks’ systematic desecration. Yet the Maccabees searched and found that one jar. Why did they search? Because they had faith that something would have survived. The miracle of the first night was that of faith itself, the faith that something would remain with which to begin again. So it has always been in Jewish history. Jews gathered what remained, rebuilt our people, and lit a light that tells us, and the world, of the power of the human spirit to overcome every tragedy and refuse to accept defeat. From the burning bush to the lights of the Menorah, Judaism is humanity’s “ner tamid”, an everlasting light that no power can extinguish. Chanukah in Our Time In 1991, I lit Chanukah candles with Mikhail Gorbachev, former President of the Soviet Union. For 70 years, the practice of Judaism had been banned in communist Russia. The Germans had sought to kill Jews; the Russians tried to kill Judaism. Gorbachev had realized that the Soviet system was unworkable. Communism had brought not freedom and equality, but repression and a police state. In the end it collapsed, and Jews regained the freedom to practice Judaism and to go to Israel. After we had lit the candles together, Gorbachev asked me what we had just done. I told him these lights were the symbol of regained Jewish freedom after the public practice of Judaism had been banned by the Greeks. “70 years ago,” I said, “Jews suffered the same loss of freedom in Russia, and now you have helped them regain it. You too have become part of the Chanukah story.” The Chanukah story still inspires, telling not just us but the world that freedom, with G-d’s help, will always win the final battle. The First Clash of Civilizations Chanukah is about one of the first great clashes of civilizations, between the Greeks and the Jews. The ancient Greeks produced one of the most remarkable civilizations of all time, yet they were defeated by the Maccabees. Mighty Greece went into rapid decline while the tiny Jewish people survived every exile and persecution and are still alive and well today. What was the difference? The Greeks, who did not believe in a single, loving G-d, gave the world the concept of tragedy. We strive, we struggle, at times we achieve greatness, but life has no ultimate purpose. The universe neither knows nor cares that we exist. Ancient Israel gave the world the idea of hope. We are here because G-d created us in love, and through love we discover the meaning and purpose of life. Judaism and its culture of hope survived, and the Chanukah lights are the symbol of that survival, of Judaism’s refusal to jettison its values for the glamour, immediacy and prestige of secular culture. Then and now. A candle may seem a small thing but the very survival of a civilization may depend on it. The Light of Peace There is a very moving and profound law about Chanukah. Maimonides writes that ‘the command of Chanukah lights is very precious. One who lacks the money to buy lights should sell something, or if necessary borrow, to be able to fulfil the mitzvah.’ But what if, on Friday afternoon, you find yourself with only one candle? Do you light a Shabbat candle or a Chanukah one? It can’t be both. Logic suggests you should light it as a Chanukah candle. After all, there is no law that you have to sell or borrow lights for Shabbat. Yet the law is you light it as a Shabbat light. Why? Maimonides: ‘The Shabbat light takes priority because it symbolizes shalom bayit, domestic peace. And great is peace because the entire Torah was given to make peace in the world.’ The Shabbat light takes precedence because in Judaism the greatest military victory takes second place to peace in the home. Judaism’s survival is because we have always valued children more than generals and peace in the home over military victory. That’s our true glory. Inside / Outside There are three lights in Judaism: Shabbat candles, the Havdalah candle, and the Chanukah candles. Shabbat candles represent shalom bayit, peace in the home and inner light. They are lit indoors. They illuminate the sanctity of marriage and the holiness of home. The Chanukah candles used to be lit outside — outside the front door, as they are in Israel today. The Lubavitcher Rebbe introduced the custom of lighting giant menorahs in public places to bring back the original spirit of the day. Chanukah candles are the light Judaism brings to the outside world when we are unafraid to announce our identity in public, live by our principles and fight, if necessary, for our freedom. The Havdalah candle, made up of several wicks, represents the fusion of the two, the inner light of Shabbat, joined to the outer light we make during the six days of the week when we go out into the world and live our faith in public. When do we bring light to the world? When we live as Jews in private, filling our homes with the light of the Shechina; when we live as Jews in public, bringing the light of hope to others, and when we live both together. To Light Another Light The Talmud asks: can you take one Chanukah light to light another? Rabbi Lord Jonathan Sacks is Emeritus Chief Rabbi of the United Hebrew Congregations of the Commonwealth @RabbiSacks - www.RabbiSacks.org A rising star in the Israeli Air Force, Dror Cohen was an F-16 combat pilot and an instructor in the IAF cadet school. He worked hard and played hard. “I was born to be a winner,” said Dror, with the brash confidence of a young Israeli, “like Tom Cruise in Top Gun.” But then, one evening, on a routine transfer to another base, his star came crashing down. The car he was riding in was involved in an accident. The other three passengers and the driver dusted themselves off and walked away with only minor injuries. Dror couldn’t move. He was paralyzed from the waist down. 24 years old. **Picking Himself Up** Down but not quite out, Dror was forced to start a new life. He had no choice. Well, not quite true. “You always have a choice,” says Dror. “Not about what happens to you in life but how you respond.” And after about a year of denial, depression and defeat, Dror gradually began harnessing his winning spirit to reinvent himself. “It wasn’t easy at all. Being a paraplegic is a big deal but it’s really the small stuff that bugs you… like trying to navigate a crowded sidewalk in a wheelchair to hail a cab, or not being able to pick up my little nephew and toss him into the air…” He chose extreme sports. As one does… **From One Small Cruse of Grit…** “He who dares, wins,” says Dror. Again, it wasn’t easy at all. It was a laborious and tedious process of reviewing the right sport, recognizing his precise disabilities and then tailoring his participation in that particular sport. Trying out new equipment, falling, failing, getting injured… and falling again. But you can’t keep a winner down. Dror eventually chose sailing as his main challenge. “Sailing is like playing chess, a real game of smarts… and I just love the sea, the wind and the power of natural forces. They define the conditions and it’s up to you to conquer them!” In 2004, Dror Cohen won the gold medal in sailing (Sonar Class) at the Athens Paralympic Games, along with Arnon Efrati and Benny Vexler, two disabled IDF veterans. In 2011, they were crowned World Champions. Since then, he has become an accomplished snow skier, water skier, surfer, diver, rock climber, bungee jumper, race car driver, basketball and tennis player. He even became the first-ever disabled participant in the Paris-Dakar Rally, the largest off-road rally in the world covering thousands of miles from France to Senegal. But that’s not all. Dror was one of the founders of Etgarim (challenges), an NGO that promotes outdoor sports for the disabled to enhance their physical, social and recreational wellbeing. And he is also associated with Tikvot (hopes), an organization that rehabilitates Israel’s wounded soldiers and terror victims through sports. And he’s very involved with an Israeli start-up, Softwheel, which helps wheelchair users all over the world enjoy a more comfortable, bump-free ride. He’s married to Yafit; they have twin daughters, and he speaks to audiences around the world, inspiring them (anyone, not just people with physical limitations) to believe in themselves, to dare, and – most importantly – to treasure those little moments. **Run in the Jerusalem Marathon for Tikvot with Mizrachi and Bnei Akiva.** See back page for details. --- **Power of the Spirit** Rabbi Aharon Lichtenstein once said that we can’t regard Hellenism as being something bad, senseless and superficial, as we were taught in kindergarten. The Greeks introduced advancement, intellectual wealth, sport, culture and art. So what is the great difference between Jewish culture and Hellenism? Mitzvah. A human being has a task to fulfill. Not only esthetics but ethics. Not only beauty and ornamentation but commitment and hard work. Not only body, but soul. Here’s one of the most powerful stories I’ve heard about Chanukah, and the amazing thing is that it happened in our generation! December 19, 1984. Yuli Edelstein, now Speaker of the Knesset, was sentenced to three years hard labor in Siberia for teaching Hebrew and promoting Zionism. After the verdict, a cordon of police officers surrounded Edelstein, quickly escorting him back to his cell. On the way, he managed to shout something to his wife. What was the one thing so important for him to say? Not “I love you.” “Tania, what light is it tonight?” His wife didn’t understand at first. So he shouted it again, “What light is it tonight?” Only at the third try did Tania understand, and quickly shouted back “Two!” Yes, it was the morning of the first day of Chanukah. Edelstein had already been incarcerated for three months and didn’t have a calendar, but he’d heard the judge cite the Gregorian date and calculated that Chanukah was due around that time. “Not the most romantic statement, I know. I didn’t even know if I would ever see her again.” That night, in his prison cell, Yuli Edelstein managed to scrounge two matches. He stood by the barred window, devotedly said the blessings “who made miracles for my forefathers in those days at this time,” and “for keeping us alive and existing and bringing us to this time,” and lit the two matches. “And I stood there, by that window, for a few seconds, until the fire scorched my fingers. I don’t know if that was halachically okay but I do know that in those precious moments, a little light really did disperse a lot of darkness.” Sivan Rahav-Meir is a popular Israeli journalist, broadcaster and author of #Parasha When it comes to guaranteeing Israeli security, the limitations – indeed, the uselessness and even venality of international institutions – are painfully obvious. There is a long and sordid history in which the UN and other international institutions have abandoned Israel, beginning with the UN’s failure to uphold Israel’s right of free passage through the Straits of Tiran when Egypt’s President Nasser closed them in 1967 and the swift departure of UN forces in Sinai when Nasser demanded it so he could attack Israel. Similarly, the Multinational Force and Observers (MFO) in Sinai has failed completely to prevent the incursion of Al Qaeda and ISIS into the now-Egyptian Sinai Peninsula, or prevent attacks against Egyptians and Israelis. UN forces on the Golan (UNDOF) mostly fled several years ago when the Syrian civil war heated up and Israel could no longer sufficiently protect them. UNRWA perpetuates Palestinian dreams of overwhelming Israel with returning refugees and has allowed its facilities to be overrun by Hamas as weapons depots and firing grounds. In the meantime, UNESCO has passed several resolutions denying Jewish history in Jerusalem (essentially, declaring Zionism false and illegitimate), and the UNCHR regularly brands Israeli “practices in the occupied territories” as war crimes. All of which explains why Israel is never going to entrust its security to any type of international troop force, as has been repeatedly and perniciously proposed by European and American negotiators seeking Israeli withdrawals from Judea and Samaria. All of which also explains why Israel must continue to take the offensive against Iran’s nuclear program, without reliance on international inspectors. UN forces, UN monitors, UN experts, UN diplomats, and even (some) EU and US diplomats simply cannot be relied upon to rigorously rein-in the ambitions of Iran and other bad actors in the region. Under the terms of the P5+1 agreement with the Ayatollahs (known as the JCPOA), negotiated mainly by the Obama administration, UN inspectors were given the right only to “coordinate” their visits to suspect Iranian sites, “in consultation between Iran and the world powers.” Worse still, Iran was given the right to deny and challenge UN requests to send inspectors to suspicious sites. This allows Teheran time to cover up any sign of non-compliance with its commitments. Then-US Secretary of State John Kerry called this “managed access,” which is a weak-kneed euphemism for nowhere, no-time inspections. Since then, of course, Iran has stymied access by international inspectors to military and nuclear sites, especially the Parchin military base, where Iran clearly was experimenting with nuclear weapons production. In September, the head of UN’s nuclear watchdog agency refused to take at face value evidence presented by Prime Minister Netanyahu about secret atomic archives and warehouses in Tehran. Recall that Israel revealed the existence of Iran’s nuclear archive, and in a heroic Mossad operation that will yet be the stuff of movies, heisted perhaps a third of the documents; documents that unquestionably prove that Iran serially lied about its nuclear weapons effort, and that the effort is merely mothballed, at best. International Atomic Energy Agency chief Yukiya Amano should have acted with alacrity and moved in to capture the remaining documents. But nada. Nothing. The IAEA hasn’t even asked to visit the site. Amano has done absolutely nothing to follow-up expeditiously and capture Iran red-handed – before it covers its tracks. Netanyahu also exposed the existence of a secret atomic warehouse in the Turkuzahbad district of Tehran with nuclear equipment and material. Netanyahu urged the IAEA to immediately send inspectors to the site with Geiger counters. But Amano poured cold water on the prime minister’s urgent warnings, and managed only to find time to spar publicly with Netanyahu. Netanyahu also has revealed Hezbollah’s secret sites for building and storing precision-guided missiles in and around Beirut’s international airport. But the UN’s peacekeeping force in Lebanon, UNIFIL, has been silent about this – as it has been throughout the past 12 years of Hezbollah’s military build-up ever since the 2006 Second Lebanon War. David Ben-Gurion once dismissively dismissed the UN as “Oom shoomo” – meaning, irrelevant. He was wrong. It is maleficent. David M. Weinberg is the Vice President of the Jerusalem Institute for Strategic Studies www.davidmweinberg.com www.jiss.org.il **QUESTION:** I anticipate making Aliyah soon, but have weak Hebrew skills. Is it hard to learn Hebrew? **YANIV ANSWERS:** First of all, relax. Everything will be *sababa* (that’s Arabic, not Hebrew). Globally, Hebrew (*Ivrit in Hebrew*) is spoken by some 9 million people with 2 million of them living in Israel. Actually, most of the Israeli speak “Israeli” – a dialect loosely based on Hebrew. But I am by no means a purist; if I was, I might be working for the Academy of the Hebrew Language. Yes, that’s a real place where they decide on the rules of speaking proper Hebrew and create new words to reflect new ideas and avoid a total *balagan* (that’s Polish, not Hebrew). At any rate, while Hebrew is the official language of the State of Israel, a great many Israelis speak English (that’s English, not Hebrew), or at least understand it well enough to sell you a *sharwma* (that’s Turkish, not Hebrew). Now that you are calm, allow me to reflect on Hebrew – *Lashon HaKodesh*, the Holy Tongue. According to Chazal, Hebrew is the original language of the world; the language Adam and Chava and our three forefathers and four foremothers spoke. The Torah, of course, is written in Hebrew (except for a few words in Aramaic) and Hebrew has always been a daily language of Jews in Eretz Yisrael. The return of Hebrew to regular usage is nothing short of miraculous. Show me another ancient, sacred language, with no native speakers, subsequently acquiring several million native speakers almost *bin yola* (overnight). Hebrew poses a special challenge for many new olim (that’s Hebrew, not Chinese), because it’s written from right to left. My teacher told me this is because originally the writing was done by engraving on stone tablets with a hammer in one hand and a chisel in the other. With a dominant right hand holding the hammer, the natural direction is right to left. Hebrew has approximately 80,000 words, less than half the amount of English words. That’s why there are so many derivatives of the same *sharshet*, or root word. Such as in these very useful everyday phrases: - *בְּנֵי בֵית*: A gardener grew corn in the garden; or: *בְּנֵי בֵית*, tall corn grew in the garden. The genius took the elevator to bring the leaf up to the attic: *בְּנֵי בֵית*. (The Hebrew word for attic is *bnei bet*.) We just don’t always hear things clearly (Israelis speak like they drive) and we tend to get our genders in a twist too. A friend once lectured to a group of opticians and spent an hour talking about *adasim* (lentils) instead of *adasot* (lenses). And when my aunt first came to Israel, she was very moved by the fact that all the government ministers were named after Avraham’s wife – Sarah Chutz (Sar HaChutz – Foreign Minister), Sarah Pnim (Sar HaPnim – Interior Minister), Sarah Bitachon (Sar HaBitachon – Defense Minister). Don’t get flustered if you don’t master Ivrit right away, with time and steady attendance in Ulpan (that is a Hebrew word!) you’ll avoid some of the common mistakes people make. I once overheard a young lady say to a bus driver, “Na l’haigd li matay la’idet,” (can you please tell me when I should give birth?). She meant to say “lareidet,” to get off the bus. The driver scolded her and said, “Ait chayveet limalad Ivrit!” (You simply must learn Hebrew!), to which she replied, “S’icha, avni ani pashtu lo g’vina” (I’m sorry, but I’m simply not cheese!). She meant to say, “Ani lo m’vina” (I don’t understand). And the worst thing that can happen? You’ll have to use a *melon!* (*melon* means dictionary; *melon* – believe it or not, means melon.) Feel free to send me your own personal favorite Ivrit blooper, or any other perplexing questions you have: email@example.com --- **What Are We Searching For?** “And he searched, starting with the eldest and ending with the youngest, and the goblet was found in Benjamin’s sack.” (Genesis 44:12) The search for the goblet, ultimately found in Binyamin’s sack, was staged. The person who hid it, the searcher and the finder are one and the same. In this case, the aim of the search was to intentionally incriminate Binyamin. Rav Chisda creates a chain from the idea of searching for *chametz* by candlelight based on hermeneutic principles of verbal analogy and juxtaposition in the verses he quotes. At first glance, Rav Chisda’s explanation seems quite convoluted. What is the connection between the prohibition of searching and not finding leaven and searching for the goblet and finding it in Binyamin’s sack? It seems he connected the two because he wanted to explain the concept of searching for *chametz* in somewhat unusual fashion. We normally think we are looking for actual, tangible *chametz*, so that we can burn it. However, it appears that the search for *chametz* is not just to confirm we have no *chametz*, but it has another aim, rather like the search for the goblet in Binyamin’s sack. And we can learn about that search from the candles with which G-d “will search Jerusalem” (Tephania 1:12). G-d is searching for the crimes of Jerusalem, and He examines them by the light of the candles. And the candle is the soul of man (Proverbs 20:27). There, in the depths of the soul, lies the candle of G-d – a light of purity and cleanliness. For a person to find this light he must be clean, with no ‘foreign goblet’ among his possessions. Through his associations, Rav Chisda clarifies the search for *chametz* as an internal cleansing, while also helping us understand the search for the goblet. Yosef is reminding the brothers of what they should be thinking about, i.e. how they became trapped in the impurities of Egypt, and hinting that change for good is not found in the sheaves they have in their sacks but in adjusting their intentions for good. If they would just put their day-to-day food crisis aside, they could then deal with the family crisis of which they were the cause. Searching is always just the beginning, and we often think we are searching for one thing when in fact we are searching for something else entirely. The search is supposed to lead to a search and that search to another search. And at the end of the journey, we are supposed to reach the starting point that every searcher is looking for. This is where the light is found, sparkling and shining from the inside out. --- 1 Tephania 1:12. 2 Proverbs 20:27. 3 Pesachim 7b Rabbanit Dr. Michal Tikochinsky is a lawyer and Head of the Herzog Academic College’s Batei Midrash We read Parashat Vayeishev either within a few days of Chanukah, on Erev Chanukah, or on the first or second day of Chanukah. Therefore, we cannot separate the content of Vayeishev from the Chanukah story. And we would be wise to learn an important lesson from the parasha-holiday match-up. A lesson vital to Jewish life today. Eisav wanted to kill Ya’akov. His guardian angel attacked Ya’akov but did not succeed in his goal. Ya’akov walked away limping, but recovered well. Eisav’s grandson’s nation – Amalek – also attacked Israel and did not succeed at vanquishing us. We are not finished with them yet. And the other enemy? No, we must not use that word. There is a difference. Perhaps antagonists or adversaries? The Hellenists were the Jews who were comfortable not learning Torah, not keeping mitzvot. The ones who probably didn’t object too strongly to the ban on Brit Mila and the other restrictive decrees. In Al HaNissim we thank G-d for “delivering the strong into the hands of the weak, the many into the hands of the few, the impure into the hands of the pure, the wicked into the hands of the righteous… [and the last one on the list]: “the arrogant into the hands of those who were engaged in the study of Your Torah.” The first several phrases refer to the Yevanim. The last one, to the Mityavnim. They were not wicked. They were arrogant. Misguided. True, they opposed Torah and mitzvot but they were Jewish. Fast forward another 2,150 years or so. Welcome to today. We have plenty of enemies who seek our demise. And we have many antagonists or adversaries too. In short, we are still fighting both types of Chanukah battles. Regarding our enemies from outside, we ask G-d to help us; not only to protect us, but to prevail against our enemies. With our fellow Jews it is a different story. Whether we are confronted by Jews whose inner-core Jewish soul is so buried under ignorance, apathy or confusion, or by Jews whose sense of Jewish unity is so blurred by hatred, bitterness or misguided zeal... the bottom line is that we are Yosef and his brothers. We are part of a nation that split into two kingdoms and have yet to be properly reconciled. And that demands we see each other as fellow Jews. Those who oppose a Torah way of life are not to be destroyed or rejected. We should be aiming to educate them, to win them over, through personal example and accepting them for the Jewish souls they are. Here’s the thing. Whether we like it or not, all of us stand before G-d today. All of us! And may we never make the mistake of lumping all who oppose us, all those who think differently from us, into one box. This is one timeless lesson of both the parshiot we read at this time of year and of Chanukah itself. A Jew is a Jew and we can, we must, sort out our differences. --- 1 A paraphrase of the verse in Devarim 29:9: “You are standing today, all of you, before Hashem your G-d…” --- **What Happened to Yehuda HaMaccabee?** Yehuda HaMaccabee was killed in 161 BCE at the “Battle of Elasa,” located north of Yerushalayim. The armies of Bacchides the Greek, with 20,000 soldiers plus 2,000 on horses, against Yehuda HaMaccabee and his 3,000 fighters. When some suggested to Yehuda that he should not go out to battle, he answered: “I should not run away from them. If this is the battle of our lives and we die bravely on behalf of our brothers, our honor will not be shamed” (Maccabees 1:9:10). Yehuda’s army attacked Bacchides’s army but Yehuda was killed in battle. His brothers took his body and brought it to Modiin for burial. It is written about Yehuda in the Book of the Maccabees: ‘And they praised him and all of Israel wept over him with great sadness’ (Maccabees 1:9:20-22). --- **Who Were the Chashmonaim?** | Matityahu | Shimon | Toviah | Eleazar | Yehuda | Yochanan | |-----------|--------|--------|---------|--------|----------| | Yochanan I | Yehudah | Yehonatan | Yehoshua | Yehudah | Yochanan II | | Alexander | Antigonus | Antipater | Aristobulus | Aristobulus II | --- **FROM THE TALMUD** Masechet Shabbat, Daf 21 **What is Chanukah?** • When the Greeks entered the Beit HaMikdash, they contaminated all of the oil. The Jews tried to light the menorah and defeated the Greeks. To their dismay, they found only one jug of oil with the seal of the Kohen HaGadol, the High Priest, still in place. This was only enough oil to light the Menorah for a single day. A miracle took place and it burned for eight days. The following year, the Sages fixed those days as a permanent holiday to remember this miracle with praise and thanksgiving. --- **Talmud Israeli – Daf Yomi For Us** is an innovative educational program that began in Israel and quickly earned the support and approval of Israel’s Ministry of Education. Talmud Israeli combines the study of Talmud with Torah, modern Jewish history, and Israel studies. Talmud Israeli strengthens Jewish identity while bringing the teachings of our sages to learners of all ages. If you would like your school or synagogue to receive our weekly printed publication free of charge, please contact Yael at 914-413-3128. --- **Look closely at the picture and answer the following questions:** 1. What event is shown here? 2. When did the event take place? 3. Where did the event take place? 4. Who is the man fighting next to the legs of the elephant? --- **TALMUD ISRAELI – DAF YOMI FOR US** 112W 54TH ST., NEW YORK NY 10120 SPONSORED BY: --- **FOUNDER & EDITOR-IN-CHIEF:** MEIR JAKOBSON EDUCATIONAL DIRECTOR & EDITOR: RABBI AVI ARATH BOARD CHAIRMAN: HAIM FREILICHMAN, C.P.A. TALMUD ISRAELI – DAF YOMI FOR US TEL. 914-413-3128 CHAIRMAN, DAF YOMI FOR US - GAL NADAR DIRECTOR, DAF YOMI FOR US - TZVI SCHULMAN www.talmudisraeli.com - firstname.lastname@example.org TEL. 914-413-3128 During the time of the First Temple, prophecy was common in Israel and the people were familiar with prophetic revelations and the Written Law. One would have expected that the nation would have been in excellent spiritual condition. However, while the prophets did have some influence, the three ‘big’ sins – idolatry, adultery and murder – were rampant, eventually leading to the destruction of the First Temple. Nevertheless, thanks to the Oral Law, the Sages managed to burn these sins out of the people. How? After the destruction of the First Temple and the disappearance of the great light of prophecy, the time was ripe for the Oral Law. If prophecy was compared to day and the Written Law was compared to night and moon. In other words, the light of prophecy is much stronger than the light of the Oral Law, but the Oral Law has the power to delve deep into the hidden mysteries of the world and the soul, illuminate the darkness and repair the damage. Therefore, because prophecy dealt with the big issues, the prophets could not burn out the evil tendencies from their roots in the human soul. It was only during the Second Temple period that the Sages began expanding their involvement with the Oral Law, discussing the ins and outs of the Halacha and determining rules, safeguards and customs. For example, by instituting fixed blessings and prayers they solidified our permanent connection to faith, from which Israel grew in strength in terms of observing Torah and mitzvot. Indeed, as a result of the Maccabean revolt, the fire continued to burn in the *Batei Midrash* of the Tana'im and bring light to all of the exiles, bestowing upon Am Yisrael a life of Torah and mitzvot that gave us the ability to survive against all the odds. And this is the greatest miracle. There is no other nation on earth, that against all the rules of human nature, managed to survive 2,000 years of exile, persecution and wanderings, while the internal vitality of Torah learning continued to flow through their veins; while they built *Batei Midrash* wherever they were, and continued to clarify *sugiyot* with incomparable depth and intensity. By deepening our study of the Oral Law and how it relates to running a country that is a light unto the nations, and by making Aliyah to realize that vision, may we merit the Final Redemption speedily in our days. --- **INTRODUCING TZURBA M’RABANAN IN ENGLISH** Halacha Lema’aseh on all four sections of the Shulchan Aruch, from the Gemara through modern-day poskim. World Mizrachi together with the Manhigut Toranit program are privileged to bring the revolutionary Tzurba M’Rabanan to the English-speaking world. - Worldwide launch: February 2019 / Adar I 5779 - Cover 300 major topics in Shulchan Aruch within a four-year cycle - Join over 10,000 learners in communities in Israel and around the world in this global initiative - Learn using a systematic and concise format from the Talmudic source through modern-day halachic application --- **Clear and concise introductions to each section** **Modern English translation alongside the original Hebrew text** **Color-coded sections, icons and elucidation to guide the learner** **In-depth essays and responsa at the end of each section to complement the learning** --- **Rabbi Eliezer Melamed** is Rosh Yeshivat Har Bracha and author of the Peninei Halacha series --- To ensure that your community is part of Tzurba M’Rabanan, please contact Rabbi Reuven Taragin at email@example.com www.TzurbaOlami.com EARLY BIRD! REDUCED REGISTRATION FEE UNTIL DECEMBER 17! MIZRACHI AND BNEI AKIVA RUNNING FOR TIKVOT IN THE JERUSALEM MARATHON MARCH 14-17, 2019 • RUN, WALK OR JOG • PARTICIPANTS OF ALL AGES WELCOME • SEVERAL TRACKS AND DISTANCES • OPTIONS FOR FLIGHTS AND ACCOMMODATION • UPLIFTING MARATHON SHABBATON IN JERUSALEM • PRE AND POST-MARATHON PARTIES • EXCLUSIVE MARATHON GEAR Tikvot rehabilitates Israel’s wounded soldiers and terror victims through sport REGISTER NOW AT www.runinjerusalem.org BNEI AKIVA • MIZRACHI BRINGING THE WORLD TO JERUSALEM WITH GRATEFUL THANKS TO THE FOUNDING SPONSORS OF HAMIZRACHI — The Lamm Family of Melbourne, Australia
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WHITE-FRINGED BEETLE IN TENNESSEE EDWARD T. CHERRY Department of Agricultural Biology, University of Tennessee Agricultural Experiment Station Knoxville, Tennessee 37916 MATERIALS AND METHODS Outdoor Rearing. Field-collected adults were maintained in cages placed over 5-inch clay pots (Fig. 2) filled with soil which served as a medium for oviposition. Open bottles filled with water were partially buried in the soil. Portions of green foliage, which served as food for the adults, were kept moist by submerging their cut ends in the bottles of water. New foliage was added three times weekly. Small pieces of wooden, plat stakes were placed on top of the soil. Eggs were deposited by the beetles between the wood and the soil. Egg masses were stored in a dry, temperature-controlled room to prevent hatching until larvae were needed for field and laboratory studies. Because the egg masses were covered with soil, it was not possible to count the individual eggs. Accurate egg counts were not necessary because only larvae were used for artificially infesting soil for life history studies in the field. Screened cages (Fig. 3 (A)) placed over galvanized metal cylinders (Fig. 3 (B)) which were buried in the soil, served as rearing compartments for field studies. Seeds of barley and rye were sown in the cages. One hundred and fifty newly hatched larvae were introduced into each of 20 compartments during August, September, and October of both 1963 and 1964. The months were selected to coincide with natural egg hatching in Greene County. Because of low survival in the 1963 introduction, clover was also sown in the cages the following year and the soil was disturbed as little as possible when the cages were positioned. The cages were inspected for emergence of adults three weeks each from June until October of the year following each introduction. Beginning the last two weeks in November, the soil in the cages was examined for larvae which were undergoing development required for pupation or adult emergence. Larvae and pupae were placed in non-infested cages which were inspected the following summer to determine if a two- or three-year period of development was occurring. Field Investigations. Larvae were collected throughout the year to determine the depth at which they could be found, and the host plants upon which they fed. In May and June of each year the soil was examined for pupae to determine the time of pupation and the length of the pupal stage. An adult emergence was conducted each year to determine the time of initial emergence, peak of adult population and the months of the year adults were found in the field. Host plant records were based on observations of adult feeding during the three-year study. Laboratory Studies. Newly hatched larvae were maintained in glass jars with Irish potato pieces or iris roots. Others were placed in clay pots in which alfalfa had been planted. These larvae were observed periodically to determine survival. Adults were maintained in cages free of soil to obtain ovipositing eggs which were used to observe embryonic development. No published records of the number of larval instars of the white-fringed beetle were found at the time of this study. Instar determination was based on the measurement of the head capsule of field-collected and laboratory-reared larvae. RESULTS In the field-caging studies only fifteen adults emerged, all from August 5 to August 28, 1964. No 1964-hatched larvae emerged in 1964 and no surviving larvae were found in 1965. Three larvae from the 1963 infestation were found in December, 1964, and were placed in a noninfested cage. All of these emerged during August, 1965; thus, they required a period of two years to complete their development—from August, 1963 to August, 1965. Soil samples from the cages as well as from the field were collected and sent to the State and Laboratory, Nashville for analysis. This analysis revealed traces of chlorinated hydrocarbons in the soil from the cages, while the soil from the field was free from this type of residue. There was a difference in the texture of the two soils; the soil from the cages was clay whereas the soil from the field was loam. It is generally known that well-drained loam produces better populations of white-fringed beetles than do clay soils. Since the cages were on clay soil containing chlorinated hydrocarbons, this may have had some effect upon the low viability of the larvae. Rearing of the smect from egg to adult in the laboratory was not accomplished. Laboratory rearings failed with newly hatched larvae. Humidity was the greatest problem encountered. The rearing medium was either too wet or too dry. The larvae survived better in dry conditions than in very moist ones. Head capsules of newly-hatched larvae were approximately 0.246 mm in length and capitulum was approximately 1.440 mm. Knowing these define first instar last instars, second (+) 0.65 mm and third (+) 1.30 mm instars were established from the measurements of the head capsules of field-collected larvae. DESCRIPTION OF LIFE STAGES Egg. The egg of the white-fringed beetle is small and oval. Its measurements are 0.825 mm in length and 0.499 mm at its greatest width. It is white when first laid but becomes brownish as the egg dries and hardens. The number of eggs per mass varies from less than ten to more than fifty. The female emits a sticky substance on the eggs which causes them to be cemented to the anthers of the host plant or other debris (Fig. 4). The average incubation period for eggs deposited by adults in Greene County was twenty days. These eggs were maintained under natural conditions in contact with soil. Henderson and Padget (1949) observed that eggs remained viable for seven months, when they were kept in a dry condition. The maximum period of viability observed for eggs collected in Greene County and stored in a refrigerator free of such gas was six months. Larva. The larval stage of the white-fringed beetle is the most destructive. Its entire life span is spent underground. It feeds upon the roots and root-bound stems of many cultivated and wild plants. Young (1956) reported that the larvae have been found feeding on 240 species of plants in the field. Wilted or dead plants throughout fields, as well as gaps in row crops, are typical of larval feeding. The larvae feed by gnawing large cavities in stems and roots of the host plant (Watson 1937). The larva is c-shaped and yellowish-white. It is legless and exhibits a somewhat telescopic motion. Its strongly sclerotized mandibles are well-developed. Except for the head, the body is very soft. The larvae in Greene County ranged in length from approximately 1.4 mm when first hatched to approximately 14.0 mm at the last instar. Larval feeding masses (Fig. 5) could be found in the soil at all times during the year. They were found at depths ranging from near the surface to eleven inches below the surface. Effects of larval feeding in Greene County were minimal in comparison to reports from other areas in the Southeastern U.S. Some feeding was observed on smartweed, broadleaf plantain, clover, barley, rye, iris and tobacco. Pupa. The pupa is found underground, usually in the upper inches of soil in a compact "soil cell" from which the adult emerges. It (Fig. 5) is white and is approximately 11.0 mm long. It is fragile and is destroyed unless carefully removed from the soil and is the most difficult stage to collect in the field. It appears that pupation begins after the first week in June in Greene County and pupae exist for three to four weeks. Adult. The adult (Fig. 6) is 9.0 to 12.7 mm long, and is light grayish-white in color (Henderson 1942). The body is covered with fine hairs or setae, which are longer on the dorsum of the abdomen. Along the outer margins of the elytra these setae form light gray bands. Two lighter bands of setae run longitudinally along the sides of the thorax and head. From this coloration the common name, white-fringed beetle, originated. The adults have been observed feeding on 170 species of plants in the field (Henderson and Padget 1949). In Greene County, feeding by the adults was slight. The most favored cultivated plants were soybeans and alfalfa. The wild plants on which noticeable feeding was observed were blackberry, smartweed, buttonweed, goldenrod and ragweed. When feeding, the adult makes a characteristic semicircular, saw-toothed cut on the leaves of the host plants which can be used as an aid in surveying for adults. Adults appeared to feed mostly in the early morning and late afternoon. Egg-laying was most frequently observed in the late afternoon. The adults are all females; thus, reproduction is accomplished by parthenogenesis; so a single individual can start an infestation. Because of the fusion of the elytra they are unable to fly, slowing natural dispersal. Often they are transported into new areas through commerce, frequently in soil or upon plants (Young et al. 1950). The average life span of caged adults was nearly seventy days. Mortality occurred after one month for some, while others lived for more than one hundred days. There was a decline in egg production with age. In the present study, the first adults were found in early May. The greatest population occurred during the first two weeks in August. In warmer climates, such as that of the Gulf Coastal area, adults are found throughout the winter (Livingstone and Swank 1940); however, in Tennessee, adults were collected no later than the first week in November. LITERATURE CITED Buchanan, L. L. 1942. Four new species of white-fringed beetles (Coleoptera: Curculionidae) from the southeastern part of the United States. (Coleoptera: Curculionidae). Brooklyn Ent. Soc. Bull. 37(3):107-110. Buchanan, L. L. 1947. A correction and two new races in Graphognathus leucoloma (White-fringed beetle) (Coleoptera: Curculionidae). Jour. Wash. Acad. Sci. 37(1):19-22. Henderson, C. F. and L. J. Padget. 1949. White-fringed beetles, distribution, survey, and control. U.S. Dept. Agr. Bur. Ent. and Plant Quar. E-779. 19 p. Livingstone, M. and G. R. Swank. 1940. Activities of the adult white-fringed beetle in New Orleans and vicinity from September 1938 to May 1939. Jour. Econ. Ent. 33(2):203-204. Wright, J. P. 1940. Nanpusus leucoloma (Coleoptera: Curculionidae). Fla. Ent. 23:100. Young, H. C., B. A. App, J. B. Gill, and H. S. Hollingsworth. 1950. White-fringed beetles and how to combat them. U.S. Dept. Agr. Cir. 850. 15 p.
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Transferring Care The information provided in this flip chart is for educational purposes only and is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Why transfer from the pediatric HIV clinic to the adult HIV clinic? • You are growing up and becoming a young adult. • Healthcare providers develop services for people of different ages. This is similar to how students move from one school to another school as they get older. • At an adult HIV clinic, you will receive treatment services specific for adults. How to use this flipchart: The information provided in the text is intended to guide counseling around transitioning from pediatric to adult HIV care. Healthcare providers may choose to modify what is shared with the patient by adding or subtracting from the text. Why transfer from the pediatric HIV clinic to the adult HIV clinic? What are the differences between the pediatric and adult HIV clinics? • In the **pediatric clinic**, the pediatric clinic staff provides health services for children who are being cared for by other adults. The pediatric clinic may organize special activities that help children understand about their HIV infection, and encourage involvement of their caregivers. The pediatric clinic staff may ask children and their caregivers to visit the clinic more often and spend more time with them at these visits. • In the **adult clinic**, young adults are expected to **manage their own health care**, and to make decisions about their own health. The adult clinic provides services assuming that their **patients are independent** and responsible for managing their own appointments, and for understanding their own health conditions and treatments. How and where health services are provided may be different from the pediatric clinic. What are the differences between the pediatric and adult HIV clinics? When should you transfer? - The pediatric clinic staff will begin discussing a future transfer (or “transition”) to the adult clinic with adolescents at different ages. - The age at which someone is transferred usually depends on how ready that person is to make the transition. - However, in some clinics and countries, all adolescents who are above a specific age or who have a job with a specific health insurance benefit may need to be transferred to an adult clinic. When should you transfer? What information about the adult clinic should you know before transferring? Knowing the following information about the adult HIV clinic will make the transition process easier: • The **name** of the clinic you are being transferred to, its **location**, and **how to get there**. - You can ask for a contact phone number to help you in case you get lost. • The **dates and times** that the clinic is open (some clinics are not open every day). - You should receive an appointment for your first visit. • If you **miss your appointment**, be sure to have a way to contact the adult clinic staff so that you can reschedule. • The **registration procedure** in case you are going to a different clinic building or a different hospital. - You may need to bring certain documents with you to register, such as your identification card or other medical records. • Whether medical expenses are covered by your **health insurance benefits** or if you need to pay for them yourself. - You can check with the pediatric HIV clinic team about what you can expect depending on how your health care is provided. What information about the adult clinic should you know before transferring? What is the difference between HIV infection and AIDS? - **HIV** is a virus that destroys white blood cells and causes damage to the immune system, which is what protects the body from infection. Someone with a weak immune system due to HIV has what is called “immune deficiency.” - **AIDS** is the condition of being severely sick because of HIV. The “Acquired Immune Deficiency Syndrome” or AIDS can involve many different health problems, including serious infections and weight loss. - If your immune system is strong and your health is good, you do not have AIDS, but you are living with HIV. What is the difference between HIV infection and AIDS? Can HIV infection be treated? • Yes, HIV can be treated. We cannot completely get rid of the HIV virus from our bodies, but taking antiretroviral medicines (ARVs) will lower the amount of HIV in the body to prevent us from getting sick. • The ARVs strengthen the immune system, which improves health. Can HIV infection be treated? What is a CD4 count? - **CD4 cells** are a type of white blood cell and part of the immune system. HIV kills CD4 cells, weakening the immune system and increasing the risk of getting sick. - The CD4 count is determined from a blood test. If your CD4 count is lower than 200 cells/mm$^3$, it means that the immune system is severely weakened. What is a CD4 count? What is a viral load? • An HIV viral load is the amount of HIV in 1 ml of blood, and is determined from a blood test. If the viral load is less than 50 copies/ml, that is known as being “undetectable” and having “viral suppression.” That means there is very little HIV in your blood or other body fluids, such as vaginal mucous and semen. • Higher viral loads indicate that your medicines are not working as well to control the HIV in your body. This increases the risk of damaging the immune system and can lead to your getting sick, and increases the chance of transmitting HIV to others through sex or blood contact. • For people living with HIV, taking ARVs regularly and keeping your HIV viral load less than 50 copies/ml greatly lowers the chance of HIV transmission to others and can help you to live a healthy life. What is a viral load? How do ARVs work? • ARVs prevent HIV from replicating (making more of themselves) and attacking the CD4 white blood cells. There are many types of ARVs and each of them works differently. The generic names and abbreviations for some of the most commonly used ARVs are listed below. (1) Zidovudine (AZT), lamivudine (3TC), emtricitabine (FTC), abacavir (ABC), tenofovir (TDF) (2) Nevirapine (NVP), efavirenz (EFV), rilpivirine (RPV) (3) Lopinavir/ritonavir (LPV/r), atazanavir (ATV), darunavir (DRV) (4) Raltegravir (RAL), dolutegravir (DTG) • Some ARVs are available in combined tablets that have 2 or 3 medicines in one pill, which reduces the number of pills that need to be taken every day. • For each person living with HIV, different ARVs are chosen according to the medicines available in your country, whether you have had treatment failure before, and other health conditions, such as kidney or liver disease. • When you go to the adult clinic, you may be given different ARVs from what you have been taking in the past at the pediatric clinic. In order to check if this is correct, you should know the names of the medicines you are currently taking so you can check with the adult clinic staff. Also check that you have enough medicines until your next appointment so that you do not run out of medicines before you can see your new doctor. How do ARVs work? Why do you need to take ARV medicines on time? • For people living with HIV, **taking ARVs regularly** will help you keep your HIV viral load less than 50 copies/ml, maintain good health, and lower the chance of HIV transmission to others. Sometimes you might forget or not want to take your ARVs. There could be different reasons for this, including being tired of taking medicines, forgetting to take them, or not wanting to take them at an inconvenient time. • However, it is important to **take ARVs on time** to maintain high enough levels of medicine in the body to control your HIV infection. Not taking your ARVs on time or not taking them at all could lead to **treatment failure and getting sick**. • If you **missed a dose** of ARVs, you should take the missed dose as soon as you remember. However, if it is only 1-2 hours to your next dose, you can wait to take the next dose as usual (do not double the dose). Please ask your doctor about what to do if you miss a dose of your medicines. • The time for taking your ARVs can be adjusted to better suit your schedule, such as taking your medicines after you wake up or before you sleep. Please ask your doctor about how to make it easier to schedule your medicines. Why do you need to take ARV medicines on time? What is drug resistance? • Drug resistance occurs when someone is taking ARVs, but they are not working to control the HIV virus in the body. This can happen after people do not take their ARVs on time. • If your HIV viral load remains higher than 1,000 copies/ml while regularly taking ARVs for longer than 6 months, this is considered treatment failure and you may have drug resistance. • Your doctor can check if you have drug resistance through a blood test. • You can ask your doctor whether you have had drug resistance before and how this affects your current treatment. What is drug resistance? What are the side effects of ARVs? - ARVs have different side effects that your doctor checks for at your clinic visits. - ARV side effects can be mild or severe. - Mild side effects can include nausea, vomiting, dizziness, fatigue, and rash. After 1-2 months, these symptoms usually get better or go away. - Severe side effects can include problems with the liver or the kidneys. People with severe side effects may need to have their ARV medicines changed. - Please let your doctor know if you are taking other medicines while taking ARVs, because they might interact together and cause side effects. What are the side effects of ARVs? How is HIV transmitted between people? - HIV is in the blood and some other body fluids, such as in vaginal mucous in females and semen in males. - HIV is transmitted from one person to another through specific activities. Most commonly, this is through sex, sharing of needles or syringes, or unsafe injections or transfusions. HIV-positive mothers can transmit HIV to their babies during pregnancy, delivery and breastfeeding. - Sexual intercourse can transmit HIV. Anal sex has a higher risk of transmitting HIV than vaginal sex. Vaginal sex has a higher risk of transmitting HIV than oral sex. - The amount of HIV in saliva is very small, and there is almost no virus in sweat, tears, and urine. So the risk of transmitting HIV through these fluids is extremely low. How is HIV transmitted between people? How is HIV transmission prevented? • For people living with HIV, **taking ARVs regularly** and keeping HIV viral load under 50 copies/ml greatly lowers the chance of HIV transmission to others. • The most effective way to **prevent sexual transmission of HIV** is to correctly **use condoms** during sex. - **Discussing the use of condoms** with your partner should occur before sex. - Some people worry that their partners might think that they have HIV or other sexually transmitted infections if they ask them to use condoms. An example of one way to encourage condom use is to say things like “I trust you and I would like to use a condom to prevent [pregnancy and] infections.” • People who inject drugs should **not share injecting equipment** with others. • Taking ARVs for pre-exposure prophylaxis (PrEP) is another way people who do not have HIV can prevent becoming infected. How is HIV transmission prevented? How can pregnant women with HIV prevent infection in their babies? - Babies can become infected during pregnancy, around the time of delivery, or after they are born. - The risk of infection to a baby can be reduced to under 5% with a combination of interventions, which include: - Taking ARVs during pregnancy - Receiving regular antenatal care - Giving ARVs to the baby after it is born - Not breastfeeding the baby, if safe alternatives to feed the baby are available - If you want to learn more about how to prevent HIV during pregnancy, please talk with your healthcare providers. How can pregnant women with HIV prevent infection in their babies? How can you successfully transition to adult HIV care? • Transitioning from pediatric to adult healthcare providers is a process that includes changing who your doctors are and where you get your HIV care, and learning how to be more responsible for your own health. • Before you are transferred, you can share any questions or concerns you may have with the staff at the pediatric HIV clinic. • Remember that there are others who are preparing for the transition to adult HIV care and who have already been transferred. You can ask the staff at the pediatric HIV clinic if you want to speak with those people to hear their advice. • After you transfer to the adult HIV clinic, it will take some time to learn how to manage your care there. As you adjust to the new situation, feel free to ask the staff at your new clinic and your own family or friends for advice and support. • If you have any difficulties communicating with your new clinic, you can contact the pediatric clinic to assist you. How can you successfully transition to adult HIV care? Acknowledgements Text: Phiangjai Boonsuk, Chidchon Chansilpa, Jeremy Ross, Chutima Saisaengjan, Annette Sohn Artwork and graphic design: Anuphap Creation Co., Ltd. TREAT Asia-Therapeutics Research, Education and AIDS Training in Asia Email: firstname.lastname@example.org Tel: +66(0)26637561 Printed on: January 2018 The information provided in this flip chart is for educational purposes only and is not intended to be a substitute for professional medical advice, diagnosis, or treatment.
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Russian Olive vs. Silverleaf Buffaloberry *(Elaeagnus angustifolia vs. Shepherdia argentea)* Russian olive is closely related to silverleaf buffaloberry. At first glance these two relatives appear very similar. They grow in common places, have thorns, and can take on shrub-like forms. However, upon closer inspection you will find several differences between these species. **Russian olive** *(invasive)* **Leaves** - Arranged in alternate pairs; useful memory trick: invasive has UNBALANCED arrangement - 0.8-4” long and 0.4-1.6” wide - Upper surface green-gray; lower surface silvery-gray **Flowers** - Yellow, bell shaped flower clusters; appear between May and June - Insect pollinated - Male and female flowers on separate plants - Flowers lack petals and have 4 petal-like sepals and 4 stamens **Fruit** - Newly-formed fruits are silver but become tan or brown as they mature - Shaped like small olives; contain a single seed - Eaten by over 50 species of bird or wildlife, 12 of them being game birds --- **Silverleaf Buffaloberry** *(native)* **Leaves** - Arranged in opposite pairs; useful memory trick: native has BALANCED arrangement - 1-2” long and about 3/8” wide - Silvery on both top and bottom - Leaves emerge 1-2 weeks after flowering **Flowers** - Small yellow flower clusters; appear April to mid-late summer - Insect pollinated; esp. attractive to honey bees and bumble bees - Male and female flowers on separate plants - Male flowers are longer (2-3 mm) and have 8 stamens **Fruit** - Fruit yellow or light orange in early summer; turn red later in season - Fruit drupe shaped; contain single seed - Important food source for many birds and animals including mule deer, bears, rodents and several bird species Russian Olive vs. Silverleaf Buffaloberry (Elaeagnus angustifolia vs. Shepherdia argentea) Russian olive is closely related to silverleaf buffaloberry. At first glance these two relatives appear very similar. They grow in common places, have thorns, and can take on shrub-like forms. However, upon closer inspection you will find several differences between these species. **Russian Olive (invasive)** - **Thorns** - Terminal thorns on twigs; alternately arranged - Sharp and numerous! - **Ecology & Habitat** - Native to Europe and western Asia - Considered an invasive plant - 12-45’ tall, 4-20” diameter trunks - Often forms dense thickets - Does not sprout asexually unless injured or top killed - Provides some wildlife habitat, but species richness higher in natives - Can occur from sea level to ~ 8000’ elevation - **Traditional Uses** - In Iran, the dried powder of the fruit is used mixed with milk to treat rheumatoid arthritis and joint pains - Flowers have been used traditionally to treat tetanus, among other health problems, including: “bringing people back from their deathbeds” --- **Silverleaf Buffaloberry (native)** - **Thorns** - Terminal thorns; oppositely arranged - Sharp and numerous! - **Ecology & Habitat** - Native to N. America - Important component of riparian ecosystems - 3.5-20’ tall, up to 10” diameter trunks - Can grow in thickets - Can sprout vegetatively - Provides ideal cover and nesting for many species - Typically grow between ~ 3500-7000’ elevation - **Traditional Uses** - Native Americans used fruits to treat a variety of health issues - Fruits also used for beverages, preserves, porridge, sauces, and dried cakes; Plains Indians often served a sauce made from the berries with bison meat (hence the name buffaloberry)
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ELA • MATH • SCIENCE • SOCIAL STUDIES Solutions for: • Classroom Instruction • Independent Study • Differentiated Instruction • Assessment Prep & Review • After School & Summer School Programs Response to Intervention & Enrichment Curriculum Mastery Games Flip Charts Learning Centers 1-800-507-0966 • www.newpathlearning.com NewPath’s Online Learning Platform www.newpathonline.com RESEARCH-BASED – DEVELOPED IN PARTNERSHIP WITH NIH…..CLASSROOM TESTED…..PROVEN RESULTS! NewPath’s unique personalized online learning and teaching platform allows teachers to easily assess, instruct, present and assign ready-made or custom lessons and interactive activities, and track and report student progress. - Aligned to the Common Core, Next Generation Science & Current State Standards - Perfect for Classroom Teaching on Interactive Whiteboards or independent student learning at home or in class on any device - Computers, iPads or Tablets In a recent study sponsored by the National Institutes of Health (NIH), independently analyzed results have PROVEN that the lessons included in NewPath’s Online Platform “substantially increase students’ comprehension of the concepts presented!” Try for FREE at www.newpathonline.com Includes Comprehensive Teaching Resources: Ready-to-use teaching resources aligned to standards for Science, Mathematics and English Language Arts – Gr. 1-10. - Hundreds of science multimedia narrated tutorials, virtual labs, simulations and interactive activities, for life, earth, physical science and human biology. - Over 35,000 assessment questions, illustrated vocabulary terms, digital flip charts, games, worksheets, study guides and illustrations for math, science and ELA/Reading. Custom features to personalize instruction: - Innovative authoring tools and templates to easily create customized, interactive lessons, tests and activities for differentiated instruction. - Fully-featured proprietary Learning Management System to set up classes and Track and Analyze Student Performance - Cloud-Based Storage to Save & Share Lessons Applications: - Classroom Instruction - Differentiated Instruction - Personalized Learning - Homework Assignment - Flipping the Classroom - Skills Assessment - Assessment Prep - Parental Involvement - Blended Learning 51-0002 1 Year CLASS License (1 Teacher/50 Students) .................................................................$99.00 51-0001 1 Year CLASS License (1 Teachers/150 Students) ..............................................................$199.00 51-0005 1 Year SCHOOL License........................................................................................................Contact for Quote Try a FREE Lesson! ELA Curriculum Learning Modules Provides a complete set of resources designed to support teacher instruction and student mastery of 25 standards-based, grade specific Language Arts topics. Includes: Curriculum Mastery Game, Flip Chart Set, Visual Learning Guide Set and 1 Year Online Learning Subscription with access to Language Arts games, interactive activities, quizzes and more! Providing complete coverage of current state and national standards through a blend of technology-based resources and hands-on review, the Curriculum Learning Module is perfect for differentiated instruction, learning centers, small groups, individual review, and as a classroom resource. | Item # | Description | |----------|-------------| | 22-1171 | Grade 1 | | 22-2171 | Grade 2 | | 22-3171 | Grade 3 | | 22-4171 | Grade 4 | | 22-5171 | Grade 5 | | 22-6171 | Grade 6 | | 22-7171 | Grade 7 | | 22-8171 | Grade 8 | ELA Flip Chart Sets Each Flip Chart Set features **10 laminated, double-sided charts** which are spiral-bound on a durable, free-standing easel. **Side 1** of each page chart features a graphic overview of a key topic while **Side 2** is a “Write-On/Wipe-Off” activity chart for review and reinforcement. Also includes Activity Guide with copy-masters of charts and review questions. | Item # | Description | |----------|-------------| | 32-1001 | Grade 1 | | 32-2001 | Grade 2 | | 32-3001 | Grade 3 | | 32-4001 | Grade 4 | | 32-5001 | Grade 5 | | 32-6001 | Grade 6 | | 32-7001 | Grade 7 | | 32-8001 | Grade 8 | ELA Curriculum Mastery Games Use game-based learning to build student skills on core curriculum concepts. The **Class-Pack Edition** includes enough materials for an entire class of up to 36 students including 750 illustrated, self-correcting review questions – 30 cards each in the 25 topics; 12 double-sided, laminated game boards; game pieces; and Teacher’s Guide. **Take-Home Edition** includes 25 individually packaged games and Teacher/Parent Resource Guide. Both include a **1 Year Subscription to NewPath’s Online Learning Program** featuring interactive games, exercises, quizzes and more! | Item # | Description Class-Pack | |----------|-------------------------| | 22-1001 | Grade 1 Class-Pack | | 22-2001 | Grade 2 Class-Pack | | 22-3001 | Grade 3 Class-Pack | | 22-4001 | Grade 4 Class-Pack | | 22-5001 | Grade 5 Class-Pack | | 22-6001 | Grade 6 Class-Pack | | 22-7001 | Grade 7 Class-Pack | | 22-8001 | Grade 8 Class-Pack | | Item # | Description Take-Home | |----------|------------------------| | 22-1801 | Grade 1 Take-Home | | 22-2801 | Grade 2 Take-Home | | 22-3801 | Grade 3 Take-Home | | 22-4801 | Grade 4 Take-Home | | 22-5801 | Grade 5 Take-Home | | 22-6801 | Grade 6 Take-Home | | 22-7801 | Grade 7 Take-Home | | 22-8801 | Grade 8 Take-Home | ELA Visual Learning Guides Each collection consists of **10 laminated, “Write-On/Wipe-Off” guides**. Each 11” x 17” 4-panel guide covers a different topic and features an illustrated overview; review exercises; vocabulary activities and assessment questions. Includes Teacher Guide with instructions for classroom integration. | Item # | Description | |----------|-------------| | 62-1001 | Grade 1 | | 62-2001 | Grade 2 | | 62-3001 | Grade 3 | | 62-4001 | Grade 4 | | 62-5001 | Grade 5 | | 62-6001 | Grade 6 | | 62-7001 | Grade 7 | | 62-8001 | Grade 8 | $239.95 Each $49.95 Each $124.95 Each $339.95 Each Shop Online! www.newpathlearning.com ELA Learning Centers Designed for either teacher-directed instruction or independent use by groups of 2 – 4 students, each Learning Center focuses on a key curriculum topic and includes: - **4 Visual Learning Guides** - Each laminated, 4-page guide is focused on the same topic and features a graphic overview of the concept & “Write-On/Wipe-Off” activities. - **Curriculum Mastery Game** – Features 1 set of 30 illustrated, self-correcting question cards; laminated game board; & materials for 4 players. Packaged in a sturdy vinyl pouch, the Learning Center is a ready-to-use resource for classroom, after school programs and home review. ### Grades 1-2 | Item # | Description | |----------|---------------------------| | 22-1925 | Abbreviations | | 22-1910 | Beginning Sounds | | 22-1928 | Complete/Incomplete Sentences | | 22-1912 | Consonant Blends & Digraphs | | 22-1923 | Contractions | | 22-1911 | Ending Sounds | | 22-1915 | Long Vowel - Silent “e” | | 22-1916 | Nouns | | 22-1918 | Periods & Question Marks | | 22-1919 | Predictions | | 22-1921 | Prefixes | | 22-1917 | Pronouns | | 22-1926 | Proper Nouns | | 22-1913 | Rhyming Words | | 22-1914 | Short Vowels | | 22-1929 | Story Elements | | 22-1922 | Suffixes | | 22-1924 | Syllables | | 22-1927 | Verbs | | 22-1920 | Vowel Digraphs | ### Grades 3-5 | Item # | Description | |----------|---------------------------------------| | 22-3939 | Apostrophes & Quotation Marks | | 22-3913 | Adjectives | | 22-3930 | Adjectives and Adverbs | | 22-3927 | Analogies | | 22-3912 | Antonyms | | 22-3915 | Author’s Purpose | | 22-3934 | Cause & Effect | | 22-3918 | Combining Sentences | | 22-3932 | Drawing Conclusions | | 22-3926 | Elements of Fiction | | 22-3928 | Ending Marks & Commas | | 22-3914 | Fact and Opinion | | 22-3917 | Homophones | | 22-3925 | Inferences | | 22-3931 | Literary Devices | | 22-3923 | Literary Elements | | 22-3936 | Literary Genres | | 22-3924 | Main Idea/Supporting Details | | 22-3921 | Nonfiction Text Features | | 22-3922 | Parts of a Book | | 22-3938 | Parts of Speech | | 22-3937 | Purpose & Point of View | | 22-3910 | R-Controlled Vowels | | 22-3935 | Reading: Fact and Opinion | | 22-3920 | Root Words, Prefixes, Suffixes | | 22-3916 | Sequential Order | | 22-3929 | Spelling – Plurals & Possessives | | 22-3933 | Summarize | | 22-3911 | Synonyms | | 22-3919 | Vowel Diphthongs | ### Grades 6-9 | Item # | Description | |----------|--------------------------------------| | 22-6931 | Adverbs | | 22-6916 | Analogies | | 22-6920 | Authors Purpose | | 22-6921 | Capitalization | | 22-6918 | Commas, Semicolons & Colons | | 22-6919 | Common Homonyms | | 22-6914 | Context Clues | | 22-6938 | Expository Text | | 22-6922 | Figurative Language | | 22-6939 | Homophones | | 22-6923 | Kinds of Sentences | | 22-6924 | Letter Writing | | 22-6915 | Making Predictions | | 22-6925 | Modifiers - Adjectives | | 22-6928 | Parentheses, Apostrophes & Quotation Marks | | 22-6913 | Parts of a Book | | 22-6911 | Prefixes & Suffixes | | 22-6932 | Prepositions, Conjunctions & Interjections | | 22-6935 | Regular & Irregular Verbs | | 22-6910 | Root Words | | 22-6933 | Semicolons, Colons, Hyphens & Dashes | | 22-6936 | Sentences | | 22-6917 | Sequencing | | 22-6930 | Simple, Compound & Complex Sentences | | 22-6912 | Spelling & Patterns | | 22-6937 | Spelling Guidelines | | 22-6934 | Structural Analysis | | 22-6929 | Subject & Verb Agreement | | 22-6926 | Types of Nouns | | 22-6927 | Types of Pronouns | **Math** **MATH Curriculum Learning Modules** Provides a complete set of resources designed to support teacher instruction and student mastery of 25 standards-based, grade specific Math topics. Includes: Curriculum Mastery Game, Flip Chart Set, Visual Learning Guide Set and 1 Year Online Learning Subscription with access to Language Arts games, interactive activities, quizzes and more! Providing complete coverage of current state and national standards through a blend of technology-based resources and hands-on review, the Curriculum Learning Module is perfect for differentiated instruction, learning centers, small groups, individual review, and as a classroom resource. | Item # | Description | |----------|-------------| | 23-1171 | Grade 1 | | 23-2171 | Grade 2 | | 23-3171 | Grade 3 | | 23-4171 | Grade 4 | | 23-5171 | Grade 5 | | 23-6171 | Grade 6 | | 23-7171 | Grade 7 | | 23-8171 | Grade 8 | | 23-3174 | Geometry | | 23-6172 | Algebra | **MATH Flip Chart Sets** Each Flip Chart Set features **10 laminated, double-sided charts** which are spiral-bound on a durable, free-standing easel. **Side 1** of each page chart features a graphic overview of a key topic while **Side 2** is a “Write-On/Wipe-Off” activity chart for review and reinforcement. Also includes Activity Guide with copy-masters of charts and review questions. | Item # | Description | |----------|-------------| | 33-1001 | Grade 1 | | 33-2001 | Grade 2 | | 33-3001 | Grade 3 | | 33-4001 | Grade 4 | | 33-5001 | Grade 5 | | 33-6001 | Grade 6 | | 33-7001 | Grade 7 | | 33-8001 | Grade 8 | | 33-3004 | Geometry | | 33-6002 | Algebra | **MATH Curriculum Mastery Games** Use game-based learning to build student skills on core curriculum concepts. The **Class-Pack Edition** includes enough materials for an entire class of up to 36 students including 750 illustrated, self-correcting review questions; 30 cards each of the 25 topics; 12 double-sided laminated game boards; game pieces; and Teacher’s Guide. **Take-Home Editions** include 25 individual game boards and games and Teacher/Parent Resource Guide. Both include a **1 Year Subscription** to NewPath’s Online Learning Program featuring interactive games, exercises, quizzes and more. | Item # | Description Class-Pack | Item # | Description Take-Home | |----------|-------------------------|----------|------------------------| | 23-1001 | Grade 1 Class-Pack | 23-1801 | Grade 1 Take-Home | | 23-2001 | Grade 2 Class-Pack | 23-2801 | Grade 2 Take-Home | | 23-3001 | Grade 3 Class-Pack | 23-3801 | Grade 3 Take-Home | | 23-4001 | Grade 4 Class-Pack | 23-4801 | Grade 4 Take-Home | | 23-5001 | Grade 5 Class-Pack | 23-5801 | Grade 5 Take-Home | | 23-6001 | Grade 6 Class-Pack | 23-6801 | Grade 6 Take-Home | | 23-7001 | Grade 7 Class-Pack | 23-7801 | Grade 7 Take-Home | | 23-8001 | Grade 8 Class-Pack | 23-8801 | Grade 8 Take-Home | | 23-3004 | Geometry Class-Pack | 23-3804 | Geometry Take-Home | | 23-6002 | Algebra Class-Pack | 23-6802 | Algebra Take-Home | **MATH Visual Learning Guides** Each collection consists of **10 laminated, “Write-On/Wipe-Off” guides**. Each 11” x 17” 4-panel guide covers a different topic and features an illustrated overview; review exercises; vocabulary activities and assessment questions. Includes Teacher Guide with instructions for classroom integration. | Item # | Description | |----------|-------------| | 63-1001 | Grade 1 | | 63-2001 | Grade 2 | | 63-3001 | Grade 3 | | 63-4001 | Grade 4 | | 63-5001 | Grade 5 | | 63-6001 | Grade 6 | | 63-7001 | Grade 7 | | 63-8001 | Grade 8 | | 63-3004 | Geometry | | 63-6002 | Algebra | **Shop Online!** www.newpathlearning.com **MATH Learning Centers** Designed for either teacher-directed instruction or independent use by groups of 2 – 4 students, each Learning Center focuses on a key curriculum topic and includes: - **4 Visual Learning Guides** - Each laminated, 4-page guide is focused on the same topic and features a graphic overview of the concept & “Write-On/Wipe-Off” activities. - **Curriculum Mastery Game** – Features 1 set of 30 illustrated, self-correcting question cards; laminated game board; & materials for 4 players. Packaged in a vinyl pouch, the Learning Center is a ready-to-use resource for classroom, after school programs and home review. ### Grades 1-2 | Item # | Description | |----------|--------------------------------------------------| | 23-6920 | Adding Two-Digit Numbers | | 23-6914 | Addition Facts | | 23-6925 | All About Time | | 23-6918 | Calendar | | 23-6927 | Data & Graphs | | 23-6917 | Fractions | | 23-6922 | Hundred Counting Chart | | 23-6926 | Length, Capacity, Weight & Temperature | | 23-6919 | Measuring | | 23-6916 | Money | | 23-6910 | Numbers | | 23-6928 | Ordinal Numbers | | 23-6923 | Place Value | | 23-6911 | Plane Shapes | | 23-6912 | Solid Shapes | | 23-6921 | Subtracting Two-Digit Numbers | | 23-6915 | Subtraction Facts | | 23-6929 | Symmetry | | 23-6913 | Telling Time | | 23-6924 | Understanding Fractions | ### Grades 3-5 | Item # | Description | |----------|--------------------------------------------------| | 23-6943 | Adding & Subtracting Decimals | | 23-6948 | Adding & Subtracting Fractions | | 23-6935 | Adding & Subtracting Number Sense | | 23-6930 | Adding & Subtracting 3-Digit Numbers | | 23-6937 | All About Decimals | | 23-6936 | All About Fractions | | 23-6934 | All About Money | | 23-6946 | Area, Volume & Perimeter | | 23-6950 | Collecting & Displaying Data | | 23-6958 | Congruence, Transformation & Symmetry | | 23-6949 | Customary & Metric Units of Measurement | | 23-6942 | Dividing Two-Digit Numbers | | 23-6933 | Division Concepts & Strategies | | 23-6947 | Fraction Concepts | | 23-6938 | Geometry & Measurement | | 23-6956 | Introduction to Algebra | | 23-6945 | Lines & Angles | | 23-6959 | Lines, Angles & Circles | | 23-6952 | Measurement: Time & Temperature | | 23-6931 | Multiplication Concepts & Strategies | | 23-6932 | Multiplication Table | | 23-6951 | Multiplying & Dividing Decimals | | 23-6953 | Multiplying & Dividing Fractions | | 23-6941 | Multiplying Two-Digit Numbers | | 23-6955 | Operations with Mixed Numbers | | 23-6940 | Place Value – Understanding Numbers | | 23-6944 | Polygons | | 23-6957 | Probability Concepts | | 23-6939 | Problem-Solving Strategies | | 23-6954 | Ratio, Proportion & Percent | ### Grades 6-9 | Item # | Description | |----------|--------------------------------------------------| | 23-6964 | Adding & Subtracting Integers | | 23-6980 | Algebra Skills | | 23-6975 | All About Percents | | 23-6986 | Applying Percents | | 23-6969 | Area & Circumference of Circles | | 23-6988 | Arithmetic & Sequences | | 23-6961 | Coordinate Plane | | 23-6972 | Exponents, Factors & Multiples | | 23-6974 | Finding Volume | | 23-6971 | Inequalities | | 23-6981 | Integers & Exponents | | 23-6962 | Introduction to Functions | | 23-6963 | Introduction to Integers | | 23-6976 | Introduction to Probability | | 23-6965 | Multiplying & Dividing Integers | | 23-6970 | Multistep Equations | | 23-6979 | Nonlinear Functions/Set Theory | | 23-6966 | Numbers & Operations | | 23-6973 | Numeric & Geometric Proportions | | 23-6987 | Organizing & Displaying Data | | 23-6984 | Perimeter & Area | | 23-6983 | Plane Geometry | | 23-6960 | Properties of Addition & Multiplication | | 23-6977 | Pythagorean Theorem | | 23-6985 | Ratios, Rates & Proportions | | 23-6982 | Real Numbers | | 23-6978 | Slope | | 23-6967 | Solving Equations | | 23-6968 | Surface Areas of Solid Figures | | 23-6989 | Systems of Equations | --- **Shop Online!** www.newpathlearning.com MATH Activity Kits Hands-On Activities Combine with Illuminating, Graphical Resources Provide Complete Instructional Solution! Each Math Activity Kit includes a variety of Hands-On Manipulatives, Student Activity Guides and “Write-on/Wipe-off” Flip Charts and Learning Guides. Together, these resources provide graphic, instructional content and reinforcing hands-on activities. Each kit includes a Teacher Guide with suggested uses, teaching strategies and instructional activities. Shop Online! WARNING: CHOKING HAZARD - Small parts Not for children under 3 yrs. Number Operations Activity Kit Includes 2 Number Balances; 4 Subtraction Facts Visual Learning Guides; 4 Addition Facts Visual Learning Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-0306 | Number Operations Activity Kit | Gr 1 - 3 | $69.95 | Patterns & Sorting Activity Kit Includes 1 Sorting Set; 1 Patterns & Sorting Flip Chart Set; 4 Patterns & Sorting Student Activity Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-0305 | Patterns & Sorting Activity Kit | Gr K - 2 | $139.95 | Time, Money & Measurement Activity Kit Includes: 1 Set of 4 Clocks; 1 Coins Set; 1 Measurement Set; 1 Time, Money & Measurement Flip Chart Set; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-0301 | Time, Money & Measurement Kit | Gr K - 2 | $119.95 | Numbers Activity Kit Includes 1 Set Magnetic Foam Numbers; 4 Magnetic Boards; 1 Numbers Flip Chart Set; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-0302 | Numbers Activity Kit | Gr K - 2 | $149.95 | Number Sense Activity Kit Includes 1 Number Sense Set; 1 Number Sense Flip Chart Set; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-0303 | Number Sense Activity Kit | Gr K - 2 | $119.95 | Colors, Shapes & Numbers Activity Kit Includes 1 Nuts, Bolts & Shapes Set; 1 Color Flip Chart Set; 4 Color Student Activity Guides; 1 Shapes Flip Chart Set; 4 Shapes Student Activity Guides; 1 Numbers Flip Chart Set; 4 Numbers Student Activity Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-0304 | Colors, Shapes & Numbers Kit | Gr K - 2 | $249.95 | Place Value Activity Kit Includes: 1 Base 10 Set (1 Cube, 10 Flats, 20 Rods & 100 Units); 4 Place Value Laminated Mats; 4 Place Value Learning Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-1301 | Place Value Activity Kit | Gr 3 - 5 | $89.95 | Fraction Tiles Activity Kit Includes 4 Fraction Tiles Sets; 4 Fraction Tiles Templates; 4 Fractions Visual Learning Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-3301 | Fraction Tiles Activity Kit | Gr 3 - 5 | $79.95 | Pizza Fractions Activity Kit Includes 2 Round Fractions Sets; 4 Round Fractions Templates; 4 Understanding Fractions Visual Learning Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-3302 | Pizza Fractions Activity Kit | Gr 2 - 3 | $79.95 | Fractions, Decimals & Percents Activity Kit Includes 1 Equivalent Fractions Sets (Fractions Tiles, Decimals Tiles & Percentages Tiles); 4 Equivalent Fractions Templates; 4 Fractions, Decimals & Percents Visual Learning Guides; & Teacher Guide. | Code | Description | Grade Level | Price | |----------|--------------------------------------------------|-------------|---------| | 23-3303 | Fractions, Decimals & Percents | Gr 3 - 5 | $89.95 | www.newpathlearning.com 1-800-507-0966 MATH Bulletin Board Chart Sets Perfect for Classroom Reference or Student Activities! Each Bulletin Board Chart Set includes a collection of multiple posters, each covering a separate curriculum topic. Graphic images and hands-on activities provide comprehensive coverage of essential student skills and are developed to cover current state and national standards. Each 12” x 18” Chart is laminated and double-sided – • Side 1 features a graphic overview of the topic • Side 2 provides “write-on/wipe-off” activities Grades 1-2 | Item # | Description | Price | |----------|------------------------------------|--------| | 93-1501 | Addition & Subtraction - Set of 6 | $25.95 | | 93-1504 | Numbers - Set of 6 | $25.95 | | 93-1502 | Shapes & Figures - Set of 6 | $25.95 | | 93-1503 | Time & Money - Set of 5 | $21.95 | Grades 3-5 | Item # | Description | Price | |----------|------------------------------------|--------| | 93-3501 | Fractions - Set of 7 | $29.95 | | 93-2502 | Math Facts - Set of 4 | $19.95 | | 93-2501 | Measurement - Set of 4 | $19.95 | | 93-3503 | Multiplication/Division - Set of 5 | $21.95 | | 93-3502 | Ratios/Decimals/Percents-Set of 7 | $29.95 | Grades 6-9 | Item # | Description | Price | |----------|------------------------------------|--------| | 93-6505 | Algebra Skills - Set of 7 | $29.95 | | 93-6503 | Data/Graphs/Probability-Set of 6 | $25.95 | | 93-6501 | Geometry - Set of 6 | $25.95 | | 93-6504 | Graphs & Functions - Set of 4 | $19.95 | | 93-6502 | Integer, Rational & Real Numbers - Set of 6 | $25.95 | | 93-6506 | Perimeter, Circumference, Area & Volume - Set of 5 | $21.95 | MATH & SCIENCE Vocabulary Builder Flash Card Sets Build Essential Skills on Key, Standards-Based Concepts! Printed on 4” x 5 ½” heavy stock, each of the 200 cards per set features the term, its pronunciation and a graphic depiction on one side and the term’s definition on the reverse. The cards are ideal for use in individual or small group review or on “word walls,” bulletin boards or as pocket charts. In addition to the cards, each set also includes a Teacher Resource Guide with suggested activities. MATH Cards | Item # | Description | Price | |----------|------------------------------------|--------| | 43-1011 | Grades 1 – 2 (200 Cards) | $30.95 | | 43-3011 | Grades 3 – 5 (200 Cards) | $30.95 | SCIENCE Cards | Item # | Description | Price | |----------|------------------------------------|--------| | 44-1011 | Grades 1 – 2 (200 Cards) | $30.95 | | 44-3011 | Grades 3 – 5 (200 Cards) | $30.95 | | 44-6017 | Middle School Life Science (400 Cards) | $60.95 | | 44-6018 | Middle School Earth Science (200 Cards) | $30.95 | | 44-6019 | Middle School Physical Science (200 Cards) | $30.95 | **SCIENCE Curriculum Learning Modules** Provides a complete set of resources designed to support teacher instruction and student mastery of 26 standards-based, grade specific Science topics including Curriculum Mastery Games, Flip Charts, Visual Learning Guide Sets and New Online Learning Subscription (with access to Language Arts games, interactive activities, quizzes and more!) Providing complete coverage of current state and national standards through a blend of technology-based resources and hands-on review, the Curriculum Learning Module is perfect for differentiated instruction, learning centers, small groups, individual review, and as a classroom resource. | Item # | Description | |----------|------------------------------| | 24-1171 | Grade 1 | | 24-2171 | Grade 2 | | 24-3171 | Grade 3 | | 24-4171 | Grade 4 | | 24-5171 | Grade 5 | | 24-6171 | Grade 6 | | 24-7171 | Grade 7 | | 24-8171 | Grade 8 | | 24-6177 | Life Science - Grades 6-9 | | 24-6178 | Earth Science - Grades 6-9 | | 24-6179 | Physical Science - Grades 6-9| | 24-6172 | Six Kingdoms | **SCIENCE Flip Chart Sets** Each Flip Chart Set features **10 laminated, double-sided charts** which are spiral-bound on a durable, free-standing easel. **Side 1** of each page chart features a graphic overview of a key topic while **Side 2** is a “Write-On/Wipe-Off” activity chart for review and reinforcement. Also includes Activity Guide with copy-masters of charts and review questions. | Item # | Description | |----------|------------------------------| | 34-1001 | Grade 1 | | 34-2001 | Grade 2 | | 34-3001 | Grade 3 | | 34-4001 | Grade 4 | | 34-5001 | Grade 5 | | 34-6001 | Grade 6 | | 34-7001 | Grade 7 | | 34-8001 | Grade 8 | | 34-6007 | Life Science - Grades 6-9 | | 34-6008 | Earth Science - Grades 6-9 | | 34-6009 | Physical Science - Grades 6-9| | 34-6012 | Six Kingdoms | | 34-6015 | Owl Pellets | | 34-6016 | Lab Safety | **SCIENCE Curriculum Mastery Games** Use game-based learning to build student skills on core curriculum concepts. The **Class-Pack Edition** includes enough materials for an entire class of up to 36 students including 750 illustrated, self-correcting review questions – 30 cards each of the 25 topics; 12 double-sided, laminated game boards; game pieces; and Teacher’s Guide. **Take-Home Edition** includes 25 individually packaged games and Teacher/Parent Activity Guides that include a 1 Year Subscription to NewPath’s Online Learning Program featuring interactive games, exercises, quizzes and more! | Item # | Description - Class-Pack | |----------|------------------------------| | 24-1001 | Grade 1 | | 24-2001 | Grade 2 | | 24-3001 | Grade 3 | | 24-4001 | Grade 4 | | 24-5001 | Grade 5 | | 24-6001 | Grade 6 | | 24-7001 | Grade 7 | | 24-8001 | Grade 8 | | 24-6007 | Life Science - Gr. 6-9 | | 24-6008 | Earth Science - Gr. 6-9 | | 24-6009 | Physical Science - Gr. 6-9 | | 24-3002 | Plants & Animals | | 24-6012 | Six Kingdoms | | 24-9007 | Biology - High School | | 24-9008 | Earth Science - High School | | 24-9009 | Physics - High School | | 24-9010 | Chemistry - High School | | Item # | Description - Class-Pack | |----------|------------------------------| | 24-1801 | Grade 1 | | 24-2801 | Grade 2 | | 24-3801 | Grade 3 | | 24-4801 | Grade 4 | | 24-5801 | Grade 5 | | 24-6801 | Grade 6 | | 24-7801 | Grade 7 | | 24-8801 | Grade 8 | | 24-6807 | Life Science - Gr. 6-9 | | 24-6808 | Earth Science - Gr. 6-9 | | 24-6809 | Physical Science - Gr. 6-9 | | 24-3802 | Plants & Animals | | 24-6812 | Six Kingdoms | | 24-9807 | Biology - High School | | 24-9808 | Earth Science - High School | | 24-9809 | Physics - High School | | 24-9810 | Chemistry - High School | **SCIENCE Visual Learning Guides** Each collection consists of **10 laminated, “Write-On/Wipe-Off” guides**. Each 11” x 17” 4-panel guide covers a different topic and features an illustrated overview; review exercises; vocabulary activities and assessment questions. Includes Teacher Guide with instructions for classroom integration. | Item # | Description | |----------|------------------------------| | 64-1001 | Grade 1 | | 64-2001 | Grade 2 | | 64-3001 | Grade 3 | | 64-4001 | Grade 4 | | 64-5001 | Grade 5 | | 64-6001 | Grade 6 | | 64-7001 | Grade 7 | | 64-8001 | Grade 8 | | 64-6007 | Life Science - Grades 6-9 | | 64-6008 | Earth Science - Grades 6-9 | | 64-6009 | Physical Science - Grades 6-9| | 64-6012 | Six Kingdoms | **Shop Online!** www.newpathlearning.com **SCIENCE Learning Centers** Designed for either teacher-directed instruction or independent use by groups of 2-4 students, each Learning Center focuses on a key curriculum concept and includes **4 Visual Learning Guides**, each focused on the same topic. Each laminated, 4-page guide features an easy-to-follow, graphic overview of the topic; “Write-On/Wipe-Off” activities & graphic organizers; and a set of guiding, assessment review questions. Also included is a **Curriculum Mastery Game** featuring 1 Set of 30 illustrated, self-correcting question cards; 1 laminated game board; and materials for up to four players. Packaged in a durable vinyl pouch, the Learning Center is a ready-to-use resource for the classroom, after school programs or home practice, review and test prep! ### Grades 1-2 | Item # | Description | |----------|------------------------------------| | 24-6920 | All About Animals | | 24-6921 | All About Plants | | 24-6925 | Birds & Mammals | | 24-6913 | Food Chains | | 24-6928 | Fossils & Dinosaurs | | 24-6924 | How Living Things Grow & Change | | 24-6915 | Human Body | | 24-6922 | Land Habitats | | 24-6919 | Land, Water & Air | | 24-6912 | Life Cycles | | 24-6910 | Living & Nonliving Things | | 24-6929 | Moon, Stars & Planets | | 24-6914 | My Senses | | 24-6926 | Reptiles, Amphibians & Fish | | 24-6917 | The Seasons | | 24-6918 | The Sky | | 24-6927 | The Sun & Earth | | 24-6923 | Water Habitats | | 24-6916 | Weather | | 24-6911 | Where Do Animals Live? | ### Grades 3-5 | Item # | Description | |----------|------------------------------------| | 24-6957 | Acids & Bases | | 24-6943 | Animal Growth & Reproduction | | 24-6940 | Cells - Building Blocks of Living Things | | 24-6936 | Changes on Earth | | 24-6953 | Cycles of Life & Biomes | | 24-6946 | Earth - Inside & Out | | 24-6955 | Earth's Freshwater & Atmosphere | | 24-6949 | Electricity & Magnetism | | 24-6956 | Elements, Mixtures & Compounds | | 24-6952 | Flowers & Seeds | | 24-6944 | Food Chains & Food Webs | | 24-6948 | Force, Motion & Energy | | 24-6933 | Grouping of Animals | | 24-6932 | Grouping of Plants | | 24-6931 | How Do Plants Grow? | | 24-6941 | Invertebrates - Animals Without Backbones | | 24-6954 | Landforms, Rocks & Soil | | 24-6930 | Main Parts of Plants | | 24-6937 | Matter & Its Properties | | 24-6958 | Newton's Laws of Motion | | 24-6934 | Relationships Among Living Things | | 24-6945 | Rocks & Minerals | | 24-6935 | Rocks, Minerals & Soil | | 24-6951 | Roots, Stems & Leaves | | 24-6959 | Sound & Light | | 24-6950 | The Six Kingdoms of Life | | 24-6939 | The Solar System | | 24-6942 | Vertebrates - Animals With Backbones | | 24-6947 | Weather & Climate | | 24-6938 | Work & Machines | ### Grades 6-9 | Item # | Description | |----------|------------------------------------| | 24-6780 | Birds & Mammals | | 24-6771 | Cells: The Basic Units of Life | | 24-6770 | Diversity of Life | | 24-6775 | Ecosystems, Food Chains & Food | | 24-6781 | Fishes, Amphibians & Reptiles | | 24-6772 | Genetics: Study of Heredity | | 24-6774 | Introduction to Animals | | 24-6773 | Introduction to Plants | | 24-6785 | Microlife - Bacteria, Fungi & Protists | | 24-6776 | Mitosis & Meiosis | | 24-6783 | Modern Genetics | | 24-6779 | Mollusks, Arthropods & Echinoderms | | 24-6784 | Osmosis & Diffusion | | 24-6765 | Owl Pellet Dissection/Prey Identification | | 24-6782 | Photosynthesis & Respiration | | 24-6778 | Sponges, Cnidarians & Worms | | 24-6777 | The Compound Microscope | | 24-6786 | Bones, Muscles & Skin | | 24-6788 | Nutrition | | 24-6789 | The Circulatory System | | 24-6787 | The Digestive System | | 24-6794 | The Endocrine System | | 24-6792 | The Excretory System | | 24-6790 | The Immune System | | 24-6793 | The Nervous System | | 24-6795 | The Reproductive System | | 24-6791 | The Respiratory System | | 24-6873 | Earth's Atmosphere | | 24-6876 | Earthquakes | | 24-6870 | Fossils | | 24-6871 | Geologic Time Scale | | 24-6880 | Minerals | | 24-6878 | Our Solar System | | 24-6891 | Plate Tectonics | | 24-6879 | Rocks | | 24-6875 | Sun, Earth, Moon Systems | | 24-6877 | Understanding Weather | | 24-6874 | Volcanoes | | 24-6872 | Weathering of Rocks/Soil Formation | | 24-6973 | Acids, Bases & Salts | | 24-6976 | Chemical Reactions | | 24-6978 | Electricity | | 24-6971 | Electromagnetism | | 24-6975 | Elements & the Periodic Table | | 24-6972 | Forces & Motion | | 24-6981 | Light | | 24-6979 | Magnetism | | 24-6977 | Properties of Atoms | | 24-6970 | Solids, Liquids & Gases | | 24-6980 | Sound | | 24-6974 | Work & Machines | **$35.95 Each** **Shop Online!** www.newpathlearning.com **SCIENCE 3D Model Making Kits** *Assemble, Evaluate & Use 3-D Models to Investigate & Visualize Structures or Processes* Using the ready-to-use materials provided with each 3-D model set, students first assemble a model to represent a structure or an entire system as an aid to develop questions and explanations. They will then generate data and observations that can be used to make predictions and communicate ideas to others. Each 3-D Model Making Kit includes enough materials for students to assemble up to **5** paper models working cooperatively. The comprehensive *Teacher Resource Guide* included, also provides teaching opportunities for students to *Engage, Explore, Explain, Extend and Evaluate* their understanding of the concepts presented. ### Shop Online! --- | Item # | Description | Price | |----------|--------------------------------------------------|-------| | | **Human Body** | | | 24-7770 | Antibodies 3-D Model Kit | 36.95 | | 24-7780 | Blood 3-D Model Kit | 36.95 | | 24-7781 | Blood Groups 3-D Model Kit | 36.95 | | 24-7782 | Blood Type Testing 3-D Model Kit | 36.95 | | 24-7771 | Digestive System 3-D Model Kit | 36.95 | | 24-7772 | Human Brain 3-D Model Kit | 36.95 | | 24-7773 | Human Ear 3-D Model Kit | 36.95 | | 24-7774 | Human Eye 3-D Model Kit | 36.95 | | 24-7775 | Human Heart 3-D Model Kit | 36.95 | | 24-7776 | Immune System 3-D Model Kit | 46.95 | | 24-7777 | Liver and Spleen 3-D Model Kit | 36.95 | | 24-7778 | Lungs 3-D Model Kit | 36.95 | | 24-7779 | Skin 3-D Model Kit | 36.95 | | | **Earth Science** | | | 24-7820 | Atmospheric Evolution 3-D Model Kit | 36.95 | | 24-7810 | Climate Change 3-D Model Kit | 46.95 | | 24-7811 | Earthquakes 3-D Model Kit | 46.95 | | 24-7819 | Grand Canyon 3-D Model Kit | 36.95 | | 24-7812 | Minerals 3-D Model Kit | 46.95 | | 24-7821 | Phases of the Moon 3-D Model Kit | 36.95 | | 24-7813 | Rock Cycle 3-D Model Kit | 46.95 | | 24-7814 | Structure of the Earth 3-D Model Kit | 36.95 | | 24-7818 | Structure of the Sun 3-D Model Kit | 36.95 | | 24-7815 | Tectonics Plates 3-D Model Kit | 46.95 | | 24-7816 | Volcano 3-D Model Kit | 36.95 | | 24-7817 | Water Cycle 3-D Model Kit | 36.95 | | | **Life Science** | | | 24-7710 | Amoeba 3-D Model Kit | 36.95 | | 24-7742 | Cell Cycle & Mitosis 3-D Model Kit | 36.95 | | 24-7711 | Cell Membranes 3-D Model Kit | 36.95 | | 24-7738 | Cell Organization 3-D Model Kit | 36.95 | | 24-7712 | Cell Nucleus 3-D Model Kit | 36.95 | | 24-7739 | Cell Structure 3-D Model Kit | 36.95 | | 24-7713 | Chloroplasts 3-D Model Kit | 36.95 | | 24-7714 | Chromosomes 3-D Model Kit | 36.95 | | 24-7715 | Coronavirus Antibody Test 3-D Model Kit | 36.95 | | 24-7735 | Coronavirus COVID-19 Structure 3-D Model Kit | 36.95 | | 24-7716 | Coronavirus Cycle 3-D Model Kit | 36.95 | | 24-7736 | Coronavirus DNA Test 3-D Model Kit | 36.95 | | 24-7717 | CRISPR 3-D Model Kit | 36.95 | | 24-7718 | DNA Replication 3-D Model Kit | 36.95 | | 24-7719 | DNA Structure 3-D Model Kit | 36.95 | | 24-7720 | Enzymes 3-D Model Kit | 36.95 | | 24-7721 | Euglena 3-D Model Kit | 36.95 | | 24-7744 | Evolution by Natural Selection 3-D Model Kit | 36.95 | | 24-7740 | Fetal Pig Dissection 3-D Model Kit | 72.95 | | 24-7722 | Frog Dissection 3-D Model Kit | 36.95 | | 24-7723 | Frog Life Cycle 3-D Model Kit | 36.95 | | 24-7724 | Gene Cloning 3-D Model Kit | 36.95 | | 24-7741 | Meiosis 3-D Model Kit | 36.95 | | 24-7725 | Mitosis & Meiosis 3-D Model Kit | 36.95 | | 24-7726 | Osmosis & Diffusion 3-D Model Kit | 36.95 | | 24-7727 | Paramecium 3-D Model Kit | 36.95 | | 24-7728 | Photosynthesis/Light Reactions 3-D Model Kit | 36.95 | | 24-7743 | Plant Life Cycle 3-D Model Kit | 36.95 | | 24-7737 | RNA Vaccines 3-D Model Kit | 36.95 | | 24-7729 | Simple Animal Cell 3-D Model Kit | 36.95 | | 24-7730 | Simple Bacterial Cell 3-D Model Kit | 36.95 | | 24-7731 | Simple Plant Cell 3-D Model Kit | 36.95 | | 24-7732 | Stem Cells 3-D Model Kit | 36.95 | | 24-7733 | Transcription 3-D Model Kit | 36.95 | | 24-7734 | Translation & Protein Synthesis 3-D Model Kit | 36.95 | | | **Physical Science** | | | 24-7950 | Generating Electricity 3-D Model Kit | 36.95 | | 24-7911 | Group 1 Elements 3-D Model Kit | 36.95 | | 24-7910 | Structure of an Atom 3-D Model Kit | 36.95 | --- www.newpathlearning.com SCIENCE Flip Charts with Online Lessons Your perfect blended learning solution! “Write-On/Wipe-Off” Flip Charts each provides comprehensive coverage of a key standards-based topic along with one-year online access to a corresponding Multimedia Lesson featuring in-depth, interactive coverage of the concept. The Multimedia Lesson can be accessed by a teacher and ALL of their students anywhere, anytime, on any device – including Chromebooks, tablets, computers and mobile devices! Spiral-bound on a sturdy easel, the Flip Charts are ideal for small group instruction, learning centers, independent study or classroom reference and include – - 10 Laminated, Double-Sided 12” x 18” Charts – - Side 1 features a graphic overview of the topic - Side 2 provides corresponding, “write-on/wipe-off” activities for review & reinforcement - Teacher Guide with copymaster activities & review questions Developed under sponsorship of the National Institutes of Health (NIH), the lessons are perfect for individual student instruction on any computer, tablet or Chromebook, as well as classroom presentation on any Interactive Whiteboard. Each Lesson includes - - Animated, Narrated Tutorials - Virtual Lab Investigations - Interactive Exercises & Activities - Illustrated, Narrated Glossary - Visual Resource Library $49.95 per Flip Chart Only $59.95 Flip Chart & Lesson! Elementary Science – Grades 3 - 5 | Description | Flip Chart Only | Flip Chart w Lesson | |------------------------------------|-----------------|---------------------| | Growth & Development of Plants & Animals | 34-3211 | 34-3221 | | What Are Ecosystems | 34-3210 | 34-3220 | | How Does Earth’s Surface Change | 34-3306 | 34-3326 | | What is Weather? | 34-3307 | 34-3327 | | All About Matter | 34-3601 | 34-3621 | | All About Energy | 34-3606 | 34-3626 | www.newpathlearning.com 1-800-507-0966 SCIENCE Learning Guides with Online Lessons Ideal for use by individual students working at Home or within the Classroom, each full-color Student Learning Guide provides comprehensive information on a key, standards-based topic. And, like the Flip Charts, the Student Learning Guides also feature on-year online access to a corresponding, narrated and animated Multimedia Lesson! Each full-color Student Learning Guide is 36+ pages & includes – - Self-Directed Readings - Easy-to-Follow, Illustrated Explanations - Guiding Questions - Lab Investigation - Vocabulary Review - Assessments $19.95 each $129.95 Set of 10! www.newpathlive.com/441 Narrated Tutorials Virtual Labs! Shop Online! Human Body – Grades 6 - 10 | Description | Item # Each | Item # Set of 10 | |------------------------------------|-------------|------------------| | Moving & Controlling the Body | 14-6751 | 14-6786 | | Providing Fuel & Transportation | 14-6752 | 14-6787 | | Maintaining Life | 14-6753 | 14-6788 | | Human Body - Set of 3 | 14-6791 | $39.95 | Life Science – Grades 6 - 10 | Description | Item # Each | Item # Set of 10 | |------------------------------------|-------------|------------------| | All About Cells | 14-6741 | 14-6784 | | Mitosis | 14-6742 | 14-6792 | | Osmosis & Diffusion | 14-6743 | 14-6793 | | Protists: Pond Microlife | 14-6744 | 14-6794 | | Meiosis | 14-6745 | 14-6795 | | Photosynthesis & Respiration | 14-6746 | 14-6796 | | Chromosomes, Genes & DNA | 14-6747 | 14-6797 | | Genetics: Study of Heredity | 14-6748 | 14-6798 | | Six Kingdoms of Life | 14-6749 | 14-6799 | | Food Chains & Food Webs | 14-6750 | 14-6785 | | Life Science - Set of 10 | 14-6790 | $129.95 | Earth Science – Grades 6 - 10 | Description | Item # Each | Item # Set of 10 | |------------------------------------|-------------|------------------| | All About Minerals | 14-6841 | 14-6891 | | All About Rocks | 14-6842 | 14-6892 | | Plate Tectonics | 14-6843 | 14-6893 | | Earthquakes | 14-6844 | 14-6894 | | Volcanoes | 14-6845 | 14-6895 | | Earth’s Surface | 14-6846 | 14-6896 | | Earth’s Atmosphere & Weather | 14-6847 | 14-6897 | | Earth’s Climate | 14-6848 | 14-6898 | | Our Solar System | 14-6849 | 14-6899 | | Sun–Earth-Moon | 14-6850 | 14-6885 | | Earth Science - Set of 10 | 14-6890 | $129.95 | Physical Science – Grades 6 - 10 | Description | Item # Each | Item # Set of 10 | |------------------------------------|-------------|------------------| | Properties & States of Matter | 14-6941 | 14-6991 | | Atoms & Chemical Bonding | 14-6942 | 14-6992 | | Elements & the Periodic Table | 14-6943 | 14-6993 | | Chemical Reactions | 14-6944 | 14-6994 | | Energy: Forms & Changes | 14-6945 | 14-6995 | | Forces & Motion | 14-6946 | 14-6996 | | Work, Power & Simple Machines | 14-6947 | 14-6997 | | All About Sound | 14-6948 | 14-6998 | | Light & Optics | 14-6949 | 14-6999 | | Electricity & Magnetism | 14-6950 | 14-6985 | | Physical Science - Set of 10 | 14-6990 | $129.95 | Elementary Science – Grades 3 - 5 | Description | Item # Each | Item # Set of 10 | |------------------------------------|-------------|------------------| | Growth & Development of Plants & Animals | 14-3241 | 14-3291 | | What Are Ecosystems | 14-3240 | 14-3290 | | How Does Earth’s Surface Change | 14-3346 | 14-3396 | | What is Weather | 14-3347 | 14-3397 | | All About Matter | 14-3641 | 14-3691 | | All About Energy | 14-3646 | 14-3696 | | Elementary Science - Set of 6 | 14-3900 | $79.95 | Curriculum Learning Modules – Grades 6-10 Build Essential Student Skills on Current State & National Standards – Including Next Generation Science (NGSS)! Each Curriculum Learning Module provides a complete set of visual, digital and hands-on resources to provide students with the skills to master key standards-based concepts. Students will gain thorough comprehension from an engaging blend of technology-based instruction, interactive print resources, game-based learning and a hands-on lab investigation. Each Curriculum Learning Module features: • 1 Flip Chart Set with 10 laminated, “write-on/wipe-off” charts • 1 Student Learning Guide featuring illustrated explanations, assessment questions & a lab investigation • 1 Vocabulary Review Card Set • 1 Curriculum Mastery Game for four players • 1 Year Online Learning Subscription providing access to animated tutorials, interactive activities, visual resources, illustrated narrated glossary, virtual labs, and assessments • Select Modules also include a Hands-On Lab Investigation Life Science | Title | Code | Price | |------------------------------|--------|-------| | Cells | 74-6721| $124.95 | | Covers Cell Structure, Function & Organization; Plant & Animal Cells. Lab: Stem Cells. | | | | Osmosis & Diffusion | 74-6723| $124.95 | | Covers Cell Membrane & Transport; Passive & Active Transfer. Lab: Cell Membranes. | | | | Mitosis | 74-6722| $114.95 | | Covers Cell Growth & Division; Cell Cycle; DNA Replication; Mitosis & Mutations. | | | | Photosynthesis/Respiration | 74-6726| $124.95 | | Covers Cell Energy; Process of Photosynthesis; Cellular Respiration. Lab: Modeling Photosynthesis. | | | | Chromosomes, Genes, DNA | 74-6727| $124.95 | | Covers DNA/RNA Structure; Transcription; Translation; Genetic Code. Lab: DNA to Protein. | | | | Meiosis | 74-6725| $124.95 | | Covers Sexual Reproduction; Stages of Meiosis; Crossing Over. Lab: Genetics & Evolution. | | | | Genetics | 74-6728| $124.95 | | Covers Inheritance of Traits; Chromosomes & Karyotypes; Punnett Squares. Lab: Genetic Testing. | | | | 6 Kingdoms | 74-6729| $124.95 | | Covers Classification; The Six Kingdoms of Life. Lab: Dichotomous Keys. | | | | Protists | 74-6724| $124.95 | | Covers What is a Protist?; Plant-Like, Animal-Like & Fungi-Like Protists. Lab: Causes of Water Pollution. | | | | Food Chains | 74-6730| $124.95 | | Covers Food Webs; Energy Flow; Consumers & Producers; Owl Pellets. Lab: Effects of Mercury. | | | | Human Body I: Moving & Controlling | 74-6731| $124.95 | | Covers Skeletal, Muscular, Nervous & Endocrine Systems. Lab: Modeling Neuron Pathways. | | | | Human Body II: Fuel & Transportation | 74-6732| $124.95 | | Covers Food & Nutrients; Digestive, Respiratory, Circulatory & Excretory Systems. Lab: Dialysis. | | | | Human Body III: Maintaining Life | 74-6733| $124.95 | | Covers Disease/Defense; Immune & Reproductive Systems. Lab: Pathogens, Antibodies & Vaccines. | | | Earth Science | Title | Code | Price | |------------------------------|--------|-------| | Earth’s Surface | 74-6826| $114.95 | | Covers Weathering; Erosion & Deposition; Effects of Water & Glaciers; Landforms; Topographic Maps. | | | | All About Volcanoes | 74-6825| $114.95 | | Covers Volcanoes & Plate Boundaries; Volcanic Eruption, Classification, Life Cycle & Landforms. | | | | All About Rocks | 74-6822| $114.95 | | Covers Classifying Rocks; Igneous, Sedimentary & Metamorphic Rocks; Rock Cycle; Uses of Rocks/Minerals. | | | | All About Minerals | 74-6821| $114.95 | | Covers Mineral Formation, Properties, Identification & Classification; Mineral Resources & Uses. | | | | Plate Tectonics | 74-6823| $114.95 | | Covers Earth’s Interior; Heat Transfer & Convection; Continental Drift; Changes to Earth’s Surface. | | | | Earthquakes | 74-6824| $114.95 | | Covers How Earthquakes Form; Seismic Waves; Measuring Earthquakes; Earthquake Destruction & Safety. | | | | Earth’s Climate | 74-6828| $114.95 | | Covers Climate & Causes; Seasons; Climate Zones & Biomes; Climate Change; Global Warming. | | | | Atmosphere & Weather | 74-6827| $114.95 | | Covers Atmosphere; Clouds; Precipitation; Weather/ Weather Patterns; Weather Predictions. | | | | Our Solar System | 74-6829| $114.95 | | Covers Solar System Formation; The Sun; Inner & Outer Planets; Comets; Asteroids & Meteors. | | | | Sun-Earth-Moon | 74-6830| $114.95 | | Covers Earth’s Movement; Hemispheres; Seasons; Gravity & Motion; Earth’s Moon/ Phases; Tides; Eclipses. | | | Physical Science | Title | Code | Price | |------------------------------|--------|-------| | Properties/States of Matter | 74-6921| $114.95 | | Covers What is Matter?; Elements, Compounds, Mixtures & Solutions; Changes of State; Measuring Matter. | | | | Atoms & Chemical Bonding | 74-6922| $124.95 | | Atomic Model; Configuration & Bonding; Chemical, Ionic, Covalent & Metallic Bonding. Lab: Atoms, Isotopes & Ions. | | | | Elements & Periodic Table | 74-6923| $114.95 | | Covers Atomic Structure; Metals, Metalloids & Non-Metals; Periodic Table; Element Identification. | | | | Chemical Reactions | 74-6924| $114.95 | | Covers Changes of Matter; Chemical Reactions, Formulas & Equations; Balancing Equations. | | | | Energy: Forms & Changes | 74-6925| $114.95 | | Covers Potential & Kinetic Energy; Energy Forms & Transformation; Heat/Heat Transfer; Renewable/Non-Renewable Energy. | | | | Work/Power/Simple Machines | 74-6927| $114.95 | | Covers What is Work?; Measuring Work & Power; Simple & Compound Machines; Mechanical Advantage. | | | | Forces & Motion | 74-6926| $114.95 | | Covers Motion, Speed & Velocity; Acceleration; Momentum; Force; Gravity; Newton’s Laws. | | | | Electricity & Magnetism | 74-6930| $114.95 | | Covers Electric Charge; Current & Resistance; Electric Power; Circuits; Batteries; Magnetism. | | | | All About Sound | 74-6928| $114.95 | | Covers Waves; Wave Length & Frequency; Sound Waves; Aspects & Applications of Sound. | | | | Light & Optics | 74-6929| $114.95 | | Covers EM Spectrum; Light Transmission; Light & Color; Reflection & Mirrors; Refraction & Lenses; Human Eye. | | | Shop Online! **SCIENCE Bulletin Board Chart Sets** *Provides Visual Overview Combined with “Write-On/Wipe-Off” Activities!* Each set includes a separate Chart for individual topics related to the concept covered. Uniquely designed, one side of the chart can be used as a classroom reference while the reverse provides student activities. Each 12” x 18” Chart is laminated and double-sided – - **Side 1** features a graphic overview of the topic - **Side 2** provides “write-on/wipe-off” activities ### Grades 1-2 | Item # | Description | Price | |----------|------------------------------|-------| | 94-1501 | Animals – Set of 5 | $21.95| | 94-1502 | Land, Water & Air – Set of 3 | $14.95| | 94-1504 | Life Cycles – Set of 8 | $32.95| | 94-1503 | Our Planets – Set of 3 | $14.95| ### Grades 3-5 | Item # | Description | Price | |----------|------------------------------|-------| | 94-3503 | Earth – Set of 5 | $21.95| | 94-3504 | Force & Motion – Set of 3 | $14.95| | 94-3501 | Plants – Set of 5 | $21.95| | 94-3502 | Six Kingdoms – Set of 5 | $21.95| ### Life Science – Grades 6 - 9 | Item # | Description | Price | |----------|------------------------------|-------| | 94-7001 | Cells – Set of 7 | $29.95| | 94-7002 | Chromosomes – Set of 4 | $19.95| | 94-7004 | Diversity – Set of 8 | $32.95| | 94-7007 | Ecology – Set of 3 | $14.95| | 94-7003 | Genetics – Set of 4 | $19.95| | 94-7015 | Meiosis – Set of 8 | $32.95| | 94-7014 | Mitosis – Set of 5 | $21.95| | 94-7006 | Owls & Owl Pellets – Set of 5| $21.95| | 94-7016 | Photosynthesis – Set of 6 | $25.95| | 94-7005 | Prey Identification – Set of 5| $21.95| | 94-7017 | Protists – Set of 8 | $32.95| ### Human Body – Grades 6-9 | Item # | Description | Price | |----------|------------------------------|-------| | 94-7012 | Maintaining Life – Set of 2 | $10.95| | 94-7010 | Moving & Controlling – Set of 3| $14.95| | 94-7011 | Providing Fuel – Set of 4 | $19.95| ### Earth Science – Grades 6 - 9 | Item # | Description | Price | |----------|------------------------------|-------| | 94-8002 | Dynamic Earth – Set of 3 | $14.95| | 94-8004 | Earth’s Surface – Set of 3 | $14.95| | 94-8005 | Rocks/Minerals/Fossils – Set of 4| $19.95| | 94-8001 | Solar System – Set of 3 | $14.95| | 94-8003 | Weather & Climate – Set of 3 | $14.95| ### Physical Science – Grades 6 - 9 | Item # | Description | Price | |----------|------------------------------|-------| | 94-9004 | Electricity & Magnetism – Set of 3| $14.95| | 94-9002 | Elements/Mixtures/Compounds – Set of 4| $19.95| | 94-9003 | Forces & Motion – Set of 3 | $14.95| | 94-9005 | Light & Sound – Set of 2 | $10.95| | 94-9001 | Matter – Set of 3 | $14.95| | 94-9006 | Periodic Table – Set of 7 | $29.95| | 94-5601 | Safety in the Lab – Set of 8 | $32.95| --- **Social Studies Curriculum Mastery Games** Use game-based learning to build student skills on core curriculum concepts. The Class-Pack Edition includes enough materials for an entire class of up to 36 students including 750 illustrated, self-correcting review questions – 30 cards each of the 25 topics; 12 double-sided, laminated game boards; game pieces; and Teacher’s Guide. Also includes a 1 Year Subscription to NewPath’s Online Learning Program featuring interactive games, exercises, quizzes and more! ### Social Studies Curriculum Mastery Games | Item # | Description Class-Pack | Item # | Description Take-Home | |----------|-------------------------|----------|------------------------| | 25-3001 | Grade 3 Class-Pack | 25-3801 | Grade 3 Take-Home | | 25-4001 | Grade 4 Class-Pack | 25-4801 | Grade 4 Take-Home | | 25-5001 | Grade 5 Class-Pack | 25-5801 | Grade 5 Take-Home | | 25-6001 | Grade 6 Class-Pack | 25-6801 | Grade 6 Take-Home | | 25-7001 | Grade 7 Class-Pack | 25-7801 | Grade 7 Take-Home | | 25-8001 | Grade 8 Class-Pack | 25-8801 | Grade 8 Take-Home | --- **Shop Online!** [www.newpathlearning.com](http://www.newpathlearning.com) 1-800-507-0966 Early Childhood Readiness Flip Chart Sets “Write-On/Wipe-Off” Charts Introduce Core Concepts for Pre-K – 1! Engaging and colorful, the Readiness Flip Charts provide the perfect hands-on resource for Early Childhood Learning programs. The “write-on/wipe-off”, dry-erase activities are ideal for building fundamental, standards-based skills. Flexibly designed for use in whole class, small group and individual learning environments. Each Early Childhood Readiness Flip Chart Set includes – • 10 Double-side, laminated charts, each 12” x 18” • Side 1 features graphic overview of topic • Side 2 is “write-on/wipe-off” activity chart • Spiral-bound on a durable, free-standing easel • Teacher’s Guide featuring detailed teaching instructions along with copy-masters & activities | Math | Science | |-----------------------|--------------------------| | Item # | Description | | 33-0021 | Exploring Shapes | | 33-0022 | All About Colors | | 33-0023 | Numbers 1-10 | | 33-0024 | Number Sense | | 33-0025 | Time, Measure, Money | | 33-0026 | Positions & Opposites | | 33-0027 | Patterns & Sorting | | 33-0035 | Set of 7 - $329.95 | | 34-0021 | All About Plants | | 34-0022 | All About Animals | | 34-0023 | Our Earth | | 34-0024 | Weather & Sky | | 34-0025 | Exploring Matter | | 34-0026 | Pushing, Pulling, Moving | | 34-0027 | All About Me | | 34-0035 | Set of 7 - $329.95 | Language Arts | Item # | Description | |-----------------------|--------------------------| | 32-0021 | Alphabet…….$54.95 | | 32-0022 | Word Families | | 32-0023 | Phonemic Awareness | | 32-0024 | Writing Readiness | | 32-0025 | Reading Readiness | | 32-0035 | Set of 5 - $229.95 | Social Studies | Item # | Description | |-----------------------|--------------------------| | 35-0021 | Me, Family & Others | | 35-0022 | My Community | | 35-0023 | Important People | | 35-0024 | Geography | | 35-0025 | Being a Good Citizen | | 35-0035 | Set of 5 - $229.95 | Early Childhood Learning Center Games Make Learning Essential Skills Fun with NewPath’s Learning Center Activities! Colorful, easy-to-use Learning Center Games combine with flash card matching activities to provide a perfect resource for practicing key Early Childhood learning skill! Designed for either teacher-directed or independent play by groups of 2-4 students, each Learning Center focuses on a different, developmentally appropriate skill, making them perfect for differentiated learning. Each includes – • 1 Laminated, Hands-On Board Game with 30 illustrated, self-checking cards and game materials for up to 4 students • 2 sets of 30 Flash Cards printed on heavy 4” x 5 ½” stock, providing matching activities to challenge students to correlate up to 3 associated attributes • 1 Teacher’s Guide with step-by-step instructions as well as recommended, additional skill-building activities. Math | Item # | Description | |--------|----------------------| | 23-0021 | Exploring Shapes | | 23-0022 | All About Colors | | 23-0023 | Numbers 1-10 | | 23-0024 | Addition | | 23-0025 | Subtraction | | 23-0026 | All About Time | | 23-0027 | All About Money | | 23-0028 | Positions & Opposites| | 23-0029 | Patterns & Sorting | Science | Item # | Description | |--------|----------------------| | 24-0021 | All About Plants | | 24-0022 | All About Animals | | 24-0023 | Our Earth | | 24-0024 | Weather & Sky | | 24-0025 | Exploring Matter | | 24-0026 | Pushing, Moving, Pulling | | 24-0027 | All About Me | Language Arts | Item # | Description | |--------|----------------------| | 22-0021 | The Alphabet | | 22-0026 | Rhyming Words | | 22-0027 | Story Telling | | 22-0028 | Word Families | $35.95 Each Shop Online! www.newpathlearning.com
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United States History and Geography: Growth and Conflict Students in grade eight study the ideas, issues, and events from the framing of the Constitution up to World War I, with an emphasis on America’s role in the war. After reviewing the development of America’s democratic institutions founded on the Judeo-Christian heritage and English parliamentary traditions, particularly the shaping of the Constitution, students trace the development of American politics, society, culture, and economy and relate them to the emergence of major regional differences. They learn about the challenges facing the new nation, with an emphasis on the causes, course, and consequences of the Civil War. They make connections between the rise of industrialization and contemporary social and economic conditions. 8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy. 1. Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. 2. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of securing individual rights (e.g., key phrases such as “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”). 3. Analyze how the American Revolution affected other nations, especially France. 4. Describe the nation’s blend of civic republicanism, classical liberal principles, and English parliamentary traditions. 8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government. 1. Discuss the significance of the Magna Carta, the English Bill of Rights, and the Mayflower Compact. 2. Analyze the Articles of Confederation and the Constitution and the success of each in implementing the ideals of the Declaration of Independence. 3. Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause. 4. Describe the political philosophy underpinning the Constitution as specified in the *Federalist Papers* (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution. 5. Understand the significance of Jefferson’s Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state. 6. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. 7. Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights. 8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it. 1. Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed. 2. Explain how the ordinances of 1785 and 1787 privatized national resources and transferred federally owned lands into private holdings, townships, and states. 3. Enumerate the advantages of a common market among the states as foreseen in and protected by the Constitution’s clauses on interstate commerce, common coinage, and full-faith and credit. 4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt). 5. Know the significance of domestic resistance movements and ways in which the central government responded to such movements (e.g., Shays’ Rebellion, the Whiskey Rebellion). 6. Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups). 7. Understand the functions and responsibilities of a free press. 8.4 Students analyze the aspirations and ideals of the people of the new nation. 1. Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms of the first four presidents. 2. Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Q. Adams’s Fourth of July 1821 Address). 3. Analyze the rise of capitalism and the economic problems and conflicts that accompanied it (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law). 4. Discuss daily life, including traditions in art, music, and literature, of early national America (e.g., through writings by Washington Irving, James Fenimore Cooper). 8.5 Students analyze U.S. foreign policy in the early Republic. 1. Understand the political and economic causes and consequences of the War of 1812 and know the major battles, leaders, and events that led to a final peace. 2. Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War. 3. Outline the major treaties with American Indian nations during the administrations of the first four presidents and the varying outcomes of those treaties. 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. 1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). 2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System). 3. List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine). 4. Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities. 5. Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann’s campaign for free public education and its assimilating role in American culture. 6. Examine the women’s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). 7. Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow). 8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced. 1. Describe the development of the agrarian economy in the South, identify the locations of the cotton-producing states, and discuss the significance of cotton and the cotton gin. 2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey). 3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War. 4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South. 8.8 Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced. 1. Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court). 2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. 3. Describe the role of pioneer women and the new status that western women achieved (e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869). 4. Examine the importance of the great rivers and the struggle over water rights. 5. Discuss Mexican settlements and their locations, cultural traditions, attitudes toward slavery, land-grant system, and economies. 6. Describe the Texas War for Independence and the Mexican-American War, including territorial settlements, the aftermath of the wars, and the effects the wars had on the lives of Americans, including Mexican Americans today. 8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass). 2. Discuss the abolition of slavery in early state constitutions. 3. Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River. 4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850. 5. Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854), the *Dred Scott v. Sandford* decision (1857), and the Lincoln-Douglas debates (1858). 6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities. 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War. 1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun. 2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists. 3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. 4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865). 5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments. 6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox. 7. Explain how the war affected combatants, civilians, the physical environment, and future warfare. 8.11 Students analyze the character and lasting consequences of Reconstruction. 1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions. 2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers). 3. Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws. 4. Trace the rise of the Ku Klux Klan and describe the Klan’s effects. 5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction. 8.12 Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. 1. Trace patterns of agricultural and industrial development as they relate to climate, use of natural resources, markets, and trade and locate such development on a map. 2. Identify the reasons for the development of federal Indian policy and the wars with American Indians and their relationship to agricultural development and industrialization. 3. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies. 4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford). 5. Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement). 6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions. 7. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism. 8. Identify the characteristics and impact of Grangerism and Populism. 9. Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
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CHILD PROTECTION (2021 - 2025) VISION Build loving communities that protect and heal children to prepare them for a brighter future. GOAL To contribute to increased children who have positive and peaceful relationships in their families and communities. More than 5 million children to be reached by 2025. What will SUCCESS look like? - Children have positive, peaceful relationships with adults and each other. - Parents and caregivers make child-centered decisions and empowered to respect, nurture and protect children. - Communities, including schools, promote safe environments for children. - Effective laws, policies and systems are in place and enforced to protect children against all forms of violence. - Increased budget allocations by local governments to support child protection activities/issues. What will we ACHIEVE? - Improving laws and accountability. - Increasing social services and support. - Attitude and behaviour change. - Increasing budget for child protection. - Empowering communities including faith leaders, parents/caregivers, and civil society to make child-centered decisions. - Strengthen alternative care system for most vulnerable children including unaccompanied, separated and children with special needs to receive adequate support. - Empowering boys and girls with life-skills, resiliency, and voice to protect themselves and their peers. How do we ACHIEVE this? 1. Support girls and boys with life-skills to effectively participate in matters that affect them and to have positive, peaceful and non-violent relationships with adults and each other. 2. Empower parents and caregivers to respect, nurture and protect children against all forms of violence. 3. Support communities, including schools, to demonstrate non-violent behaviour and oppose violence against children. 4. Partner with faith and cultural institutions to actively participate in promoting positive attitudes, norms and practices that prevent violence against children. 5. Advocate for effective laws, policies and systems to be put in place to protect children from all forms of violence against children. 6. Advocate for increased budget by local governments for child protection issues or activities. OUR MODELS AND APPROACHES Citizen Voice and Action (CVA) Communities monitor and advocate for safe environments for children. Key Activities: - Establish and train CVA groups to advocate for improved service delivery to meet formal standards and laws. - Support CVA teams on gathering evidence and community feedback to inform their advocacy agenda. - Support CVA groups to identify root causes of violence against children and to actively participate in the process of finding solutions. Channels of Hope Equip faith leaders to use their role and combat cultural beliefs that negatively impact communities. Key Activities: - Train Faith leaders to identify and support the most vulnerable in their communities. - Equip faith leaders to effectively mobilise congregations and strengthen existing community structures to protect children. Celebrating Families Equip faith Leaders to use their role and combat cultural beliefs that negatively impact communities. Key activities - Train faith leaders to identify and support the most vulnerable children in their communities. - Support faith leaders to effectively mobilise congregations and strengthen existing community structures to protect children. IMPLEMENTATION AREAS | 1 | Yumbe | |-----|----------------| | 2 | Terego | | 3 | Arua | | 4 | Moyo | | 5 | Obongi | | 6 | Madi-Okoollo | | 7 | Adjumani | | 8 | Lwambo | | 9 | Gulu | | 10 | Omoro | | 11 | Oyam | | 12 | Kole | | 13 | Agago | | 14 | Abim | | 15 | Karenga | | 16 | Soroti | | 17 | Tororo | | 18 | Busia | | 19 | Bugiri | | 20 | Mayuge | | 21 | Buikwe | | 22 | Butambala | | 23 | Rakai | | 24 | Nakasongola | | 25 | Kiboga | | 26 | Kyenjojanyi | | 27 | Bulisa | | 28 | Hoima | | 29 | Kakumiro | | 30 | Kikuube | | 31 | Kagadi | | 32 | Bundibugyo | | 33 | Kamwenge | REACH US World Vision Uganda wvi.org/uganda
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GOVERNMENT OF INDIA ARCHAEOLOGICAL SURVEY OF INDIA CENTRAL ARCHAEOLOGICAL LIBRARY ACCESSION NO. 14145 CALL No. 923.254082/Dal/Hun. D.G.A. 79 A9: 17/9/8 D3830-80 OFFICE OF LIBRARY REG No INDIA The following is a list of the most common types of software that are used in the field of computer science: 1. Operating Systems: These are the programs that control and manage the hardware and software resources of a computer system. 2. Programming Languages: These are the languages used to write computer programs. 3. Database Management Systems: These are the programs that allow users to store, retrieve, and manipulate data. 4. Web Development Tools: These are the tools used to create websites and web applications. 5. Software Development Tools: These are the tools used to develop software applications. 6. Data Analysis Tools: These are the tools used to analyze data and make decisions based on the analysis. 7. Project Management Tools: These are the tools used to manage projects and ensure that they are completed on time and within budget. 8. Collaboration Tools: These are the tools used to collaborate with others on projects and share information. 9. Security Tools: These are the tools used to protect computer systems from unauthorized access and attacks. 10. Virtualization Tools: These are the tools used to create virtual machines and run multiple operating systems on a single physical machine. Rulers of India—Series Vol. XI EDITED BY SIR WILLIAM WILSON HUNTER, K.C.S.I., C.I.E. M.A. (OXFORD): LL.D. (CAMBRIDGE) MARQUESS OF DALHOUSIE London HENRY FROWDE OXFORD UNIVERSITY PRESS WAREHOUSE AMEN CORNER, E.C. [All rights reserved] The following is a list of the most common causes of death in the United States, according to the National Center for Health Statistics: 1. Heart disease 2. Cancer 3. Stroke 4. Chronic lower respiratory diseases 5. Accidents (unintentional injuries) 6. Alzheimer's disease 7. Diabetes 8. Influenza and pneumonia 9. Nephritis, nephrotic syndrome, and nephrosis 10. Septicemia These causes of death are based on data from 2019. The leading cause of death in the United States is heart disease, followed by cancer. The rate of death from heart disease has been declining over the past few decades, but it remains the leading cause of death for both men and women. Cancer is the second leading cause of death, with rates of death from cancer also declining over the past few decades. The rate of death from cancer is higher for women than for men. The rate of death from stroke has been declining over the past few decades, but it remains the third leading cause of death. The rate of death from chronic lower respiratory diseases has been declining over the past few decades, but it remains the fourth leading cause of death. The rate of death from accidents has been declining over the past few decades, but it remains the fifth leading cause of death. The rate of death from Alzheimer's disease has been increasing over the past few decades, but it remains the sixth leading cause of death. The rate of death from diabetes has been increasing over the past few decades, but it remains the seventh leading cause of death. The rate of death from influenza and pneumonia has been declining over the past few decades, but it remains the eighth leading cause of death. The rate of death from nephritis, nephrotic syndrome, and nephrosis has been declining over the past few decades, but it remains the ninth leading cause of death. The rate of death from septicemia has been declining over the past few decades, but it remains the tenth leading cause of death. THE INDIAN EMPIRE Prepared for Sir William Wilson Hunter's IMPERIAL GAZETTEER OF INDIA Scale 265 miles - to 1 inch THIBET BAY OF BENGAL INDIA REFERENCES Railways opened. The map is intended only to exhibit the provincial divisions, and not the localities. Engraved by W. A. K. Johnston, Edinburgh & London. The following is a list of the most important and frequently used terms in the field of computer science: 1. Algorithm: A step-by-step procedure for solving a problem or performing a task. 2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation. 3. Database: An organized collection of data stored in a computer system. 4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them. 5. Encryption: The process of converting information into a coded form so that it can be securely transmitted or stored. 6. Hashing: A technique for mapping data of arbitrary size to fixed-size values. 7. Interface: A way for two systems to communicate with each other. 8. Object-Oriented Programming (OOP): A programming paradigm that emphasizes the use of objects to represent real-world entities and their interactions. 9. Protocol: A set of rules that govern how data is transmitted between two systems. 10. Query: A request for information from a database. 11. Security: The protection of data from unauthorized access, modification, or destruction. 12. Software: A set of instructions that tell a computer what to do. 13. System: A collection of hardware and software components that work together to perform a specific task. 14. User Interface (UI): The part of a computer program that interacts with the user. 15. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 16. Web Application: A software application that runs on a web server and is accessed through a web browser. 17. XML: eXtensible Markup Language, a markup language used to structure and organize data. 18. API: Application Programming Interface, a set of rules and protocols for building software applications. 19. Cloud Computing: The delivery of computing resources over the internet. 20. Big Data: Large volumes of data that require specialized techniques for analysis and management. 21. Machine Learning: A subset of artificial intelligence that focuses on developing algorithms that can learn from data and make predictions or decisions without being explicitly programmed. 22. Natural Language Processing (NLP): A field of study that focuses on enabling computers to understand, interpret, and generate human language. 23. Robotics: The design, construction, and operation of robots. 24. Internet of Things (IoT): The interconnection of physical devices, vehicles, appliances, and other items with the internet, allowing them to exchange data and perform actions autonomously. 25. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data. 26. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively. 27. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems. 28. Deep Learning: A subset of machine learning that uses neural networks to learn from large amounts of data. 29. Computer Vision: The ability of computers to interpret and understand visual information from the world around them. 30. Natural Language Generation (NLG): The creation of natural language text from data or other sources. Statue of the Marquess of Dalhousie The Marquess of Dalhousie By SIR WILLIAM WILSON HUNTER, K.C.S.I., C.I.E. M.A., LL.D. Oxford AT THE CLARENDON PRESS: 1890 CENTRAL ARCHAEOLOGICAL LIBRARY, NEW DELHI Acc. No 14145 Date 24.6.1961 Call No 923.2540.82.1/004/Hum Vol. 81 ## CONTENTS | Chap. | Title | Pages | |-------|----------------------------------------------------------------------|--------| | I | The Argument | 9-18 | | II | The Man | 19-59 | | III | Conquest of the Punjab | 60-85 | | IV | Consolidation of the Punjab | 86-107 | | V | Conquest of Lower Burma | 108-123| | VI | Annexation of Hindu States | 124-149| | VII | Nagpur. The Karnatic Family. Nana Sahib, Berars | 150-166| | VIII | Annexation of Oudh | 167-176| | IX | Internal Re-organisation | 177-189| | X | Railways. Commerce. Telegraphs. Public Works | 190-201| | XI | The Half-penny Post. Education. Finance | 202-211| | XII | Military Policy. Conclusion | 212-225| | | Index | 226-228| ### NOTE The orthography of proper names follows the system adopted by the Indian Government for the *Imperial Gazetteer of India*. That system, while adhering to the popular spelling of very well-known places, such as Punjab, Lucknow, etc., employs in all other cases the vowels with the following uniform sounds: - **a**, as in woman: **ā**, as in land: **i**, as in police: **ī**, as in intrigue: - **o**, as in cold: **ū**, as in bull: **ā**, as in sure. Minnie* has been sitting for her picture - and will give some trouble before it is done from the Welsh National Gallery of Portraits. Scott has finished a charming bust of Susan, & the model of the statue of me; Watson Boulton has finished his picture for the Legislative Council 'as far as the man is concerned.' So you see we haven't done a great deal of activity. Remember me to delicate. The fish send their best regards, & I am ever sincerely yours, [Signature] Facsimile of Lord Dalhousie's handwriting, act. 45. * [Minnie was his deceased wife's favourite dog.] THE MARQUESS OF DALHOUSIE AND HIS WORK IN INDIA CHAPTER I THE ARGUMENT The leading idea in these volumes is to present a series of historical retrospects rather than of personal biographies. Each little book takes some conspicuous epoch in the making of India, and, under the name of its principal personage, sets forth the problems which he had to encounter, the work which he achieved, and the influences which he left behind. Thus the rise and culmination of the Mughal Empire will be briefly sketched under the title of Akbar; its decay under that of Aurangzeb. The volume on Dupleix will sum up the struggle of the European nations for India, before the ascendency of the British. The present volume on Dalhousie exhibits the final developments of the East India Company’s rule. At the beginning of the century, the Marquess of Wellesley, a king of men, organised British India on the basis upon which it rested from 1798 to 1848. But during those fifty years, as we shall see, the old fabric gradually wore out and its props began to give way. (In 1848 another strong ruler came out from England to India, and laid afresh the foundations of the British Power—the foundations which, notwithstanding striking changes in the political control and administration, subsist to this day. It is with the work of this second builder of the temple of British Rule in India that the following pages deal. Lord Dalhousie's administration is now sufficiently removed from us to permit of calm historical treatment. Yet its consequences have so directly produced the India of to-day, as to give to his measures an almost contemporary interest. When the master-hand was removed, those measures had their reaction in the Mutiny. But the Mutiny of 1857 passed away in its turn, and left the permanent results of Lord Dalhousie's administration to develop themselves. The present foreign policy of India, the present internal problems of India, the new Industrial Era in India, are alike legacies of his rule. For Lord Dalhousie did three things in India. He extended its frontiers, so as to bring them into inevitable although indirect contact with a great European nation on the one side, and with an ancient Asiatic power on the other. He at the same time consolidated the East India Company's internal possessions and the intervening Feudatory States, into the true beginnings of a united Indian Empire. But perhaps his most permanent claim on the gratitude of his country is that by his far-reaching schemes of railways, roads, canals, and public works, he inaugurated the great revolution which has converted the agricultural India of antiquity into the manufacturing and mercantile India of our own day. Expansion of territory, unification of territory, and the drawing forth of material resources, these were the three labours given to Lord Dalhousie to accomplish in India: and in the three words, conquest, consolidation, and development, his work may be summed up. Lord Dalhousie found India an isolated country. In the North-west a powerful and warlike people, the Sikhs, lay between us and Central Asia. By the annexation of the Punjab, Lord Dalhousie abolished that intervening military nationality. He advanced the British boundary to the foot of the mountains, and made British officers the wardens of the passes. Since his time the North-western frontier of India has been garrisoned by British armies, alike against the Muhammadan races of Central Asia and against Russia. Our Asiatic relations with Russia, which had previously been fitful, were brought by the conquest of the Punjab, gradually but inevitably, within the normal sphere of European diplomacy. The supreme factors in Indian foreign policy have been transferred from Calcutta and Lahore to London and St. Petersburg. The neutralisation of Afghanistan has taken the place of the neutralisation of the Black Sea. The armament of India is now regulated not alone by the internal need of India, but by necessities which have been forced upon India from being brought into contact with the armed camp of European nations. The latest Viceroy Lord Dufferin's military policy and military expenditure were dominated by the responsibility of guarding against Russia the North-western frontier of India—the frontier which was substantially created by Lord Dalhousie. On the opposite side of India also, in the North-east and the South-east, independent states separated us, until Lord Dalhousie's time, from our other great Asiatic neighbour, China. The annexation of the outlying Sikkim districts, by Lord Dalhousie in 1850, has brought us into contact with Tibet and the Chinese Empire. In 1888 the British representative in Pekin was endeavouring to arrange difficulties which were the direct although tardy results of that annexation; and a delegate from the Chinese Government recently came to India with a view to the same object. In the far South-eastern promontory, also, Lord Dalhousie extended the British frontier. His annexation of the lower districts of the Irawadi slowly, but irresistibly, brought about a state of things which could only end in a British conquest of Upper Burma. Lord Dufferin's Proclamation at Mandalay in 1886, by which Upper Burma passed under the government of Queen Victoria, was the natural sequel of Lord Dalhousie's annexation of Lower Burma in 1852. The extinction of the Burmese Empire has not only brought us into direct diplomatic relations with China, but it has also involved an indefinite recognition of certain semi-suzerain claims of the Chinese Emperor. But far-reaching as have been the results of Lord Dalhousie's frontier conquests, his policy of internal consolidation seems destined to produce even more important consequences. That consolidation appeared at the time to be a unification of the Indian territories; it is slowly disclosing itself also as a unification of the Indian races. Lord Dalhousie was convinced, and with good reason, that the old system of ruling India under the make-believe of sham royalties and of artificial intermediate powers wrought misery to the people. He held himself bound to take every fair opportunity that offered for substituting an honest English administration. One native State after another passed under this policy to direct British Rule. The map of India which Dalhousie pondered over during his voyage out, in 1847, was a much simpler problem in political geography than the map which he handed over to his successor. The Punjab, Sikkim, a part of Cachar, Lower Burma, Sátára, and a part of Sind, marked the magnificent circumference of his conquests and annexations: Oudh, the Central Provinces, Baghát, Sambalpur, Jaitpur, Udaipur, Jhánsí, the Berárs, and part of Khándesh, represent the vast territories with which he filled in the centre. I should be merely begging the question with which this book will try to honestly deal, if I were in a preliminary chapter to utter one word of praise or blame regarding the policy that so prodigiously augmented the dominions and the responsibilities of England in the East. It suffices if we realize at the outset that it was Lord Dalhousie who made the modern map of India. To lay any stress in these preliminary remarks on mere extension of territory would prejudge the whole question as to the merits or demerits of Lord Dalhousie's rule. For an increase of territory may be only a damnosa haereditas of political robbery, prolonged popular resistance, and financial strain. Lord Dalhousie would himself have desired that the causes and circumstances which led to each conquest or annexation should be accurately set forth, before any credit was claimed for it. He conscientiously believed that such title as he might have acquired to the gratitude of his countrymen was based, not upon the extent, but on the justice of his acquisitions. Whether he was right or wrong in this belief, I shall, after honestly stating the facts, leave the reader to judge. The territories which Lord Dalhousie conquered or annexed, he firmly bound together. His vast extension of roads, canals, steamer-routes, and public undertakings of many kinds, created facilities for commerce, and an effective surplus of the staples of commerce, such as had never before existed in India. But under his rule, also, four new engines of consolidation were set at work: railways, telegraphs, a half-penny post, and a great centralising system of education on a Western basis. I shall speak of each of these hereafter. For the moment let me quote the words of the earliest biographer of Lord Dalhousie concerning a single one of them. 'Railways,' wrote Sir Edwin Arnold in 1865, when they were still a new thing in India, 'railways may do for India what dynasties have never done—what the genius of Akbar the Magnificent could not effect by government, nor the cruelty of Tipú Sáhib by violence—they may make India a nation.' It is to the consolidating influences thus put in motion by Lord Dalhousie that we owe the India of to-day, with its new mercantile era, its new intellectual activity, its new political awakening. His geographical unification of Indian territories is --- 1 The Marquis of Dalhousie's Administration of British India, by Sir Edwin Arnold, vol. ii, pp. 241-2, 1865. slowly but surely creating a sense of solidarity among the Indian peoples. For while Lord Dalhousie overleapt the old breakwaters between India and foreign nations, he also began the process of throwing down the ancient barriers between the races of India itself. And if he extended the foreign risks and responsibilities of India far beyond their previous limits, he also laid the foundation of a United India within her own frontiers. I propose in this little book to write a brief but clear and connected narrative of Lord Dalhousie's conquests, as a whole, passing over for the moment the other events of his administration, which intervened between the conquest of the Punjab in 1848 and the conquest of Lower Burma in 1852. I shall then endeavour to present a similar view of what is known as Lord Dalhousie's annexation policy—that is to say of his systematic action in regard to the Native States which brought many of the Feudatory Powers in India under direct British rule. In this part of the work, also, I shall unfold the successive acts in the great drama of annexation, from that of Sátára in 1848, to that of Oudh in 1856, without interrupting the story by the intermediate measures of domestic administration. Having thus shown how Lord Dalhousie built up the new India, by conquest and annexation, I shall exhibit the means which he took to consolidate it. For in Lord Dalhousie's great scheme of empire, consolidation kept pace, step by step, with territorial extension. It will be my duty to indicate the series of beneficent measures of peace which his master-mind designed as the complement of his annexations and conquests by war. How he welded province to province by the iron bands of the railway and the telegraph. How he began that process of binding together the Indian races by a common system of education and by a community of interest, mercantile and political, which was altogether unknown in ancient India, and which forms the most significant feature of the India of to-day. The time has not yet come to pronounce a final judgment on Lord Dalhousie's work. He himself forbade, by a Codicil, the publication of his papers until fifty years after his death. To Lady Connamara, his beloved daughter and devoted companion, who has kindly gone through the biographical portions of this book, I tender my grateful and respectful thanks. To Dr. Grant, the physician and friend of Lord Dalhousie during his Indian career and later life, I am under very special obligations not only for materials and verifications, but for the revision of the entire proof-sheets. This little volume will, at any rate, correct the misunderstandings and half-knowledge which obscured Lord Dalhousie's administration at the time of his death. I have carefully studied the works of that period, from the worthless masses of invective and panegyric, to the eloquent writings of Sir John William Kaye and Sir Edwin Arnold on the one side, and the calm expositions of Sir Charles Jackson and the Duke of Argyll on the other. I have compared their statements and conclusions with the Minutes and Despatches of Lord Dalhousie himself; with the voluminous State-papers and correspondence in the Parliamentary Blue Books; and with the miscellaneous materials now afforded by the biographies of Lord Dalhousie's contemporaries in India, especially by Bosworth Smith's most admirable *Life of Lord Lawrence*, and the lives of Sir Herbert Edwardes, Sir Henry Lawrence, Sir James Outram, and Sir Charles Napier. The result, while not justifying a final verdict as to the far-reaching consequences of Lord Dalhousie's rule, will enable us to obtain a clear and impartial view not only of his measures, but of the considerations which regulated his policy, and of the motives which guided the man. CHAPTER II THE MAN First of all it is needful to distinctly realize the man. The strong personality of Lord Dalhousie formed so dominant a factor in his Indian administration, that any attempt to exhibit his public career without a clear view of his private character must fail. His character, indeed, was built on such solid foundations, and presented so majestic a front to his fellow-men, that the temptation is to allow the portrait in the foreground to occupy too much of the canvas available for my whole picture. Fortunately, however, the life of Lord Dalhousie has been already written, although from inadequate materials, yet by able hands. Dr. George Smith’s sketches in *The Friend of India* in 1861, and subsequently in the *Encyclopaedia Britannica*, form models of their kind. The narrative lately drawn up by Captain L. J. Trotter deserves the highest praise for its conscientious labour and artistic skill. I only hope that this little book may prove as meritorious in its own way, as an historical retrospect, as Captain Trotter’s is excellent. as a personal biography. It is due to him to state that although the main body of my work was written before I had access to his volume, yet that I found it necessary to re-write the present chapter and enrich it from the new materials, especially those supplied by Dr. Grant, in Captain Trotter's book. In the other eleven chapters I confine myself to the materials which I had already collected. James Andrew Broun Ramsay, tenth earl, and first and only Marquess of Dalhousie, was born at Dalhousie Castle on the 22nd of April, 1812. 'The house,' writes the Queen when recording her visit to it, 'is a real old Scotch castle of reddish stone.' Built in the twelfth century, and restored and added to in the present one, the stronghold of the Dalhousies now stands calmly on the beautiful bank of the South Esk, as the trains fly down the incline hard by, through Cockpen parish, before slackening their speed into Edinburgh. An ancestor of the family had saved King James the Sixth of Scotland in the Gowrie conspiracy, and the strong character of the long line of Lords of Dalhousie impressed itself alike on the history and the poetry of Scotland—from the Maecenas-Dalhousie of The Gentle Shepherd to the old bachelor Laird o' Cockpen. James, the future Governor-General of India, was the third son of the ninth earl. His father, a soldier of a noble presence, had served in the Peninsular War, and was, three years after James' birth, to command his own regiment at Waterloo. His mother was the heiress of the Brouns of Colstoun in Haddingtonshire—an ancient Norman family tracing their descent upwards through many illustrious houses to the Counts of Poitou. One of James' brothers, the second son, died very young; and James, while still a child, was taken along with his eldest brother by his parents to Canada, of which province his father had been appointed Governor-General. Canada formed the happy childhood-land of James' memory, wistfully looked back to in later life; the bright opening scenes of a manhood of labour, success, and sorrow. When ten years old he was sent home to England in a small sailing brig. He spent the next seven years at Harrow, for the most part of the time with his eldest brother as his fellow-pupil, and with Dr. George Butler as their private tutor and headmaster of the school. "One incident of his school-boy days," writes Captain Trotter, "may have helped to kindle his young ambition. In 1823, the Marquis of Hastings returned home from India, which he had governed for nine years with rare ability alike as a soldier and a statesman. In the following year he paid a ¹ The original materials for Dalhousie's youth were first published in *The Friend of India* at Serampur, January 31, 1861. visit to his old school, and won the hearts of the Harrow boys by giving them a present of two sovereigns apiece. So princely a largess from a grey-haired hero of such fine manners, of a presence so commanding, must have filled many a boyish heart with other sentiments than gratitude alone. The conqueror of the Maráthás stood there in all his glory; and young Ramsay, for one, would see in that splendid old Harrovian the embodiment of a greatness which he, too, might hope some day to rival.' In 1829 James' father succeeded Lord Combermere, as Commander-in-Chief in India. The eldest son, Lord Ramsay, accompanied him to the East, and James entered at Christ Church, Oxford. That learned and ancient society was at this time the home of a brilliant group of young men, destined to play great parts in the history, not only of their own country, but also of India. Mr. Gladstone was an undergraduate, about two years senior in standing. Lord Canning who succeeded Dalhousie as Governor-General of India, and Lord Elgin who succeeded Canning as Viceroy of India, were among the friends of young Ramsay at Christ Church. He was regarded from the first as a youth of high promise, and a vacation tour in Northern Italy further stimulated his classical taste and love of learning. But the death of his eldest brother, Lord Ramsay, in 1832, broke in upon his reading during the critical year before the final examination for his degree. James succeeded to the courtesy title as eldest son, and at the same time found himself involved in many family duties. He returned to Oxford and took the ordinary degree in 1833. But the examiners recognised his claims to something higher than a pass, and the exceptional circumstances of the case, by giving him an Honorary Fourth—then regarded as equivalent to a Second Class. In 1833, Lord Ramsay came of age, and in 1835 he contested Edinburgh at the general election. The candidature of the scarcely fledged patrician against two veterans like Campbell the future Lord Chancellor, and Abercromby the future Speaker, (afterwards created Baron Dunfermline), was almost hopeless from the outset. It is chiefly memorable from his vigorous speeches at the hustings, the unexpected force of will with which he put down his own views on his committee, and the self-confident but prescient words in which he thanked his supporters after his defeat. 'I return,' he said, 'to my own pursuits with the sensation common to every man who feels that he has not to reproach himself that he has buried his talents in the earth; that so far as in him lay, he has done his duty to his country, his fellows and himself: and that, having cast his bread upon the waters, he has only to await in patient confidence the day when it shall again be found\(^1\). To the triumphant majority against him he bade farewell in a good-natured joke: 'Ye're daft to refuse the Laird o' Cockpen.' The defeat, indeed, sat lightly on the brilliant young man with whom politics then mingled with love. Soon afterwards, in January 1836, he married Lady Susan Hay, eldest daughter of his neighbour and family friend, the eighth Marquess of Tweeddale. Lady Susan Hay is described as a tall and very beautiful girl, a perfect mistress of French, and an accomplished musician. Her love of horses and dogs became proverbial in India, where she rode her husband's tours march by march, and was a familiar figure on the Calcutta Course, driving a pair of spirited steeds in excellent form. Somewhat impassive in society, her genuine Scottish kindness of heart, intellectual gifts, and charm of manner, made her adored in domestic life. Her death in 1853 completely overshadowed the remainder of her husband's existence on earth. Two daughters filled up the happiness of their seventeen years of married life. The younger, Lady Edith, married in 1859 the Right Honourable Sir James Fergusson, Bart., the distinguished Colonial and Indian Governor. She died in 1871. The elder, Lady Susan, after nobly devoting herself to her father's declining years, and ministering to him to \(^1\) *The Times* article on Dalhousie's death. the end, married in 1863 the Honourable Robert Bourke, now Lord Connemara, brother of a later Viceroy of India, the Earl of Mayo. The year after his marriage, Lord Ramsay was returned to Parliament in 1837 for Haddingtonshire, a county in which his mother's influence, as heiress of Colstoun, was great. In 1838, however, he succeeded, on his father's death, to the Earldom, and his career in the House of Commons came to a close. A young conservative peer had, at that political juncture, but little chance of distinction in the House of Lords. So the new Earl of Dalhousie threw himself with characteristic vigour into what local work offered itself to his hand. He represented the Presbytery of Dalkeith, within which lay his own parish of Cockpen, as an elder at the General Assembly of the Kirk of Scotland in 1839. The great questions which split up the Church of Scotland four years later were already stirring men's minds. Lord Dalhousie, as an enlightened conservative of the disinterested type, sympathised in several important points with the reformers, and is said to have voted with them on what was then regarded as the *crux* of lay patronage. But while favouring enquiry and redress of grievances, he resolutely refused to be led into a line of wholesale innovation which he foresaw must end in separation, and which as a matter of fact did end, in 1843, in the Disruption of the Scottish Church. This firmness appeared strange in so young a man, and gave deep offence to Dr. Chalmers who had mistaken the Earl’s outspoken sympathy, and his hearty agreement on particular points, for a general concurrence in the ecclesiastical leader’s programme. Dr. Chalmers’ friends placed Lord Dalhousie’s name on his committee. But, says Captain Trotter, ‘Lord Dalhousie not only refused to sit upon it, but delivered a solemn protest against the policy which he had been supposed to sanction. In accepting Dr. Chalmers’ motion, the Church, he declared, “had already rung out her knell as the Established Church of Scotland.” For his own part, he could no longer remain a member of the General Assembly. Suiting the action to the word, he took up his hat and walked out of the hall.’ The sense of isolation caused by this parting from friends whose talents he admired, and whose motives he respected, was deepened by the death of his mother. The Dowager Countess died in 1839, and the young Earl at twenty-seven years of age was henceforth to face life, stripped of all his immediate kindred among whom he had grown up. In 1842, the Queen paid a visit to Dalhousie Castle and admired from the drawing-room window, as her Journal records, the ‘beautiful wooded valley, and a peep of the distant hills.’ It is charac- ¹ For full details, see *The Friend of India*, January 31, 1861. teristic of the somewhat haughty courtesy which in later years grew upon him, that he 'playfully reminded Her Majesty that the last English Sovereign who had approached the Castle was Henry IV; and he "had remained outside for weeks and never gained admission." The fall of the Melbourne Ministry made way for Sir Robert Peel; and Lord Dalhousie, who had early won the confidence of the great conservative statesman, was appointed Vice-President of the Board of Trade in 1843. Mr. Gladstone, his former fellow-undergraduate at Christ Church, was President; and on Mr. Gladstone's resignation of that post in 1845, the young Earl succeeded. As President of the Board of Trade Lord Dalhousie found himself face to face with the railway mania of 1845-46. He laid before the Prime Minister a scheme for treating the new system of communication as a national concern, and for bringing it under a more direct and effective control by the State. Lord Dalhousie's admirers claim for him that if his proposals had been accepted, England would have been spared the wide-spread ruin of the railway panic, which soon afterwards resulted from leaving railway development to private competition. Whether it would have been in the long-run so productive of facilities to English commerce is another question. Sir Robert Peel, probably with good reason, believed that a system of State railways would not at that time be accepted by Parliament. Lord Dalhousie's scheme remained therefore a proposal only, until it fell to his lot to carry it out himself in India. 'It provided among other things,' writes Captain Trotter, 'that no new line of railway should be sanctioned, except on some clear ground of public advantage, commercial or strategic.' No sentence could better describe the basis on which the railway system of India—Lord Dalhousie's own child—has, without a single panic or a single check, been gradually but surely created. As his counsel of perfection could not be adopted, the young President of the Board of Trade set himself to do the best with the means permitted to him. Every new line had to pass under review before sanction was accorded. Within a few months the number amounted to 332, representing an expenditure of 271 millions, besides many foreign schemes which had come for their capital to the English market. When the last day of the year arrived for receiving applications, over six hundred projects were deposited on his table. Lord Dalhousie attacked the huge pile with an energy which amazed and wearied out his subordinates and coadjutors, but which nothing short of absolute illness could arrest. His persistent over-work at this period laid the foundation of painful future disease. In spite of physical prostration he stuck to his task, labouring at his desk all day, and brilliantly defending his chief in the House of Lords at night. 'To him more than any other man,' says Dr. George Smith, 'Great Britain owes its railway system.' 'He will be a very leading man,' wrote Charles Greville, apropos of the crucial debate in May 1846, 'for he is popular, pleasing, and has a virgin unsoiled reputation, nothing to apologise for, and nothing to recant: and he is a good man of business and an excellent speaker.' Sir Robert Peel resigned in the following month, having first expressed his sense of Lord Dalhousie's services by appointing him Lord Registrar of Scotland. As the Dalhousie estates (his mother's property of Colstoun had descended to him heavily burdened) did not yield over £1500 per annum, this addition of £1200 a year was doubly welcome to him as a mark of friendship from his beloved chief, and as a material addition to his income. When Sir Robert Peel laid down his office in June, 1846, and Lord John Russell urged the young Earl to accept office under the new Cabinet, Dalhousie declined. Lord John had however marked him as a man likely to do credit to any Minister, and next year, 1847, pressed on him the Governor-Generalship of India. So splendid an offer to a young nobleman, only thirty-five years of age, is perhaps the best evidence of the respect which Dalhousie had inspired, not only among his own party, but in the cool judgment of English statesmen who differed from his views. But Lord Dalhousie did not accept the honour until he obtained the cordial concurrence of his late conservative chief, and the generous assurance of the new Whig Minister that it would in no way fetter his action in home politics, or affect his relations with former allies. Nor was it without a sigh of regret that the young Earl turned aside from the splendid parliamentary career which had opened to him, and elected for the certainty of being Governor-General of India, in place of the possibility of becoming Prime Minister of England. On the 12th January, 1848, Lord Dalhousie landed at Calcutta with the Countess of Dalhousie and a brilliant staff, including his talented private secretary, Mr. Courtenay. The Honourable Francis Fane (afterwards Earl of Westmoreland) and a young relative of the Duke of Wellington, were among his Aides-de-camp. He had already begun to pay the penalty of an Indian career, that severance of the dearest domestic ties which takes the pleasure out of the most brilliant Indian success, by having to leave his two little daughters behind him in England. He was destined to pay that penalty to the full. Of the state of India on his arrival it will be my duty to speak hereafter; for the crisis which had then unwittingly been reached, forms the keynote to his whole administration. Meanwhile it may save space, if I clearly exhibit at the outset what manner of man Lord Dalhousie appeared to his colleagues and contemporaries throughout his eight years of Indian rule. Small of stature, but with a noble head, a most penetrating glance, and a haughty demeanour, 'the little man' of Government House first inspired awe in those with whom he came in contact; then trust; and finally an ardent admiration, in which loyalty to the master mingled strangely with personal love. He was the only one of the long list of Governors-General for whom both the great services in India, civil and military, and also the non-official British public, felt a real and lasting enthusiasm. For during eight years of trials, and sorrows, and successes, he presented to our countrymen in India the loftiest type, I had almost said the apotheosis, of the great qualities with which we in distant lands love to associate the name of Englishman. His masterful character made enemies during his life; his policy towards the Native States raised a tempest of hostile criticism after his death. But during the long period of his actual rule, enmity lay spell-bound by his commanding nobility of soul, criticism was by degrees almost hushed by his splendid successes, and throughout the vast continent, from the Himalayas to Cape Comorin, spread a universal conviction that there was a veritable king of men in India, and that that king was Dalhousie. 'Those who were most intimate with him,' says the man who knew him best, his private surgeon and honoured friend, Dr. Alexander Grant, 'accorded to his ability and sagacity something scarcely short of absolute worship. Sir James Outram told me that he had had intercourse with the Duke of Wellington, Sir Robert Peel, and other leading statesmen in England, but never felt so awed, so stricken by his own inferiority, as in his interviews with Lord Dalhousie, who had always treated him most kindly.' This, too, in spite of the smallness of his stature, and of the fact that Dalhousie was a much younger man than the veteran soldiers and administrators on whom he so firmly impressed his will. The following description of his appearance when he entered on his duties at Calcutta, I take from Captain Trotter, who apparently derived it from personal communication with Dr. Grant: 'Youthful looking even for his years, erect in gait, with a slim well-knit figure crowned by a noble, handsome, Titanesque head, lighted up by a pair of large, bright, blue eyes—"really quick, clear, honest eyes"—to the frank courtesy of his manner he added "an air of authority that commanded respect and even awe."... His forehead was broad and deep; the nose slightly aquiline, with fine, clearly chiselled nostrils. He had a shapely and most expressive mouth, with long, thin, flexible lips that played in quick answer to every turn of thought and feeling: now compressed with pain or passing annoyance, anon relaxing into perfect sweetness or overflowing humour. To all this may be added a voice so clear, sweet, and musically intoned, that his visitor found its fascination quite irresistible.' Such was the brilliant young statesman, as portrayed by a friendly but accurate hand, who at the age of thirty-five entered on the great task of governing India. We shall see him, only a short eight years later, when he laid down his office—hcu! quantum mutatus ab illo—a worn-out, crippled old man, tottering down the river bank which he had once ascended with so firm a step, and carrying, as he well knew, his death within him. In narrating the incessant work which he did, I shall say little of the strain which that incessant work meant to his mind and body. He himself maintained, and would have desired, a dignified reticence. But in order to understand the man, it is necessary throughout to bear in memory the magnificent youthful activities which he brought to India, and the havoc which India wrought upon them. His colleagues and subordinates quickly found that there was a new and imperious will at work in the Government. One day's routine may serve as an example of his life during the next eight years. He rose about six, and began the morning, as he ended the evening, by quietly reading a chapter in the Bible. From six to eight he devoted himself to his office-boxes. At eight he breakfasted, glancing from time to time at the Indian newspapers which were laid out on his table. 'At half-past nine,' writes Captain Trotter, 'he would sit down at his desk, which he never quitted, even while he ate his lunch, before half-past five. Eight hours of continuous brain-work was enough, he would say, for any man, and to this rule he generally adhered. His tastes, especially in the matter of food, were simple. He ate little and drank less at the quiet family dinners which he loved.' He hated the huge banquets which form the ceaseless penance of a working Viceroy's life; but he entertained with the magnificence that became his high position. A morning of discomfort and lassitude, during which he painfully spurred himself up to his accustomed rate of labour, was the price which he almost invariably paid for his night of genial hospitality. Nothing was allowed to interfere with his daily tale of work—neither weariness, nor heat, nor the fatigues of an Indian march. He rode his journeys on a fine light-grey Arab, Maharaja, dressed very simply in riding-gear of native "puttoo," and his head well protected with a white pith helmet. and pagri. Whether in camp or at Government House he was to be found for his long allotted hours pen in hand, his papers before him, and his despatch boxes piled up on either side. 'To those around him,' wrote his personal surgeon, Dr. Grant, 'he seemed enamoured of his task. Even in that hot and depressing climate, the intellectual exertion which he liked, brought relief rather than lassitude; for business seemed not only easy, but delightful to him. He went with heart and soul into details, and to the driest subjects he gave vitality.' 'Everyone who had business with him,' says Sir Richard Temple, 'felt that intercourse to be a pleasure: the harder the affair the greater the satisfaction: so completely trained was his capacity for administration.' How thoroughly he mastered details, may be realized from a few well-known facts. The Foreign Department in the Government of India is usually reserved for the Governor-General's immediate control. In the modern phraseology of Indian official life, the Viceroy is his own Foreign Minister—that is to say, he has no Member of Council to aid him in that department, as he has in the others, but transacts all business directly with the Foreign Secretary. During Lord Dalhousie's administration the Foreign Department was by far the most important and most severely worked of any of the branches of the Government. For it included not only the relations of the British power with the independent dominions which Lord Dalhousie conquered, but also with the numerous Native States which Lord Dalhousie mediatised or annexed. Every arrangement, from the plan of a campaign to the hutting and water-filters of the troops, or from the exact wording of a treaty to the ceremonial niceties of a Darbar, was carefully scanned by his own eye, and formed the subject of decisive orders from his own pen. The mere amount of handwriting which Lord Dalhousie did would now seem an impossibility for a Viceroy of India. On mail days sheet after sheet in his swift delicate characters would pour into the private secretary's room, with a rapidity which taxed to the utmost the powers of that practised copyist. As regards his routine work, the Chief Clerk of the Foreign Department once remarked that 'if Lord Dalhousie had been a writer paid by the sheet, he would have earned a considerable income.' Sir Henry Elliot, his talented Foreign Secretary, the dulce decus of the Bengal Civil Service of that period, found so much of his daily labour done for him by the Governor-General, that he had leisure to amass the materials for the eight volumes which now form his memorial for all time. He 'used to say with a pleasant smile that he spent most of his time as Foreign Secretary in pursuing his own historical studies.' The same omnivorous activity, and it must be added imperious will, characterised Lord Dalhousie's work in every department of the Government. 'There is the master, and we are the little boys under him,' said the Chief Justice when Lord Dalhousie laid down the rules for the remodelled judicial procedure. Lord Dalhousie claimed absolute obedience, not only by virtue of the authority committed to him, but by right of the infinite trouble he took to ascertain the facts of each case, and of the precision of his personal orders upon it. Nor would he be satisfied with any half-hearted compliance. 'In cases where he had a right to be masterful,' wrote Sir Richard Temple, 'he was prompt to vindicate authority; and whenever he received a provocation justly to be resented, he had quite a special faculty for making his displeasure dreaded.' The obedience which Lord Dalhousie enforced from those under him, he loyally yielded to those 'under whom he himself was placed. 'He was invariably courteous and respectful to the Court of Directors,' says Sir Richard Temple in the work above quoted—a work to which I am under many obligations—, 'while he evidently felt grateful for the support so consistently afforded by them... It is creditable to Dalhousie's tact and discretion that 1 Men and Events of my Time in India, by Sir Richard Temple, Bart., p. 124, ed. 1882. he should, though a very progressive ruler, have retained to the end the confidence of so cautious a body as the Court of Directors.' He was scrupulously polite to his subordinates; and he knew so well the power of giving pain which dwelt in his words, that he scarcely on any occasion administered a personal rebuke. He reserved his reproofs for writing, toning them down in the solitude of his chamber. But even thus calmed and moderated, a reprimand from Dalhousie cut to the bone. The austere conscientiousness which he enforced from himself in every part of his duty, he demanded from others. 'By those who had served him loyally,' continues Sir Richard Temple, 'he was regarded as a trustworthy friend: but even they looked up to him with a certain awe.' There were those, however, who not only served him loyally and trusted him as a friend, but who toiled for him with enthusiasm, and loved him living or dead from the very bottom of their hearts. A hundred stories are told of the tenderness and gratitude with which he repaid such love. The illness of a trusted subordinate brought always a keener pang to Dalhousie than any sufferings of his own; the death of a valued officer moved the stern master to tears. No letter in the English language breathes a more chivalrous sympathy than that 1 Men and Events of my Time in India, by Sir Richard Temple, Bart., p. 124. ed. 1882. which he addressed to the wife of Colonel Lawrence on her release from captivity during the Sikh war: nor could any words be better fitted to inspire a man with the strength of a noble appreciation of his own worth, than those with which he comforted John Lawrence on his sick bed. As I shall have to explain clearly the strained relations between Lord Dalhousie and members of the Lawrence family, and not to disguise the somewhat irksome domination which his imperious will laid upon the equally strong natures of the illustrious brethren, it may be well to reproduce these two letters. They will suffice to show how he won the love of those whom he most resolutely controlled. 'Madam,' he wrote in 1849 to the wife of Colonel Lawrence on her release from the Afghans,—'Since I cannot have the pleasure of seeing you here, I am sure you will permit me to take the liberty of addressing to you myself my hearty and cordial congratulations on your being once again in the midst of your family, and of those who have been long watching your fate with painful interest. 'The kindness of your friends has permitted me during that time to see many of your notes which you never meant for any mere official eye; and I trust you will not think I take too great a liberty in saying—for even at the risk of your displeasure I must say it—that the perusal of them during the long course of your captivity, showing to me the gallant heart you kept up under it, the cheery face you put upon it, and the uncomplaining and confiding patience with which you bore it all, has filled me with a respect for your character and admiration for your conduct, which, if I were fully to express them, you would perhaps suspect me of flattery. ‘In the hope of one day paying my respects to you in quieter times than the past, and some pleasanter place than Peshawar, I am, etc., Dalhousie.’ To John Lawrence, during his serious fever in 1850, Lord Dalhousie wrote as follows¹: ‘I have not plagued you with any letter since I heard of your illness. I need not say how deeply and truly I grieved to learn the severe attack you have suffered, and how anxious I shall be to learn again that you are improving during your march, and that you are not foolishly impeding your recovery by again returning to work. I am terrified at the thought of your being compelled to give up work and go home for a time, and I plead with you to spare yourself for a time as earnestly as I would plead to save my own right hand. Two of you have been working hard enough, Heaven knows, for the third: let the other two now take their turn ¹ I quote this letter from Bosworth Smith’s *Life of Lord Lawrence*, vol. i, p. 311, ed. 1885: a work to which both in this and other chapters I am much indebted for an insight into Lord Dalhousie’s private character and public policy. of working for you. 'Keep enough work in your hands to employ you, but don't take so much as to burden you.' Lord Dalhousie did not keep his expressions of affection only for the sick. The whole body of officers immediately under him knew that the imperious 'little man' watched every incident in their lives with an interest which no pressure of public anxieties could slacken. I cannot refrain from quoting one more letter, a little note which, with the heavy burden of the Burmese War upon him, he found time to write to Major Reynell Taylor, when that officer took furlough to England in 1852. 'My dear Taylor,—The power of encouraging and rewarding such men as yourself is one of the few things which make the labour and anxiety of ruling men in some degree bearable. I have seen your progress with great satisfaction. I earnestly hope you may have future opportunities for gaining distinction which you are so fitted to win. Farewell, my dear Taylor. Always yours sincerely, Dalhousie.' A letter like any of the three preceding became an heirloom in the family of the recipient. It was by such words of noblest sympathy and strong comfort, and genuine warmth of heart, that Lord Dalhousie welded together the ambitions and aspirations of his great lieutenants with his own, and plucked allegiance from the souls of men. Their allegiance, however, had its sure foundation in their recognition of the fact that Lord Dalhousie owned the truest right to command—the right of personal knowledge gained by personal work. He learned India for himself as no other Governor-General had ever learned it. He deliberately placed the newly conquered Punjab under that most unintelligent of administrative machines, a Board, because he determined that the Board should be his right hand, but that he himself should be its directing intelligence. He succeeded because he laboured by travelling through the Punjab, and by fixing his residence for many months in one of its hill districts, to acquire the personal knowledge which enabled him to control with a well-grounded self-confidence the strong men whom he selected to carry out his views. The official documents and private papers in which he recorded the results, prove that no detail of administrative importance escaped his keen eye while on his tours through the Punjab: from the constitution, distribution, and commissariat of the troops, in regard to which he showed a more exact knowledge than the fiery old Commander-in-Chief, to the composition of the police, the discipline of the jails, the planting of trees (which led to the true commencement of the Indian Forest Department), the creation of a great system of roads and canals, the provision of schools and hospitals, the abolition of cruel rites, and the reform of the domestic and marriage customs which lay at the root of infanticide in Northern India. Sailing down the Indus, he circled round by Bombay, the Straits Settlements, and Tenasserim, back to Calcutta in March 1850. His famous Punjab Minutes have, perhaps, rendered that province a too familiar instance. Let me therefore merely enumerate the journeys by which he brought the newly conquered provinces of Burma under his control. In 1852, during the crisis of the Burmese war, he sailed from Calcutta in defiance of the monsoon, to visit and encourage the army amid the swamps of the Irawadi. Those who know what Rangoon is in August, and what the Bay of Bengal can be during that month, will realize what the journey meant to a man already broken down by the climate and over-work, and subject to constant fever. But however severe his own sufferings, he had abundant energy to see that the troops were clothed, and housed, and fed, in a way which contrasted strongly with their condition during Lord Amherst's Burmese War, in 1825, and which saved thousands of British lives during the campaign. The blow having been delivered, and Burma annexed in December 1852, Lord Dalhousie set forth in the following February to study for himself the best means of governing it. But instead of proceeding to the newly conquered provinces, he visited and examined the Burmese territories which had been under our rule during twenty-seven years. He sailed along the coast of Arakan, inspecting the ports and administrative centres, from Chittagong to Akyab and Kyuk-phyu. From that visit many local improvements, and indeed the great modern commerce of Arakan date. But it was not in the improvement of our older Burmese territories that Lord Dalhousie's visit proved most fruitful. He returned to Calcutta with the beginning of the scheme which, during the following summer, he worked up into a complete frame-work of government for British Burma. He united the isolated coast strip that had been conquered in 1826, with the valley of the Irawadi, henceforth the main sphere of British influence, by a military road hewn through the Yoma Mountains. In December of the same year, 1853, he again sailed for Burma, but this time to the capital of his new southern conquests, with a carefully matured scheme for the administration, which he had elaborated during the interval. On the present occasion he made a thorough inspection of the Irawadi valley to the extreme boundary of our dominions, marched along their frontier, and then, sweeping down again to the coast, visited Bassein, and examined the possible new outlets of commerce. This visit lasted to the beginning of 1854. During the following year and a half he allowed the strong man, whom he had chosen for the charge of the united Burmese provinces, to carry out his views. Having thus given time for his system to be brought into working order, he proceeded at the end of 1855 to inspect for himself the results. Once more, now alas the wreck of his former self, he sailed from India to Burma, visiting not only the busy emporium which his energy had created at Rangoon, but also the island of Negrais, and the new harbour that had sprung up near the mouth of the Bassein River, and which still bears his name. If ever a conqueror earned, by personal labour, the right to govern a newly subjected country, and to impose his will upon his subordinates in the execution of the task, it was Lord Dalhousie. For by this time the cares of empire, and all worldly pomps and successes, had become to him merely a matter of stern duty. The clouds of desolation had during the previous two years fallen heavily upon his soul. Himself 'bowed down and crippled by an exhausting disease,' he had been stripped one by one of the consolations which had cheered him amid his own infirmities and suffering. In the spring of 1852 Lady Dalhousie's health compelled her to leave her husband, to seek a chance of recovery in the hill climate of Ceylon. The following year was the saddest in Lord Dalhousie's life. One of his most trusted lieutenants in the Punjab, Colonel Mackeson, fell by an Afghan knife. His loss, Dalhousie declared in a General Order, 'would have dimmed a victory.' Two years before, he had mourned the sudden end of his great English Chief, Sir Robert Peel—his stern composure melting into tears at the news. Now, in 1853, he was also to lose his right-hand man in India, Sir Henry Elliot, most accomplished of Foreign Secretaries, and most brilliant and genial of private friends. But the desolation which fell upon Lord Dalhousie in that year and wrung his heart, was of a more intimate character. Although Lady Dalhousie had improved by her visit to Ceylon in 1852, yet it was found necessary in the following spring that she should again leave India. She started via the Cape for England, in the hope that the long sea voyage, and the meeting at home with the two daughters for whom she yearned, might enable her to return to Calcutta at the beginning of winter in restored health. The longings of the mother's heart were destined never to be satisfied in this world; nor were the hopes of the husband ever to be fulfilled. Lady Dalhousie died on the homeward voyage, on the 6th of May, 1853. The terrible task of breaking the news to her husband fell upon his kinsman and Military Secretary, Major James Ramsay. Lord Dalhousie one evening returned from his usual drive on the Calcutta Course; within a few minutes the light of his life had gone out for ever. 'He fell to the ground as if suddenly stricken dead. From that time forth,' says Captain Trotter, 'the sense of his bereavement never left him.' 'For the first two days he shut himself up alone with his grief. Then he wrote a line to Courtenay (his Private Secretary) begging only for "work, work," no matter what kind. For several months he would see no one except on urgent business, and seldom left the room even for a drive.' Consolation he would none of. Each mail brought letters of tender sympathy: from the greatest Lady of England, whose royal heart has never failed to share the sorrows of those who serve her in distant lands, down through a long succession of illustrious and humbler friends whose knowledge of his strong nature made them recognise the depth of his desolation. It was, however, a touching letter from his eldest daughter, Lady Susan Ramsay, that 'first taught him in his own words that he had "still something left to love."' In December, 1854, this dear daughter, then seventeen years old, joined her father in India. How she laboured to fill the place which was left empty; with what fine womanly tact and girlish brightness she won her way into the darkened chambers of that sad heart; how she shared Dalhousie's public cares, and at length brought a new sunshine into his private life—is attested by those who had watched around the stricken man, helpless to assuage his great sorrow. Why lengthen out the story of the remaining years of sickness and toil? In 1853, during his months of desolation, Lord Dalhousie saw his projects for railways and telegraphs for India become accomplished facts. In 1854, he put the cornerstone to the legislative edifice which was to exercise so great an influence upon the destinies of the country. In May, 1854, a year after his wife's death, the new Legislative Council met for the first time; and during the same year the great Despatch was penned by the Secretary of State which laid the foundation of a national system of Indian public instruction. Before the end of the rains, however, Lord Dalhousie's health was so broken that it seemed impossible for him to continue longer at his work. 'He suppressed,' says Sir Richard Temple, 'as much as possible any manifestation of his distress or suffering; and the public was scarcely aware that his strength and life were gradually but surely ebbing away.' A voyage along the Orissa coast recruited his strength for a moment; but his surgeon found it necessary to call into consultation another leading Indian physician. The two advisers ¹ Men and Events of my Time in India, p. 124, ed. 1882. made an earnest representation that his physical condition demanded he should lay down the Governor-Generalship. Lord Dalhousie might have done so with honour to himself. The splendid conquests of his rule were completed; his beneficent schemes of reform and consolidation had been successfully introduced. Had Lord Dalhousie then sailed from India, he would have left behind him a name second to none in the splendid series of British conquerors and rulers of the East. But the worn-out Proconsul had reason to know that the next twelve months would bring a new and great labour which he did not deem it right for him to decline. The dangerous question of what must be done with Oudh was pressing for decision. The Government in England trusted to Lord Dalhousie, not only to find the true answer to that question, but also to carry out the policy which they might determine to adopt. Lord Dalhousie had promised not to flinch from the task, and well knowing the peril which he ran, refused to quit his post. 'Believing it to be my duty to remain in India during this year,' he deliberately replied in writing to his physicians' protest, 'in fulfilment of my pledge, and trusting in the Providence of God to avert from me those indirect risks against which you have so clearly and faithfully warned me, I have resolved to remain.' The arrival of his daughter, Lady Susan, at the end of 1854, and the comfort which she brought into his life, alone enabled him to go through the next thirteen months. A tour in Southern India, and a refreshing pause on the Nilgiris, nerved him for his final effort. On the 7th of February, 1856, Oudh was annexed. On the last day of that month Lord Dalhousie resigned his office. 'It is well,' he said to his physician on the 26th, 'that there are only twenty-nine days in this month. I could not have held out two days more.' 'As for my health, Ján Lárin,' he wrote to John Lawrence, 'I am a cripple in every sense.' On the 28th February he presided at Council for the last time, bidding each of his colleagues an affectionate farewell. The touching words of reply, by the Senior Member, reveal the habitual control which Lord Dalhousie so sternly imposed on his haughty temper in dealing with men. Not one angry word, said Mr. Dorin, had ever passed among them in that room. Next day, the 29th, Lord Dalhousie went through the formal ceremony of receiving his successor, Lord Canning, at the top of the spacious stairs which lead up to Government House. The contrast between the two men, once undergraduates together at Christ Church, long dwelt in the memory of the civil and military dignitaries who, according to custom, stood on either side of the broad stairs to take part in the spectacle. Lord Canning still young-looking, and a little shy amid the throng of strange faces: Lord Dalhousie lame, bent with disease, and prematurely aged, but stately and imperial to the end. When the procession reached the Council Chamber, and the new Governor-General was being sworn in, John Lawrence whispered to Dalhousie, and asked him what was his feeling at that moment. 'I wish I were in Canning's place and he in mine,' was the Dalhousie-like reply. 'And then, wouldn't I govern India! But no—I could not wish my worst enemy to be the poor, miserable, broken-down, dying man I am now.' During the next week Lord Dalhousie rested—if deep and anxious converse with his great lieutenants and the new Governor-General on the pressing needs of India can be called rest. The public, Native and European alike, awakened to the fact that in a few days they were to lose for ever 'the glorious little invalid' who, during eight years of toil and sorrow, had been the foremost man in India. Addresses and deputations from every section of the community poured in upon him. The only day of real repose which he allowed himself was his last Sabbath. As Governor-General, Lord Dalhousie had punctiliously maintained the dignity of the Church of his Sovereign, and regularly attended the Cathedral with the Aide-de-camp on duty. This Sunday he went quietly to Saint Andrew's Kirk, so weak that he had to be carried up the staircase to the gallery in a chair, and worshipped after the graver Scottish manner of his fathers. The scene on the bank of the Húgli, when he embarked for England, was a memorable and pathetic one. 'The attempted cheers of the well-dressed crowd that saw him totter on his crutches towards the river side faded away into a silence more eloquent than the loudest hurrahs.' 'I am sure,' writes an eye-witness¹, 'that no one who was present on the Maidan [the great plain] of Calcutta on the evening when Lord Dalhousie embarked; who saw the whole population moved as one man with a deep sense of regret and admiration, and observed the emotion of the departing statesman under the manifestation of that feeling, would consider him as one incapable of either exciting, or feeling, sympathy. Many who witnessed that triumphant departure had a melancholy foreboding that the curtain was falling on the last act of a great public career; that neither plaudits in India, nor well-merited honours at home, could avail to prolong a life almost exhausted in the public service. Others, more sanguine, hoped that he would recover his wasted strength, and enter on a new course of honour and success, as bright and ¹ Sir Charles Jackson in his Vindication of the Marquis of Dalhousie's Indian Administration, pp. 178, 179, ed. 1865. glorious as his Indian career. But no one in that vast assemblage dreamed that in a few years the great reputation of their departing Governor would be doubted, sneered at, and assailed.' Lord Dalhousie allowed himself no false hopes. 'You have made kindly allusion,' he replied to the farewell address from the citizens of Calcutta, 'to the future that may await me. I do not seek to fathom that future. My only ambition long has been to accomplish the task which lay before me here, and to bring it to a close with honour and success. It has been permitted to me to do so. I have played out my part; and while I feel that in any case the principal act in the drama of my life is ended, I shall be well content if the curtain should drop now upon my public course... I am wearied and worn, and have no other thought or wish than to seek the retirement of which I stand in need, and which is all I am now fit for.' On his voyage home, Lord Dalhousie penned the great Minute, in which he set forth with noble simplicity the principal measures of his administration. Compelled to lie on his back, and unable to use ink, he wrote that masterly review, which makes forty-five printed pages of close folio, for the most part in pencil. It left his strength reduced to a perilously low ebb. The ship's crew had to carry him on shore at Suez. The passage in the jolting van across the desert drained almost to the last drop his remaining vitality. But after a pause of ten days at Malta, he was able to continue his voyage, in the *Tribune* Frigate, and reached England on the 13th of May, 1856. A pension of £5000 per annum voted to him on the following day by the East India Company, the gracious message of welcome from his Sovereign, and the cordial expressions of admiration by men of many shades of political opinion, for a time revived the spirits of the worn-out Proconsul. In September, 1856, he lost his faithful friend and physician, Dr. Grant, who accompanied him home, but had now to return to India. 'I felt very sad,' Dalhousie wrote to him in a farewell letter, 'when we parted at the station under the North Bridge [Edinburgh]: and even with the preparatory training, which your absence in the North has given me, I shall long feel strange, ill at ease, and altogether amiss in the absence of the kind and sedulous daily care which I have been long accustomed to receive from you. I thank you a thousand times for it all. My confidence in your judgment and skill was entire and unabated from first to last: and my gratitude for your never-flagging attention to myself; and to that dear suffering companion whom I lost, will remain in memory as long as I have memory left... Farewell, and God bless you. Write to me often, and never cease to believe me your sincere friend, Dalhousie.' The clouds gathered thicker and darker around him. After a cold winter at Dalhousie Castle, he writes despondently to Dr. Grant early in 1857, 'I am weak, incapable of exertion or resolution, tormented with the numbness of my nose and throat, without any appetite—and done.' He thinks of seeking a warmer climate. 'Susan (in whom I place more medical confidence than in anybody since you left me) and I have discussed the subject... She and Edith decidedly incline to Malta... I believe they are right, and I think we shall end in passing the winter there.' The terrible news of the Mutiny found the Marquess of Dalhousie too prostrate to take any part in the parliamentary discussions which followed. 'You can well imagine,' he writes to Dr. Grant in India, in July 1857, 'with what deep grief I have heard the tidings which the last mail has brought. In a public and private sense all is bitter... I can think of nothing else but this outbreak; and though no alarmist, as you well know, I await with the keenest anxiety the tidings which next mail and successive mails shall bring us. From this side I can tell you nothing but what the journals will tell you better, for I am still closely secluded... I am very sad, my dear Grant, at the state of things on your side.' To the misery of physical prostration, and the bitterness of being unable to aid by his counsel and experience in the public measures taken to meet the calamity, was super-added the deeper sorrow of knowing that if the military precautions which he had urged as Governor-General had been adopted by the Home Government, the spread of the Mutiny would, humanly speaking, have been impossible. On this point it will be my duty to speak fully and frankly in a later chapter. Meanwhile it only remained for him to suffer in silence, and to bear with fortitude, but without reply, the popular clamour against him for not having provided the very safeguards which he himself had clearly foreseen to be necessary; and of the necessity for which he had solemnly warned the responsible Ministers in England. ‘Of course there are plenty who inculpate me,’ he wrote in August, ‘and although it is very hard to be incapacitated from defence when one believes oneself to be without blame, I believe that I care less for the blame and the defencelessness than for the misfortunes which lead men to blame, and render defence of my administration necessary. In the meantime the rest of mind which I feel to be essential to my progress towards recovery is gone.’ He chafed at the absence of that swift and stern action in India with which he himself would have crushed the disaffection at the outset. ‘This last business at Dinapur,’ he writes in August, ‘exceeds all powers of imagination. General Lloyd, it is said, put undue faith in the Sepoys. But why was it left to General Lloyd or to General or Mr. Anybody, to order the measures so obviously necessary to safety? . . My whole heart is sick and sore at what I hear; and the mental anxiety and disquietude which are produced by what is going on in the scenes of my services, I am conscious is retarding the course of my progress towards health.' That progress, alas, was altogether deceptive. A short residence at Malvern in the summer of 1857 enabled him, indeed, for the moment to make a rally. But the calamities of the country for which he had toiled, and the deaths of the loved friends with whom he had laboured, were steadily wearing him out. 'My God! what rending asunder is here of the household which, a few months since, was living so happily together in the Hills!' 'I have not been able to join,' he says, in the public supplications for the deliverance of the English in India, for which he heard the church bells tolling on the 7th October, 1857, 'for I have passed the last two days in bed. But God knows, my dear Grant, I do pray with all my heart for that blessing, without which even the splendid efforts which have been made for the restoration of our fame, by those who have been fighting for it in Hindustan, will have been made in vain.' The winter of 1857-58, spent at Malta, brought no relief. Amid his private sufferings and public anxieties he found a moment to tell Dr. Grant of the death of the dog which had been his wife's faithful companion in her long ill-health. 'She lies buried in the garden here, and there are very few human beings whose death would make me so sad as the loss of this dumb old friend has done. You, at least' (Dr. Grant had attended Lady Dalhousie for years) 'will recall a thousand reasons why this should be so—and it is so.' 'My rest is destroyed,' he writes to the same dear friend on one of the last days of 1857, 'my appetite again wholly gone. I loathe the sight of food, and in spite of tonics, and careful treatment, with which I have no fault to find, I am low, languid, sick, deaf, stupid, weak and miserable.' Lord Dalhousie was now a confirmed cripple, able only to move about upon crutches; 'as deaf as the Ochterlony Monument,' he says, 'and as dull as the pulpit in the Old Cathedral.' 'It is just two years to-day,' he wrote in the spring of 1858, 'since I laid down the office of Governor-General; and ill as I then was, upon my word, my dear Grant, I was a better man than I feel myself at this moment.' He knew full well by this time that there could be but one end to his sufferings. 'Beware, my good friend,' he writes in April 1858, on hearing of Dr. Grant's indisposition, 'how you follow my stupid example, and do not remain in India when your health requires you to leave it—either from a sense of supposed duty, or from any other motive. I have paid heavily for doing so... I should be glad to warn you off a similar fate.' Lord Dalhousie had most truly given his life to India. He deliberately elected, as we have seen, to finish his task, at the imminent peril of his life, and in spite of the protest of his physicians. He had now to pay the penalty. The curtain must fall upon the two remaining years of his sufferings. They were cheered for a moment by the marriage of his younger daughter, Lady Edith Ramsay, to Sir James Fergusson, Baronet, of Kilkerran, whose public services she shared during thirteen years. But the stricken Governor-General found his great consolation during his remaining painful months on earth, in the tender and unwearied ministrations of his eldest daughter, Lady Susan. 'Now, Brigadier,' he said to his kinsman General Ramsay, after a convulsive seizure; 'now, Brigadier, when I am dead, you must stay here and take care of poor Sue; for she will require it.' In the last wintry days of 1860 they laid him, not yet forty-nine, in the ancient burial-place of the Dalhousies, within his own quiet parish of Cockpen. CHAPTER III THE CONQUEST OF THE PUNJAB Lord Dalhousie, the youngest ruler of India since Clive, and with his only administrative experience gained from a few years' work in the English Board of Trade, succeeded a veteran soldier and statesman as Governor-General. On the 12th of January, 1848, Lord Hardinge, the friend of Wellington and one of the heroic figures of the Peninsular War, closed his four years of eventful administration. The old soldier made over India to the young civilian in a state of profound peace. The nearly ten years of warfare which followed the aggression of Lord Auckland upon Afghanistan, had ended in what promised to be a permanent calm. ¹ The original and contemporary authority for the events narrated in this chapter down to the taking of Multan, p. 77, is A Year on the Punjab Frontier, in 1848-9, by Major Herbert B. Edwardes, C.B., H.E.I.C.S., 2 vols., Bentley, 1851. Major (afterwards Sir Herbert) Edwardes' work is followed by [Sir] Edwin Arnold in his Marquis of Dalhousie's Administration of British India (2 vols., Saunders, Otley, & Co., 1862-5), and by most subsequent writers. I have made use of both these works; and of the later biographies of the three Lawrences, and other officers at that time employed in the Punjab. The first Afghan War, in 1841-42, had cost us five thousand men, sixty thousand camels, twelve millions sterling, and the spectacle of a British Army doomed to death, by the incapacity of its leaders, amid the snows of Afghánistán. The Sind War, which followed as one of the consequences of Lord Auckland's Afghan invasion, had, in 1843, added the Lower Indus Valley to the British dominions, at the expense of British justice and good faith. The first Sikh War, in 1845-46, annexed the eastern districts of the Punjab to the British possessions, and placed the upper plains of the Indus and Five Rivers under a British Protectorate. Lord Hardinge, on assuming the government of the Sikh territories during the minority of the infant Sikh Sovereign, Dhulip Singh, had partially disbanded the Sikh troops, and materially strengthened our own army. The Sikh troops were cut down from 85,000 men and 350 guns concentrated in a commanding position, to 24,000 men and 50 guns, dispersed over the whole Punjab. Our own army, even after a recent reduction of 50,000 men, was still 70,000 stronger than at the last Indian peace¹. The permanent strength which Lord Hardinge believed that he had given to the British Army of India was not, however, the strength of additional ¹ These and the foregoing figures I take from Sir Edwin Arnold's Marquis of Dalhousie's Administration, vol. i, pp. 54-57, ed. 1862. numbers alone. It was the strength of improved strategic positions which, he believed, abundantly compensated for the numerical reductions that he ordered on the close of the first Sikh War. Lord Hardinge doubled the garrison of North-Western India. Fifty thousand men with sixty guns commanded the line of the Sutlej. A standing camp of 9000 men held the Punjab capital Lahore. Another great standing camp of equal strength, with infantry, cavalry, artillery complete, lay at Firozpur; ready to be hurled, at a day's notice against an enemy—everything in a state of perfect preparation down to its commissariat carts, transport bullocks, and litters for the wounded or sick. Lord Hardinge might fairly claim that he had ended the long period of war entailed by the aggressions of Lord Auckland, and the vain-glorious histrionics of Lord Ellenborough: that he had done what human prudence could accomplish to combine effective strength with military retrenchment; and to render the calm of the moment a permanent peace. He did emphatically claim to have done these things. Before sailing from India in January 1848, he assured Lord Dalhousie, his successor, that so far as human foresight could predict, 'it would not be necessary to fire a gun in India for seven years to come.' ¹ Life of Lord Lawrence, by Bosworth Smith, M.A., vol. i, p. 214, ed. 1885. As a matter of fact, those seven years were, from the very outset, years of war, and of strain which might at any moment develop into war. The fine old soldier who laid down the office of Governor-General in January 1848, was not accustomed to look very far below the surface of things. Prompt to strike and easy to conciliate, he dealt firmly with the facts as they presented themselves, without caring to penetrate deeply into their causes. If he had had either leisure or inclination for such scrutiny, he would have seen that his rule really marked the close of a worn-out system which had ceased to be possible in India. That system slowly grew up during the weakness of the British power in the two preceding centuries, and received its complete development from Lord Wellesley at the beginning of the present one. It was a system which enabled the English to exercise a political control, more or less effective according to their own strength at the moment, over the States of India; without burdening themselves with the responsibility for the welfare of the peoples of India. By treaties and alliances, the Native Princes had, one after the other, been brought into subordinate relations to the British Government. Our Government took upon itself the duty of the external defence of the subject princes. We were also practically bound to maintain their dynasties against internal revolt, as long as they remained loyal to ourselves. English Governors-General were compelled to stand by, and witness the cruel results of rendering an oriental prince independent of his people. This system had, during Lord Hardinge's administration, produced its mature fruits. In almost every Native State of India, there was a ruler whose family had during two generations been exempted from the necessity of ruling for the benefit of their subjects. In many cases the Chief sank into the depths of a hereditary debauchery. In almost all he could, without fear, indulge in the life-long neglect of his duties, and treat himself, if so inclined, to outbursts of cruelty and oppression. The British Government had from 1830 to 1847 watched these results with sorrow, not unmixed with shame. It fell to Lord Hardinge to sound the first knell of the system. In the south of India the great Muhammadan Court of the Nizam was fallen into insolvency. During 1843 and several succeeding years, the pay of the troops required by treaty for the security of Haidarabad had to be advanced from the British Treasury. In Central India the great Maratha Prince of Nagpur made himself notorious for private vices and public oppressions, so flagrant, that it is impossible to read the official reports by our Resident, without a sense of shame that an English representative had to give the sanction of his presence to such a Court. In the great native kingdom of Northern India, Oudh, matters were advanced a stage farther. As far back as 1837, Lord Auckland saw that the cup of iniquity was there full to the brim, and solemnly reserved the right to assume the management of the misgoverned country. Ten years afterwards, Lord Hardinge, during the last twelve months of his administration, placed the King of Oudh under two years' warning; plainly telling His Majesty that, unless he amended, the British Government would have no option with regard to the performance of its duty. The truth is that to whatever region of India we look, whether in the South, or in the centre, or in the North, the great Native States were fallen before the end of the first half of this century into a depth of misery and misrule, that imperatively demanded the intervention of the Suzerain power. The attempt to control the destinies of India, without assuming the direct responsibility for the welfare of the people of India, was not confined, however, to our relations with the Feudatory States. Lord Hardinge also tried the system upon the unsubdued military races of the Punjab. The Sikh Power had performed an important service for the British in India. During our days of weakness in the last century, its bitter religious hatred of the Muhammadans was a source of safety. to ourselves. Under Ranjít Singh, 'the Lion of the Punjab,' the Sikh confederacy stood as a barrier between the invading races of Central Asia, and the new British Empire which was consolidating itself during the first half of the present century in Hindustan. The death of that great ruler let loose the passions and ambitions which his iron hand so firmly held down among his military chiefs; and the Sikh leaders forced a war upon the British in 1845. After their crushing defeat at Sobráon on the 10th February, 1846, Lord Hardinge was merely acting in accordance with the traditions of Indian policy, in attempting to obtain a control over the Punjab without actually saddling himself with its administration. How that attempt failed, in spite of much excellent work which it accomplished, is told with admirable force and fulness of detail, in the lives of the two great brothers, who, during 1846-47, alternately ruled as Resident at Lahore, Henry and John Lawrence. The Treaty of March, 1846, had, after intrigue, conspiracy, and rebellion, to be drawn tighter by the condemnation of the Prime Minister and paramour of the Queen Mother, and by the Treaty of December in the same year. By this treaty Sir Henry Lawrence, as head of the Council of Regency at Lahore, became the ruler of the Punjab until the child Prince should reach the age of majority. As a matter of fact he was only the chief figure amid a loosely-subjected crowd of ambitious military nobles. The Sikh leaders regarded the condemnation of the Prime Minister and the forced seclusion of the Queen Mother from public affairs, as a new chance for themselves. The Queen Mother perfectly understood the situation, and went to work with new machinations of amorous and political intrigue, in the hope of deriving her own advantage from the nominal supremacy of the British. When officially rebuked for the open treason talked in her darbars, she replied to the Resident with bitter irony; scarcely deigning to use the veil of a Persian idiom to disguise her arrogant claims to the sovereign power. All these elements of weakness in Lord Hardinge's well-meant arrangements in the Punjab lie open to us now. It is clear that only a spark was wanting to set fire to the combustible materials accumulated at Lahore, and in the other capitals of the Sikh Confederacy. But the system of a secrecy in which all official transactions were then shrouded in India, rendered the danger invisible to the public and the Press. 'Everything seems to favour the new ruler,' said one journalist. 'India is in the full enjoyment of a peace which, humanly speaking, there seems nothing to disturb.' 1 *The Morning Herald*, quoted in Sir Edwin Arnold's *Dalhousie's Administration of British India*, vol. i, p. 58, footnote, ed. 1862. 'No Governor-General has ever taken charge of the Government of India under such peculiar and advantageous circumstances,' wrote another and more distinguished editor. 'The youngest ruler who has assumed the responsibilities of this empire, he receives it from his predecessor in a state of tranquillity which has hitherto no parallel in our Indian annals. He arrives at a time when the last obstacle to the complete, and apparently the final, pacification of India has been removed; when the only remaining army which could create alarm has been dissolved; and the peace of the country rests upon the firmest and most permanent basis. The chiefs whose ambition or hostility have been the source of disquietude to his predecessors, have one and all been disarmed.' Exactly three months after these words were written by the leading newspaper of Bengal, a terrible tragedy had taken place 1200 miles off, on the bank of the Indus; a tragedy which, after some of the greatest, and one of the most disastrous, battles in the history of the British army, led within fifteen months to the annexation of the whole Punjab. Lord Hardinge as a sequel to the first Sikh war in 1846 had, as we have seen, placed the Punjab under a regency of Sikh nobles, --- 1 *The Friend of India*, 20th January, 1848, quoted in Sir Edwin Arnold's *Dalhousie's Administration of British India*, vol. i, pp. 59-60, footnote, ed. 1862. controlled by an English Resident at Lahore, during the minority of the infant Prince Dhulip Singh. In the fulfilment of his duty our Resident at Lahore required the powerful Sikh Governor of Múltán to render an account of his stewardship. This potentate, known to history as the Díwán Múlráj, held an almost semi-independent position in the middle valley of the Indus, and carried on an enormous mixed business of merchandise and government at his capital, the ancient river emporium Múltán. After various delays and makeshifts the Sikh trader-prince preferred, or thought he preferred, to resign, rather than to render up his accounts. His offer was immediately, perhaps too abruptly, accepted by our Resident at Lahore. Two young English officers, Mr. Vans Agnew of the Civil Service and Lieutenant Anderson, were sent to take over the government and fortress of Múltán from Múlráj, and to install the new Sikh Governor appointed by ourselves. On their arrival in April 1848 at Múltán, after Múlráj had submissively given up the fortress on the 19th, and the two young English officers were returning with a slender escort to their camp, a fanatical soldier rushed out of the mob, and stabbed Vans Agnew on his shoulder. Lieutenant Anderson was cut down and the escort bore off the two officers covered with blood to the Idgah—a Muhammadan festival mosque at some distance from the Fort, but commanded by its guns. Vans Agnew, while his shoulder was being bandaged, dictated an urgent note to the British Resident at Lahore, 200 miles off, and pencilled another to the Commissioner of Bannu, about half that distance, stating what had happened and begging for immediate help. But next day the guns from the Múltán fort, of which Múlráj re-gained possession, opened on the mosque, where the young officers and their followers had sought shelter. I have spent a day within its riddled walls, and under its shattered dome, and bitterly realized the hopelessness of their defence. When the guns from the fort had done their work, the city rabble rushed in, but paused for a moment at the sight of Vans Agnew sitting quietly on the cot where Anderson lay unable to move, holding his friend's hand, and calmly awaiting death. The soldiers and better sort of people stood still, and shrank from taking the lives of defenceless Englishmen. But presently a deformed low caste ran in on the two wounded officers, and hacked off their heads. 'We are not the last of the English,' were Vans Agnew's dying words. Vans Agnew's letter found Sir Frederick Currie acting as Resident at Lahore for Sir Henry Lawrence who had lately gone to England on sick-furlough. Currie called on the Commander-in-Chief, Lord Gough, to advance with a British force from the great armed camp at Firozpur, to Múltán. Lord Gough declined, and urged the inexpediency of a general movement of British troops, sixteen marches across 200 miles of burning wastes, in the height of the hot weather. Lord Dalhousie, 1200 miles further off in Calcutta, felt himself constrained to support the decision of his Commander-in-Chief, who knew the local circumstances of the case, and who could judge of them with the authority of being nearer the scene of action. Meanwhile Vans Agnew's pencilled appeal for help reached Lieutenant Herbert Edwardes in his solitary tent at Dehra-Fateh-Khan on the banks of the Indus\(^1\). The red bag bore the Persian address for the Commissioner, 'To General Cortland in Bannu, or wherever else he may be.' But the young English subaltern, divining the urgency of the case, tore open the letter. Hastily thrusting aside his Civil work, he made a rush with his ordinary District escort and some local companies for Múltán, eighty miles distant. He had only 400 men upon whom he could really rely. Múlráj met him on the way with 4000 men and 8 heavy guns from the fortress. 'I am like a terrier barking at a tiger,' wrote the young Lieutenant. \(^1\) The facsimile of this pathetic scrawl and a duplicate of the official letter to Sir Frederick Currie, corrected by Vans Agnew in pencil, are given by Herbert Edwardes in his *Year on the Punjab Frontier*, vol. ii, p. 76, ed. 1851. But all through the summer heats of 1848 the terrier kept on barking at the tiger. Having summoned to his aid the loyal levies of the Musalman State of Baháwalpur, Edwardes won two pitched battles in June and July against immense odds; his Muhammadan Patháns breaking with yells of hatred through the Infidel Sikh battalions. The English subaltern and his native allies fairly drove Múlráj and his 4000 back, with the loss of eight guns, into Múltán. It almost seemed as if Lord Gough was justified by the event, in his determination not to subject the British army to the sufferings and losses inseparable from a hot weather campaign. A single English subaltern had driven Múlráj out of the field. The Sikh Queen Mother, also, whose intrigues and vices acted as a perpetual ferment of disloyalty among the Sikh nobles, had been firmly, although respectfully, removed from Lahore to the distant sacred city of Benares. On the 1st of July Lord Gough reviewed with complacency his policy of deliberate inaction. But before the summer passed he found cause to reconsider his decision. The local rising at Múltán had spread over the Punjab, and the rebellion of the Governor of Múltán had grown into a revolt of the Sikh nation. Meanwhile, Lieutenant Edwardes was urgently begging for help, on however small a scale, if only promptly rendered. 'A few heavy guns, a mortar battery, sappers and miners, and Major Napier to head them, are all we want,' he wrote, to lay siege to Múltán. In July he fairly cooped up Múlráj in that great warehouse-fortress. But Lord Gough was still calmly planning on the cool heights of Simla a regulation campaign for the winter. 'As if the rebellion,' so runs an indignant letter from Múltán, 'could be put off like a champagne tiffin with a three-cornered note to Múlráj, to name a date more agreeable.' It could not be put off. Lahore, the capital of the Punjab, was seething with rebellion; the frontier tracts of Hazára were in open revolt. The Afghans entered into an alliance with the Sikhs, and poured through the Khaibar Pass to sweep the English out of the Land of Five Rivers. Sir Frederick Currie, the Resident at Lahore, felt himself compelled, civilian though he was, to despatch on his own authority, and from his own slender battalions, a relief force to Edwardes at Múltán. Then at length Lord Gough, the Commander-in-Chief, realized the situation. To the brigade which Sir Frederick Currie determined to send from Lahore, Lord Gough added a siege-train and column from Firozpur. On the 19th of August the forces met before Múltán, and on the 4th of September the heavy guns arrived, amid the cheers of the British troops. It is impossible not to feel enthusiasm for the young lieutenant who, during the long burning months of the hot weather of 1848, had almost single-handed held the field against the revolt, and driven the arch-rebel to the ignominious shelter of his walls. It is difficult not to be carried away by the magnificent verve of the 734 pages, here condensed to less than 12, in which he has rendered immortal the heroic deeds of that summer. It is difficult, also, to refrain from censure of the inability to move which the Commander-in-Chief betrayed during that period, in spite of his two great camps of nine thousand men apiece at Lahore and Firozpur—camps standing in readiness to march at a day's notice. But it is right to state quite frankly that Lieutenant Edwardes underrated, indeed, from first to last failed to perceive, the military difficulties of the situation. It was indeed a blindness glorious to himself, and worth to the British name the keenest eyesight of a dozen elderly generals. Let it suffice for Herbert Edwardes that he, a young subaltern, maintained the prestige of England through the critical months during which the head of the British army in India was unable, or thought he was unable, to place a force in the field. I have had the advantage of hearing, on this question, the opinion of the greatest engineer officer whom India has in our age produced. Lord Napier—the Major Napier whom Edwardes supposed would suffice with a few heavy guns and some sappers and miners for the capture of Múltán—told me that the gallant young officer could not have comprehended the nature of the task. The fortifications were of an extent and a strength which demanded a very large force, if they were to be approached without disaster, quite apart from the question of taking them. The events of the siege themselves furnish a commentary on this view of Lord Napier of Magdala. It was commenced immediately after the arrival of the heavy guns on the 4th of September, 1848. But even with the united British force from Lahore and Firozpur, together with the subsidiary Sikh troops supplied by the Regency under the Raja Sher Singh, it was found impracticable to attempt the place by storm. A trench had to be run to the south-western face of the fort, and scarcely was this accomplished than the defection of Raja Sher Singh and the Sikh subsidiary force which represented the last remnant of loyalty to the British among the Sikh Regency at Lahore, reversed the situation, and turned the besiegers into the besieged. The Sikh subsidiary force supplied to us by the native Regency threw in their lot with Múlráj and the rebels. A Council of War, held by the British General, came to the conclusion that the question before it was no longer the capture of Múltán, but the safety of our own camp. On the 15th of September, 1848, the siege was raised, and the British troops were drawn off to a position of safety. Meanwhile the new Governor-General had, from his distant post in Calcutta, watched with profound dissatisfaction the tardiness of the military authorities in the Punjab. During his first months of office he prudently abstained from overruling the local knowledge and long experience of his Commander-in-Chief, Lord Gough. But before the summer was over he determined to act on his own judgment. 'There is no other course open to us,' he wrote to the Secret Committee, 'but to prepare for a general Punjab War, and ultimately to occupy the country.' With swift resolution he ordered an addition of 17,000 men to the army, and hurried up troops to the Punjab from Sind and Bombay. 'If our enemies want war,' said Lord Dalhousie in a speech at a great military ball at Barrackpur on October 5, 1848, a ball which may well compare with the festivities on the eve of Waterloo, 'war they shall have, and with a vengeance.' The Governor-General promptly started for the British frontier on the Sutlej. Sir Richard Temple describes him as he passed through Agra, 'fresh and youthful for his great office, but vigilant and self-sustained.' In November, 1848, Lord Gough moved out his grand army to the task. Twenty thousand men, and nearly 100 guns swept across the Punjab under his command. His tardiness to start was equalled by his rashness in the field. The bloody cavalry blunder at Rámnagar was followed by the doubtful engagement of Sadullápur on December 3rd. The troops from the south were now, however, advancing upon Múltán. The arrival of the Bombay contingent before that city on the 26th December, 1848, increased the forces there, under General Whish, to 17,000 men with sixty-four heavy guns. The siege which had been interrupted for three and a half months, since September 15th, was resumed on the 27th December. After a most gallant defence, an English shell fortunately exploded the powder magazine of the besieged. On the 2nd January, 1849, the city was captured; and on the 22nd, after 40,000 shot and shell had been poured into Múltán from seventy British cannon, the citadel surrendered unconditionally, and Múlráj delivered himself up to the English camp. The strong fortress-warehouse of the middle Indus was fallen. But nine days before its fall a calamity had happened to Lord Gough's grand army. Of the battle of Chilianwála it need here only be said, that it was an evening battle fought by a brave old man in a passion, and mourned for by the whole British nation. On the news of that fatal 13th of January reaching England, Lord Gough was recalled, and Sir Charles Napier was appointed Commander-in-Chief. But meanwhile the siege-force at Múltán, having accomplished its work, moved northwards to join the shattered forces of the Commander-in-Chief. Before Sir Charles Napier could arrive, Lord Gough, on the 20th February, 1849, retrieved his reputation, and ended the war by the crowning victory of Gújrát. The British army with 24,000 men and ninety guns there found themselves face to face with the Sikh forces 40,000 strong with sixty cannon—and an open battle-field between the two arrays. Gújrát was essentially a forenoon battle, with the whole day before the combatants to finish their work. It commenced with a magnificent duel of artillery; the British infantry occupying post after post as they were abandoned by the enemy; and the British cavalry breaking up the Sikh masses and scattering them by pursuit. Of the sixty Sikh guns engaged, fifty-three were taken. Lord Dalhousie resolved to make the victory a final one. 'The war,' he declared, 'must be prosecuted now to the entire defeat and dispersion of all who are in arms against us, whether Sikhs or Afghans.' General Gilbert hurried out with a pursuing force of twelve thousand, horse, foot and artillery, the day after the battle. In the breathless chase which followed across the plains of the Punjab to the frontier mountain-wall, the Sikh military power was destroyed for ever. On the 12th of March, 1849, General Gilbert received the submission of the entire Sikh army at Rawal Pindi, together with the last forty-one of the 160 Sikh cannon captured by the British during the war. While the Sikh army heaped up their swords and shields and matchlocks in submissive piles, and salamed one by one as they passed disarmed along the British line, their Afghan allies were chased relentlessly westwards, and reached the safety of the Khaibar Pass panting, and barely twenty miles in front of the English hunters. The horsemen of Afghanistan, it was said, 'had ridden down through the hills like lions and ran back into them like dogs.' The question remained what to do with the Punjab. The victory of Sobraon in 1846 gave to Lord Hardinge the right of conquest: the victory at Gujrát in 1849 compelled Lord Dalhousie to assert that right. Lord Hardinge at the end of the first Punjab war in 1846, tried, as we have seen, an intermediate method of ruling the province by British officers for the benefit of the infant prince. This method had failed. It produced, what many had foreseen it would produce, a period of perpetual intrigue, ending in a general insurrection. Under such a policy, a local spark of treason or revolt might at any moment spread into a general conflagration. In determining the future arrangements for the Punjab, Lord Dalhousie had as his advisers the two Lawrences. Sir Henry Lawrence, the former Resident at Lahore, hurried back from his sick-leave in England on the breaking out of the war. He was of opinion that the annexation of the Punjab might perhaps be just, but that it would be inexpedient\(^1\). His brother John, afterwards Lord Lawrence, who had also acted as Resident, although as much averse in general principle to annexation as Henry, was convinced that, in this case, annexation was not only just, but that its expediency was ‘both undeniable and pressing\(^2\). Lord Dalhousie, after a full review of the efforts which had been made to convert the Sikh nation into a friendly power without annexation, decided that no course now remained to the British Government but to annex. ‘I cordially assented,’ he wrote, ‘to the policy which determined to avoid the annexation of these territories on a former occasion. I assented to the principle that the Government of India ought not to desire to add further to its territories, and I adhere to that opinion still.’ But events stronger than his individual opinion had now convinced Lord Dalhousie that, ‘there never will be peace in the Punjab as long as its people are allowed to retain the means and the opportunity of --- \(^1\) *Life of Sir Henry Lawrence*, by Sir Herbert Edwardes and Herman Merivale, vol. ii, p. 129, ed. 1872. \(^2\) *Idem*, p. 129. making war. There never can be now any guarantee for the tranquillity of India, until we shall have effected the entire subjection of the Sikh people, and destroyed its power as an independent nation\(^1\). These being the stern facts, Lord Dalhousie pointed out the folly of any make-believe system of annexing the Punjab in reality, holding it by means of British troops, and administering it by British Officers, and at the same time professing that we were governing it in the name of a native prince. Under such a system, he declared that 'it would be a mockery to pretend that we have preserved the Punjab as an independent State.' 'By maintaining the pageant of a Throne,' he added, 'we should leave just enough of sovereignty to keep alive among the Sikhs the memory of their nationality, and to serve as a nucleus for constant intrigue. We should have all the labour, all the anxiety, all the responsibility, which would attach to the territories if they were actually made our own; while we should not reap the corresponding benefits of increase of revenue, and acknowledged possession.' Lord Dalhousie deeply lamented that the neces- --- \(^1\) The whole of the great State-paper in which Lord Dalhousie submitted his reasons for the Annexation of the Punjab to the Court of Directors should be attentively studied. The preceding and following few extracts, which are all that space permits of in a small volume like the present, altogether fail to do justice to it. A convenient although not complete reprint is given in Arnold's *Marquis of Dalhousie's Administration*, vol. i, pp. 205-219, ed. 1862. sity of bringing the Sikh nation under effective control involved the supersession of their boy-Maharaja, Dhulip Singh. But after anxiously considering the necessities of the case, he thus writes: 'When I am fairly convinced that the safety of our own State requires us to enforce subjection of the Sikh nation, I cannot abandon that necessary measure, merely because the effectual subjection of the nation involves in itself the deposition of their Prince. I cannot permit myself to be turned aside from fulfilling the duty which I owe to the security and prosperity of millions of British subjects, by a feeling of misplaced and mistimed compassion for the fate of a child.' The child was amply provided for by a pension of £50,000 a year, and the titular dignity of prince. 'While deeply sensible of the responsibility I have assumed,' continues Lord Dalhousie, 'I have an undoubting conviction of the expediency, the justice, and the necessity of my act. What I have done, I have done with a clear conscience, and in the honest belief that it was imperatively demanded of me by my duty to the State.' The annexation of the Punjab was deliberately approved of by the Court of Directors, by Parliament, and by the English nation. But perhaps what gave him more pleasure, was the weighty opinion of Lord Hardinge, who, at the end of the first Punjab War in 1846, had inaugurated the intermediate policy of a regency. 'The energy and turbulent spirit of the Sikhs,' wrote Lord Hardinge to Sir Henry Lawrence, 'are stated by one section (of politicians here) as ground for not annexing. In my judgment this is the argument which would dispose me, if I were on the spot, to annex... I should be ashamed of myself if I would not depart from a line of policy which was right at the time, because I might be charged with inconsistency.' This frank confession of the noble old Governor-General, whose scheme of governing the Punjab without annexation had broken down, must have strengthened the conviction of Sir Henry Lawrence that he did well in withdrawing his resignation of the Residentship of Lahore; a resignation which he placed in Lord Dalhousie's hands when he learned that his views against annexation were overruled, and that the Punjab was to become a British Province. Thus, almost within a year of his arrival in India, the young Governor-General found himself compelled to add a great country to the Empire. Amid his engrossing cares for the welfare of the new territories, he did not forget the couple of shallow graves, hastily dug by alien hands, from whose blood-stained soil had sprung the conquest of 1 Life of Sir Henry Lawrence, vol. ii, p. 132, ed. 1872. Lord Hardinge's letter is dated 24th March, 1849. 2 Life of Sir Henry Lawrence, vol. ii, p. 134, ed. 1872. the Punjab. The remains of Vans Agnew and Anderson were reverently removed from their humble resting-place, and laid by the victorious British army on the lofty platform which crowns the fortress of Múltán. From that historic height, which gives the command of the whole middle valley of the Indus, successive conquerors, Greek, Hindu, Muhammadan, Sikh, British, had proudly looked down: beginning with Alexander the Great, who was wounded in the assault of Múltán, onwards through twenty-two centuries. As I stood beside the massive obelisk which shoots up seventy feet from the tomb of the two young officers, and dominates the plains for twenty miles below, I could not help feeling that it was indeed a noble place of sepulture. All around were the memorials of a long heroic past, while the only sound that floated upwards was the continuous creaking of the Persian wheels in the sugar-cane grounds, drawing water for the peaceful toil of the present. A beautiful marble tablet in the Calcutta Cathedral bears the following epitaph: 'Not near this Stone, nor in any consecrated ground, but on the extreme frontier of the British Indian Empire, lie the remains of Patrick Alexander Vans Agnew, of the Bengal Civil Service, and William Anderson, Lieutenant, 1st Bombay Fusilier Regiment, Assistants to the Resident at Lahore, who being deputed by the Government to relieve, at his own request, Díwán Múlráj, Viceroy of Múltán, of the fortress and authority which he held, were attacked and wounded by the garrison, on the 19th April, 1848; and being treacherously deserted by the Sikh escort, were, on the following day, in flagrant breach of national faith and hospitality, barbarously murdered in the Idgah under the walls of Múltán. ‘Thus fell these two young public servants, at the age of 25 and 28 years, full of high hopes, rare talents, and promise of future usefulness. Even in their deaths doing their country honour. Wounded and forsaken, they could offer no resistance, but hand in hand calmly awaited the onset of their assailants. ‘Nobly they refused to yield, foretelling the day when thousands of Englishmen should come to avenge their death, and destroy Múlráj, his army and fortress. ‘History records how this prediction was fulfilled. Borne to the grave by their victorious brothersoldiers and countrymen, they were buried with military honours, on the summit of the captured citadel, on the 26th January, 184—¹. ‘The annexation of the Punjab to the British Empire was the result of the war, of which their assassination was the commencement.’ ¹ 1849. Alas for the uncompleted inscriptions of our Indian memorials and tombs! CHAPTER IV CONSOLIDATION OF THE PUNJAB LORD DALHOUSIE, having annexed the Punjab, determined to give it a strong administration. The obvious precedent was the military form of government adopted six years previously for the recently conquered province of Sind. He had, moreover, at his right hand, the new Commander-in-Chief, Sir Charles Napier, who, in 1843, introduced that system and was still its firm supporter. But he had also, as his advisers, the influential Civilian Members of his Council, who believed that martial rule is a bad rule for a British Province, and whose ideal of government was a regular Civilian administration. Lord Dalhousie adopted neither of these opposite systems. He struck out for himself a mixed form of government which should combine military strength with civil justice; and erected an administration composed in equal proportions of trained civilians and military officers. He did so in masterful opposition to his Commander-in-Chief who has left on record that, if he could have had his way in India, 'No Indian Prince should exist' . . . 'and the Indian Army [should be] all in all in the East.' A difficulty more serious than the fiery words of Sir Charles Napier lay, however, in Lord Dalhousie's path. His predecessor, Lord Hardinge, was an old soldier, who gladly made over to others the work of civil administration. Sir Henry Lawrence had completely won Lord Hardinge's confidence, and was uniformly spoken of and written to by him, 'with the tenderness of a brother.' Lord Hardinge provided, indeed, for Sir Henry Lawrence's friends and relatives with more than a brother's care. One Lawrence, John, administered the eastern districts of the Punjab annexed at the close of the first Sikh war; another Lawrence, George, held the great western tract of the Punjab, Peshawar; a third Lawrence, Henry, ruled over the central districts and controlled the whole Punjab, as Resident at Lahore. When Henry Lawrence took temporary rest from his duties, John acted for him as Resident. The administration consisted to a large extent of their friends, and the Lawrence family practically held the patronage of the Punjab, and the fortunes of its officers, in the hollow of their 1 Quoted from the Life of Sir Henry Lawrence, vol. ii, p. 133, ed. 1872, and Bosworth Smith's Life of Lord Lawrence, vol. i, p. 294, ed. 1855. 2 Life of Sir Henry Lawrence, vol. ii, p. 118, ed. 1872. hands. Happy for England that the three brethren proved worthy of the responsibility thus intrusted to them! But it was a responsibility which no Governor-General, in the full vigour of his working powers, would deem right to make over to a single family, however distinguished. An officer even of Council rank could declare that, in connection with the Lawrences and Lahore, his own 'convenience is a thing which has never been consulted.' Lord Hardinge, men said, 'had set up a triumvirate of Lawrences' in the Punjab. The old soldier, in the last days of his rule, seems to have been not unconscious of the charge. When Henry Lawrence took sick-leave to England at the end of 1847, Lord Hardinge declined to confirm his brother John as Resident at Lahore, and appointed an experienced officer, Sir Frederick Currie, from Bengal. On hearing of the Sikh rising in the following summer, Henry Lawrence, now Sir Henry, threw up his sick-leave in England, as we have seen, and hastened back to India. He returned in a very sensitive frame of mind. Honestly believing his presence in the Punjab to be of the highest importance, he made the mistake of supposing himself indispensable to the Government. The Court of Directors had received with official calm his eager offer to start back at once for Lahore. Sir Henry writes that he 'was disappointed' at their thus 'politely ignoring' him\(^1\). Nor was his journey out calculated to smooth his ruffled susceptibilities. Lord Dalhousie had frankly assured him, indeed, that 'my word is passed that, on your return at the end of a year, you shall be replaced at Lahore; and so you shall.' But hearing of some pretty stage effect contemplated at Múltán, in the shape of a personal surrender of the rebel Múlráj to Sir Henry in the hope of favourable conditions on his first arrival, Lord Dalhousie promptly wrote to the returning Resident: 'I have to inform you that I will grant no terms whatever to Múlráj, nor listen to any proposal but unconditional surrender\(^2\).' After a scrupulously fair trial, Múlráy was sentenced to transportation. Sir Henry did not even yet realize that he was no longer dealing with a Governor-General like Lord Hardinge, with 'something almost feminine in his tenderness of nature\(^3\).' On his arrival at the headquarters of the army, he draughted a Proclamation to the Sikhs under Lord Dalhousie's instructions, but in a very different sense from what Lord Dalhousie had prescribed. Lord Dalhousie replied in a letter which I quote at some length, for it practically laid down the conditions under which alone Sir Henry Lawrence could retain his place in the Punjab. --- \(^1\) *Life*, vol. ii, p. 103, ed. 1872. \(^2\) Bosworth Smith's *Life of Lord Lawrence*, vol. i, p. 233, ed. 1855. \(^3\) *Life of Sir Henry Lawrence*, vol. ii, p. 118. ‘In my conversation with you a few days ago, I took occasion to say to you that my modes of conducting public business in the administration with which I am entrusted, and especially with the confidential servants of the Government, are, to speak with perfect openness, without any reserve, and plainly to tell my mind without disguise or mincing of words. In pursuance of that system I now remark on the Proclamation you have proposed. It is objectionable in matter, because, from the terms in which it is worded, it is calculated to convey to those who are engaged in this shameful war, an expectation of much more favourable terms, much more extended immunity from punishment, than I consider myself justified in granting them. It is objectionable in manner, because (unintentionally, no doubt) its whole tone substitutes you personally, as the Resident at Lahore, for the Government which you represent. It is calculated to raise the inference that a new state of things is arising, that the fact of your arrival with a desire to bring peace to the Punjab is likely to affect the warlike measures of the Government, and that you are come as a peacemaker for the Sikhs, as standing between them and the Government. This cannot be... There must be entire identity between the Government and its Agent, whoever he is... I can allow nothing to be said or done which should raise the notion that the policy of the Government of India, or its intentions, depend on your presence as Resident in the Punjab, or the presence of Sir F. Currie instead.’ Sir Henry Lawrence painfully accepted the situation thus defined for him. Lord Dalhousie had a perfect appreciation of Sir Henry’s great qualities, an admiring sympathy for his chivalrous character, and a high-minded forbearance, up to the furthest limit that forbearance was safe, towards his failings. He resolved that, so far as in him lay, the Punjab should not lose the services of such a man. When Sir Henry, on finding his advice against annexation rejected, tendered his resignation, Lord Dalhousie sent his Foreign Secretary to quietly lay before him the considerations, which from Sir Henry's own point of view, should render the step inexpedient and uncalled for. When Sir Henry withdrew his resignation, Lord Dalhousie allowed no recollection of the incident to affect his estimate of the sterling value of his sensitive lieutenant. 'You give and will, I hope, continue to give, me your views frankly,' he said to him on the 13th of February, 1849. 'If we differ, I shall say so; but my saying so ought not to be interpreted to mean want of confidence.' To outsiders, indeed, it appeared that Lord Dalhousie had allowed himself to fall into the same dependence on the Lawrence family that had marked his predecessor's rule. For each of the three brothers he had a sincere admiration, and each of them he employed in great public trusts. 'The Lawrences have been forced upon Lord Dalhousie,' wrote Sir Charles Napier, putting the shallow opinion of the moment into strong and lasting words. As a matter of historical fact it was Lord Dalhousie who forced his master-will upon the Lawrences. The stronger man of the two illustrious brothers went heartily with the Governor-General from the first. When Lord Dalhousie asked him 'What is to be done with the Punjab now?' writes Lord Lawrence's biographer, 'John Lawrence, who knew well that his questioner had made up his mind, at all hazards, ultimately to annex the conquered province, answered with characteristic brevity, "Annex it now!"' Henry did not go heartily with the Governor-General either at first or afterwards. 'Had Lawrence been Dalhousie,' says Sir Henry's admiring chronicler, 'he would certainly have rid himself of a right-hand man who thwarted him—not indeed by disobedience, but by opposition of opinion—as did Dalhousie himself.' Lord Dalhousie took a wiser course. At the outset he plainly, even sternly, told Henry Lawrence on what terms alone Henry Lawrence could continue to serve as his lieutenant in the Punjab. Henry Lawrence decided to serve on those terms. When his opinion against annexation was overruled, Henry Lawrence, after a struggle with himself, accepted the policy of annexation. Throughout his four years of service to Lord Dalhousie in the Punjab, however widely his own views might differ from those of the 1 Bosworth Smith's Life of Lord Lawrence, vol. i, p. 242, ed. 1855. Governor-General, his action was firmly prescribed by the Governor-General. At the end of those four years, when Lord Dalhousie had to choose between John and Henry Lawrence as his Chief Commissioner in the Punjab, he chose John. But he found an appointment of equal dignity for Henry in an adjoining territory, and made his salary equal to that which he had drawn in the Punjab. Lord Dalhousie having, in 1849, clearly shown the Lawrences that he intended to govern the Punjab on principles and methods of his own, so arranged the local governing body as to secure that its guidance should remain in his own hands. Instead of appointing one or other of the brethren Chief Commissioner, he constructed them together with a third officer into a Board. The plan seemed to on-lookers particularly unsuitable for the control of a newly conquered province. Sir Charles Napier shot out his bitter word at it. 'Boards rarely have any talent,' he wrote, 'and that of the Punjab offers no exception to the rule.' Less unfriendly critics remarked 'that it was self-condemned from its birth.' To Sir Henry Lawrence's biographer it naturally appeared a 'contrivance calculated only to enhance the ordinary faults of divided councils, and to eventuate in compromises where action was required, in ill concealed differences and final disorganisation.' Lord Dalhousie was, as we shall see, no admirer of Boards, and was perfectly aware of the weakness of any Board as a controlling power in a newly subjected province. Yet a Board was precisely the instrument he wanted in the Punjab. For he did not intend that the Board should be the controlling power: he had determined to be the controlling power himself. It was a novel and most difficult experiment in Anglo-Indian rule. The brilliant success which it attained is due primarily to the master-mind of Dalhousie who designed and continuously directed it; in the next place, to the able instruments selected to work it out. The two Lawrences and Mr. Charles Greville Mansel formed the Board, with common responsibility, but each with his own Department. Mr. Mansel, as a trained civilian from a Regulation Province, smoothly and effectively organised the judicial administration of the Punjab. John Lawrence, as a strenuous revenue officer, re-settled the land-tax and fiscal system on a basis at once more favourable to the people and more profitable to the Government. Sir Henry Lawrence, as a soldier-political, was charged more directly with the military defence and our relations towards the lately subdued Chiefs and Sikh fief-holders. He also presided as head of the Board. Lord Dalhousie did not, however, trust the success of his scheme entirely to the members of the Board—able as they were. He resolved that the administration of the Punjab should be, from top to bottom, an administration by thoroughly good men working on lines laid down by himself. 'You shall have the best men in India to help you,' he wrote to Sir Henry,—'your brother John to begin with.' During the two following years—the years which converted the Punjab from a powerful enemy's country into a prosperous British Province—the three members of the Board exactly fulfilled the expectations which Lord Dalhousie had formed of them. Mansel did his work quietly if not very strongly, gave no trouble to the Governor-General, and acted often as mediator, sometimes as peacemaker, between the two other members. John Lawrence, with a wider grasp and swifter hand, frequently took an independent view; but having frankly laid it before Lord Dalhousie, he without a moment's wavering carried out Lord Dalhousie's decision, and made that decision his own. Henry Lawrence, with a more sensitive personality and perhaps a finer genius than his more illustrious brother, could not so subordinate his will to another man even more masterful than himself. He had more than once to be reminded by Lord Dalhousie, in very plain words, that there must be but one ruler of the Punjab, and that that ruler must be the Governor-General, and not Sir Henry Lawrence. The new Province was promptly divided into convenient districts, each under a carefully-selected English head with European and native subordinates. A strong local administrative body of fifty-six superior officers, Commissioners and Deputy Commissioners, was thus built up: twenty-nine of them being drawn from the Military and twenty-seven from the Civil Service. Lord Dalhousie resolved, from the outset, to convert the Punjab into a safe British Province, and to make it a source of strength instead of a source of danger. For the first time in the history of India a really effective system of defences was created on the North-Western frontier against the races of Central Asia. A line of forts and cantonments rose along the border, and the whole western side of the Indus was strongly held by connecting military roads. A wall of steel and stone was thus raised between the British territories and the wild Pathán tribes and Afghánistán. The internal peace of the province was at the same time secured by a military police of horse and foot with a separate detective force, under the British District Magistrates, making a total police force of 11,000 men. The old Village Watch was retained in addition, and its responsibility for tracking criminals from hamlet to hamlet was strictly insisted on. The warlike instincts of the population were repressed by a general disarmament: the Pesháwar valley and the frontier districts being, however, allowed to retain their weapons. The rest of the Punjab was sternly disarmed, and no fewer than 120,000 matchlocks, swords, daggers, and murderous implements of ancient curious kinds, were delivered up through the village heads and the town police. The Sikh army was disbanded and scattered. But the best of the soldiery were re-enlisted under the British colours or incorporated into the Punjab military police. The Khalsá, or central governing body of the Sikh confederacy, was completely broken up, and its chiefs and fief-holders were deprived of their military grants of land, and reduced to the position of private persons. In three years after the conquest, the Punjab Board were able to truly report that 'in no part of India had there been more perfect quiet than in the territories lately annexed.' This great task had not been accomplished without several conflicts between Lord Dalhousie and his advisers and lieutenants. The Punjab with its native states, as now constituted, has an area of 142,499 square miles and a population of 22½ millions. The territories which Lord Dalhousie annexed in 1849 made up about 73,000 square miles: nearly 1½ times the area of England and Wales. Dalhousie, although he rejected Sir Charles Napier's idea of a military government, was quite willing to accept any features of Sir Charles Napier's system in Sind which seemed good. It was on Sir Charles' suggestion that the Punjab military police was formed. It consisted of 7000 men in six regiments of foot and twenty-seven troops of horse. But Lord Dalhousie, instead of giving the command of the force to British military officers, as in Sind, placed it under the orders and at the disposal of the District Magistrates. Lord Dalhousie also gave the control of the Frontier Force to the Civil Government of the Punjab. This force was a creation of his own, based upon an idea of Sir Henry Lawrence, and starting from a nucleus which Sir Henry had formed in 1846. Lord Dalhousie expanded it into a frontier force, always in motion; its sole baggage train being the saddle of the trooper, and the back of the foot-soldier. Behind this living fence of steel Lord Dalhousie massed over 50,000 regular troops as an army of occupation in the Punjab. His masterful arrangements gave umbrage to Sir Charles Napier, who complained that he had no patronage and but little voice in the defence of the Punjab. But, as usual, Lord Dalhousie's most serious difficulty arose not from the fiery exaggerations of the old Commander-in-Chief, but from the inability of Sir Henry Lawrence to heartily carry out the Governor-General's orders. Lord Dalhousie was not content with disarming the people, he determined that the Chiefs and Fief-holders of the Punjab should be effectively deprived of the power of doing mischief. Most of these men had been in arms against us; almost all of them held their lands from the previous Sikh Government on condition of rendering military service. From either point of view they had small claims for tenderness on the part of a Power which they had fought to the bitter end, by means of the resources placed by the native government at their disposal. Lord Dalhousie resolved, while liberally rewarding individual cases of loyalty, to destroy the status of the class. John Lawrence heartily agreed with the Governor-General. Sir Henry Lawrence also accepted the policy laid down, but desired so to modify it in practice as to take the pith out of it. Lord Dalhousie frankly told him that he could not permit this. He would give the revolted Fief-holders 'their lives and their subsistence,' but that was all. 'Nothing,' he said to Sir Henry, 'is granted to them but maintenance. The amount of that is open to discussion, but their property of every kind will be confiscated to the State... In the interim, let them be placed somewhere under surveillance; but attach their property till their destination is decided. If they run away, our contract is void. If they are caught, I will imprison them. And if they raise tumult again I will hang them, as sure as they now live, and I live then.' If, during the Mutiny of 1857, the Punjab could be denuded of its British troops, and its army set free for the Siege of Delhi and the stamping out of the revolt, it was because the powerful Sikh Chiefs, who had fought so splendidly against us in 1848, had been thus sternly broken up by Dalhousie. If Sir Henry Lawrence’s half-and-half policy had been adopted, Lord Dalhousie clearly foresaw that the Punjab under annexation would have been scarcely more secure than the Punjab under the Treaties of 1846—except indeed for the loss of the Sikh artillery. But while Lord Dalhousie insisted upon the absolute dismemberment of the Sikh Confederacy, he was willing to carry it out with the utmost measure of mercy compatible with the permanent safety of the province. ‘The arrangements regarding jaghirs [the military fiefs], as lately received from your Lordship,’ wrote John Lawrence to the Governor-General, after they had been carried into effect, ‘have given much satisfaction, and have exceeded all expectation. A Sikh Sirdar remarked to me that they had got more than Ranjit Singh ever would have given them, and that too free of all service.’ I repeat that if the Punjab was both safe and contented during the Mutiny, it was this policy of firmness tempered by consideration, and rigorously enforced by Lord Dalhousie upon Henry Lawrence, as head of the Lahore Board, which rendered it so. Nor did Dalhousie concern himself less with the revenue and judicial system which his lieutenants established under his orders in the Punjab. Justice under the Sikhs had been a matter of bribery mingled with caprice. The old native judges regarded their petitioners in the same light in which an English barrister views his clients, as a source of honourable emolument. In the criminal administration the great Sikh ruler, Ranjit Singh, had been averse to capital punishment, and substituted for it a regular system of fines and mutilation. Imprisonment seemed to His Highness to be a clumsy and costly device for keeping criminals at the public expense. He adopted in place of it a regular gradation of maiming, from cutting off the nose as a penalty for theft, to chopping off the hands for highway robbery, and ham-stringing for burglary by night. The British Government had to organise the whole system of civil and criminal justice *de novo*. In the revenue administration the task of reconstruction was even more severe. Ranjit Singh acknowledged only two instruments of government, the soldier and the tax-gatherer. In the last years of his reign he had indeed established a rude form of central audit. How rude the audit was, may be inferred from the fact that the pay-master of the Sikh forces had presented no balance-sheet during the sixteen years before the British annexation. Indeed, neither Múlráj nor his father seems ever to have rendered accounts with any pretence to completeness for the great province of Múltán. Ranjít Singh, while in full vigour at the head of the Sikh nation, trusted to his memory in the matter of revenue payments, assisted by a notched stick. But if the public accounts were loosely kept, the public burdens were numerous and severe. Forty-eight taxes had been levied: a long and curious list of imposts, from the land revenue (one half the entire crop, and in some years more) to the transit duties, exacted and re-exacted at every city gate, and paid twelve times over before a bale of goods could pass across the province. Dalhousie’s lieutenants reduced them to about half-a-dozen. But an honest system of collection, and an exact audit of public accounts, produced from them a larger revenue than had reached the Sikh exchequer. The land tax of the Punjab was resettled on a fairer basis. Each village and field were surveyed, and every peasant’s claim to his holding was scrupulously ascertained. This ‘Record of Rights,’ forms at once the Magna Charta and Domesday Book of the Punjab. It stands as the beneficent landmark of the commencement of British rule. The rapid advance to prosperity in the Punjab was due in no small measure to the powerful impulse given to trade and agriculture by roads and irrigation works. Money was advanced to the villagers to enable them to reclaim the wastes. A system of State forests was introduced under Lord Dalhousie's personal initiation. Old canals were repaired, new canals were vigorously commenced. A single one of these great irrigation works, the Bārī Duāb Canal, now fertilises the country with a network of over twelve hundred miles of main and distributing channels (1882), which have cost one and a half millions sterling, and water annually half a million of acres. While the productive powers of the soil were thus marvellously increased, the Grand Trunk Road was pushed forward across the whole breadth of the Punjab, and served as the main artery for a branching system of highways and communications. The task of Public Instruction was also undertaken. Before ten years elapsed, schools both on the Western and on the Oriental system of education had been dotted over every District. The people were not slow to feel the quickening of the new moral life thus imparted to the province. At a great public meeting held at the sacred city of Amritsar, native delegates from the Sikh nobility, priesthood and people, solemnly agreed to reduce the heavy wedding expenses, which, by increasing the difficulty of providing for daughters in marriage, had acted as one of the chief causes of female infanticide. Similar meetings assembled in various parts of the Punjab with a view to social and moral reforms—reforms backed by the resolute will of Lord Dalhousie. The measures detailed in the preceding pages, and many others which I can barely mention in passing, formed part of a complete scheme of consolidation designed by Lord Dalhousie, and worked out by his lieutenants under his watchful eye. Lord Dalhousie was not content with throwing a paper constitution at the heads of his subordinates. He dealt personally, indeed with his own pen, with each question as it arose: personally inspected each part of the province; and personally resided for many months a year at the comparatively new hill-station of Simla within it. He found the Sikh territories disunited by a confusion of civil and criminal laws, by a confusion of taxation and finance, by a confusion of coinage, by a confusion of languages, and by the absence of roads and means of communication. He bound together those disunited territories into the British Province of the Punjab by uniform systems of civil and criminal justice, by a common system of taxation and finance, by a single coinage, by a recognised language for public business in each of the natural divisions of the country, and by the strong cohesive force of roads and highways. Whatever might be the constitution of the local Punjab Government, whoever might be the members of the Board, or whether there was a Board at all, Lord Dalhousie's policy of consolidation brooked neither interruption nor check. At the end of 1850, Mr. Mansel having laid the foundations of the judicial system, was relieved of his difficult intermediate position between his conflicting colleagues, and was promoted to the Residency of Nagpur. Sir Robert Montgomery succeeded him at the Board. After another two years the Board itself was dissolved, and Lord Dalhousie entrusted its management to John Lawrence as Chief Commissioner of the Punjab. But even in the hands of so completely trusted a lieutenant, the mainspring of the Government of India's policy in the Punjab was the Governor-General himself. I cannot do better than to quote, although at some length, the account which Lord Lawrence's biographer gives of his relations to Lord Dalhousie, while Lawrence was Chief Commissioner of the Punjab. 'The Punjab, John Lawrence's charge, was Lord Dalhousie's pet province. It was his own child, his own creation. John Lawrence might be its Chief Commissioner, but woe be to him if he ever forgot that he [Lawrence] was not its supreme ruler! If he ever did forget this, and if, acting on his own responsibility, he invited a friend to serve within its sacred precincts, or became involved in a frontier disturbance beyond them, without first applying to the Governor-General, he too was called to account, and felt what might be the weight of Lord Dalhousie's heel. But here his tact and his loyalty to superior authority came in. His notions of duty to Government he carried to a degree which one might have expected to find in a disciple of Hobbes, but hardly in a man of such popular sympathies and of such commanding powers as his. It was these notions of public duty which helped him to put up with occasional rebukes from his chief, which, if they had come from any other quarter, would have made him turn and rend his assailant. ‘But Lord Dalhousie was much too great a man not to wish his subordinates to speak their minds frankly to him. This John Lawrence always did. There was not a step which Lord Dalhousie took in the Punjab, not an appointment he made, not an expression he dropped, which John Lawrence, if he was unable to approve of it, did not, with all his “heroic simplicity,” fasten upon and controvert. This done, if he could not succeed in modifying his chief’s views, he thought himself not only at liberty, but bound in honour to carry them out. And it was this mixture of resistance and of submission, of loyalty and of tact, and yet of plainness or even abruptness of speech, which, combined with his other and infinitely greater qualities, exactly suited Lord Dalhousie, and enabled two such master-spirits, if I have read their characters and correspondence aright, to move, in the same sphere, with mutual appreciation, and without coming into anything like dangerous collision.’ I have thought it right to set forth the powerful, perhaps at times imperious, personality with which Lord Dalhousie designed and enforced the policy that made the Punjab what it became. He felt himself so strong a master, that he did not fear 1 Bosworth Smith’s Life of Lord Lawrence, vol. i, ch. 15, p. 419, ed. 1885. to choose strong subordinates. Many of his subordinates in the Punjab were so well chosen and themselves so distinguished, all of them played so splendid a part in 1857, and the lives of several of them have been so brilliantly written, while Lord Dalhousie's papers still remain shut up, that we are apt to forget that, from the moment of annexation in 1849 to the hour when Lord Dalhousie laid down his office in 1856, they were in the strictest sense Dalhousie's subordinates, carrying out Dalhousie's policy, under his own vigilant, and sometimes stern, control. All honour to that noble band of workers! But the day will come when Lord Dalhousie's side of the case will also be laid before the public. It will then be seen, even more clearly than I have in this chapter been permitted to show, that it was not Henry Lawrence, nor even John Lawrence, nor Herbert Edwardes and Nicholson and their gallant brethren in arms, who made the Punjab what it became in 1857,—the saviour province of India,—but the Marquess of Dalhousie. CHAPTER V CONQUEST OF LOWER BURMA Before entering on the narrative of Lord Dalhousie's other great conquest, Burma, I may briefly refer to an intermediate episode. The next frontier annexation made by the new Governor-General, after the Punjab, was a small outlying tract of Sikkim. This was a punitive measure rendered necessary by the treacherous seizure, in 1849, of our frontier political officer, Dr. Campbell, and the distinguished botanist Sir Joseph Hooker, while travelling in Sikkim with the permission of the Raja. A military expedition thus became necessary, and a submontane strip of inconsiderable extent, together with certain hills, was exacted from the Raja by way of punishment and fine. Lord Dalhousie's third extension of the British frontier belongs to a later period, and was on a more extensive scale. The first Burmese War in 1824-6 had given us, among other territories, the coast strip of Burma on the Eastern shores of the Bay of Bengal. Under the Treaty of Yandabu, which closed that war in 1826, British merchants had settled at Rangoon, the seaport of the Irawadi. Rangoon, however, together with the Irawadi delta and its upper valley, continued to form the Burmese Empire. The lofty barrier of the Yoma mountains and their outlying spurs separated the British coast strip on the Bay of Bengal from the inner Burmese dominions. A British Resident at the inland Burmese capital of Ava maintained the treaty and protected our frontier. The bitterest part of the treaty of 1826 to the Burmese Emperor had been this compulsory acceptance of a British Resident at his capital. That Buddhist potentate boasted himself to be 'The Elder Brother of China,' and 'The Lord who is the Greatest of Kings.' He regarded the presence of a barbarian envoy as a personal humiliation, and a pollution to his sacred metropolis. While the prince with whom we had made the treaty remained in power, however, its provisions were fairly carried out. But on a change of dynasty in 1837, the successful usurper killed off the previous reigning family, and by studied insults to the British Resident, drove him from the imperial capital of Ava down to the seaport of Rangoon. In 1840, the Resident had to be formally withdrawn from the dominions of the Burmese Emperor. A long series of provocations and insolent extortions on our merchants followed; for which the sufferers vainly endeavoured to obtain redress. through the Commissioner of the British coast strip. During twelve years, direct diplomatic relations with Burma remained suspended. At length on the 27th September, 1851, the British merchants at Rangoon, under the recent irritation of two signal outrages, laid their wrongs before the Governor-General of India. Besides individual acts of oppression, they complained that the Treaty of Yandabu was habitually violated, and 'that now affairs have arrived at such a crisis that, unless protected, your memorialists will be obliged to leave the country, and doing so must sacrifice their property.' 'Neither life nor property is safe, as the Governor' of Rangoon, they declare, 'has publicly stated to his dependents that he has no money to pay them for their services; and has granted to them his permission to rob the inhabitants, and to get money as they best can.' In conclusion, 'That your memorialists are here under the provisions of the Treaty of Yandabu, and beg to state, with all due deference and respect, that they claim to seek your protection.' Lord Dalhousie was not the man to deny such a claim, based upon treaty-rights, nor would any Governor-General of India be fit for his high office who turned a deaf ear to a memorial of this nature. A naval officer was despatched with three ships to Rangoon to enquire into the truth of the complaints. His instructions were to observe every form of courteous remonstrance, and only to demand compensation for the ascertained actual losses suffered by the merchants, amounting to about Rs. 9,000; together with the dismissal of the local Burmese Governor of Rangoon. No redress could be obtained. When the English officer asked for an interview, it was at first refused on the ground that 'the Governor was asleep.' After being kept waiting in the burning sun, the naval envoy urged his studiously moderate requests in vain, and further provocations rendered it clear that the English barbarians would never secure redress except by force of arms. Lord Dalhousie was compelled to accept the only alternative—a Burmese War. In the conduct of the operations which followed, Lord Dalhousie profited by the lessons taught by the first Burmese War in 1824–6. He realized, first, that the losses incident to a Burmese campaign were due, not so much to the fighting power of the enemy, as to the malaria of the country, and the sickness caused by exposure to sun and rain. In the second place, he clearly perceived that until the Burmese Emperor, in his distant inland capital, was made to feel that the English barbarians had the power to compel redress, no real redress would be given. To meet the first difficulty Lord Dalhousie equipped his army in 1852 against the climate, with a foresight which would have saved thousands of lives during the first Burmese War in 1825. 'The care and provision,' wrote General Godwin to whom Lord Dalhousie entrusted the command of the expedition in 1852, 'which has been made to enable us to meet the weather is parental. There are to be bake-houses and a constant supply of fresh meat, hospitals at Amherst to relieve me, and arrangements to carry the sick thither.' Skeleton huts of wood were fitted together on the sea-coast, and a contingent of carpenters marched with the troops to put them up. By a liberal commissariat, Lord Dalhousie found it possible to record at the end of his Governor-Generalship that he had 'abolished the morning dram;' and his arrangements during the Burmese War, personally initiated and directed by himself, form one of the first and most signal triumphs of Indian military sanitation. Lord Dalhousie saw that it was to be a war against climate, and he armed his troops for this conflict with as much care as he equipped them against the enemy. He grasped the political situation with equal firmness. From the outset he perceived that the Burmese Emperor would not accept the teaching of a few distant defeats on the sea-coast. 'I fear,' he wrote, 'that it must be regarded as probable that operations will not be brought to a termination, till a campaign shall again have led us to the gates of the capital.' He realized that any backward movement or momentary retreat would be misinterpreted as a sign of weakness, and he laid down the principle that 'with a nation so ridiculously but mischievously self-conceited and arrogant,' whatever was conquered must be annexed. With this end distinctly in view from the beginning, he organised the expedition on a scale to insure such a success as would convince even the blind arrogance of a Burmese Emperor. At the same time he determined to make the Emperor contribute to the cost of the war, which had been forced on by His Majesty's refusal of redress. Lord Dalhousie accordingly now requested not the mere punishment of a local officer at Rangoon, and compensation to the Rangoon merchants for their actual losses of Rs. 9,000. He demanded that the Emperor should not only disavow the conduct of his Governor at Rangoon, but should himself apologise, receive a British Resident at Rangoon, and pay a war-fine of one million rupees. The expeditionary force was made up of separate contingents from Calcutta and Madras, with a squadron from Bombay. In Calcutta and Madras there was a repetition, on a smaller scale and for a shorter period, of the same want of capacity in those responsible for placing the troops on the scene of action, that disgraced the first months of the Punjab revolt in 1849. In Calcutta the military authorities seem at first to have been imperfectly informed. With the exception of six or seven regiments, the Bengal Native Army was enlisted for service in India only. Yet Lord Dalhousie was permitted by his responsible advisers to name a Native regiment for service across the sea in Burma, without due regard to this fact. The men objected, and pleaded the terms of their enlistment. Lord Dalhousie acknowledged the mistake which had been made, and rescinded the order for the 38th Native Infantry to proceed by sea. In Madras the military difficulty threatened to be a more serious one. Sir Henry Pottinger, piqued at not being taken into consultation about the campaign, refused to embark the Madras troops except upon the personal responsibility of the Governor-General. As a matter of fact the Madras troops were enlisted for general service, and the responsibility for moving them was vested in the Governor-General by Statute. The wounded military vanity of the Governor of Madras was overcome, and indeed he had no alternative but to obey. His objections, however, caused annoyance and delay; and the Madras troops had the vexation of arriving a little after the Bengal contingent at the place of rendezvous. In April, 1852, the expeditionary force occupied the mouths of the Irawadi. The successive capture of the weak defences of Martaban, of the almost impregnable temple-fortress of Rangoon, and of the strongly held port of Bassein, placed the whole sea-coast and lower delta of the Irawadi in the hands of the invaders. Their most brilliant feat of arms, and indeed one of the most splendid achievements of modern warfare, was the storming of Rangoon. As Múltán, the starting-point of Lord Dalhousie's first great annexation in the Punjab, was really an enormous fortified warehouse, so the Rangoon pagoda, which formed the key to his other great annexation in Burma, was not so truly a fort as a great temple-citadel. Standing at the base of that lofty mound of earth-work and solid brick, I could not help repeating to myself the exclamation of Lord Dalhousie on visiting Rangoon at the close of the war—"I cannot imagine, General, how your men ever got in at this place!" They got in, too, against the overwhelming numbers of the besieged. The Burmese troops held the city and pagoda of Rangoon with 18,000 men; the English could only bring 5,700 to the attack. Among the Burmese were the picked guards known as 'The Immortals of the Golden Country,' whose discipline compelled them to die at their posts. The courage of the ordinary troops was also insured, as the king kept the wives and children of the married soldiers as hostages, while the bachelors were chained up to the guns and embrasures of the fort. The attacking column slowly advanced under the blazing sun and amid the crashing shot from the heavy guns of the pagoda. 'Our men are dropping,' an officer exclaimed, 'ten for one here to what we should lose in a storm.' At last they dashed up the steep and narrow stairs, from which the Burmese cannon might have swept them into the air. But their headlong rush, and the fierce cheer with which they came on, seem to have struck terror into the hearts of the defenders. As the storming party broke in at one gate the Burmese garrison fled by an opposite exit, the Immortals in their gilt lacquer accoutrements heading the stampede, without having time to loosen some women and children who had been fastened up among the guns, as pledges for the valour of the defenders. But even this disastrous lesson could not teach the Burmese authorities wisdom. The fugitive Governor of Rangoon insolently wrote to the English General, advising him 'to retreat while he could.' It became apparent to Lord Dalhousie that even the capture of the whole sea-coast would not avail to bring the Burmese Emperor to reason. He therefore determined to push the war into the interior and again raised his terms. Instead of bare compensation for the actual losses of the merchants amounting to Rs. 9,000 as at the outset, or a fine of a million of rupees as on the commencement of hostilities, he now demanded a million and a half of rupees, with the cession of the Negrais or Diamond islands, and of the Martaban districts on the sea-board. If these terms were not accepted by the Emperor, Lord Dalhousie plainly warned His Majesty that 'the Burmese forces will be defeated wherever they stand, and the British army will reach the capital.' The Elder Brother of China, still lulling himself to security amid the flatteries of his women and courtiers, declined to take the chance thus offered. The war had to be carried up the country, at a further outlay in money and at some loss of life from disease. In the autumn of 1852, the city of Prome fell to our arms, and gave us the command of the river approach to the royal capital, Ava. The question then arose whether the hostilities should be carried to the bitter end by advancing on the metropolis. The Court of Directors, as represented by the Secret Committee in London, had declared for this extreme course, in event of the Emperor not having accepted the terms already offered to him. Lord Dalhousie preferred more moderate measures. 'To march to Ava,' he wrote in a private letter, 'will give no peace unless the army remain at Ava; in other words, unless we absorb the whole Burmese Empire.’ With a clear insight as to the ultimate results of the war which he was now ending, Lord Dalhousie added, ‘that necessity may come some day. I sincerely hope it will not come in my day.’ He accordingly stayed his hand, and as the Emperor still declined to come to terms, Lord Dalhousie, after the final capture of Pegu, closed the war by a Proclamation annexing Lower Burma to the British territories. This document, dated the 20th December, 1852, broke down the haughty isolation of the Burmese Emperor by the still more haughty fiat of the English Governor-General. ‘The Court of Ava,’ it declared, ‘having refused to make amends for the injuries and insults which British subjects had suffered at the hands of its servants, the Governor-General of India in Council resolved to exact reparation by force of arms. ‘The forts and cities upon the coast were forthwith attacked and captured. The Burman forces have been dispersed, wherever they have been met, and the Province of Pegu is now in occupation of British troops. ‘The just and moderate demands of the Government of India have been rejected by the king. The ample opportunity that has been afforded him for repairing the injury that was done, has been disregarded; and the timely submission, which alone could have been effectual to prevent the dismemberment of his kingdom, is still withheld. Wherefore, in compensation for the past, and for better security in the future, the Governor-General in Council has resolved, and hereby proclaims, that the province of Pegu is now, and shall be henceforth, a portion of the British territories in the East. Such Burman troops as may still remain within the Province shall be driven out. Civil government shall immediately be established, and officers shall be appointed to administer the affairs of the several districts... The Governor-General in Council, having exacted the reparation he deems sufficient, desires no further conquest in Burma, and is willing to consent that hostilities should cease. But if the king of Ava shall fail to renew his former relations of friendship with the British Government, and if he shall recklessly seek to dispute its quiet possession of the Province it has now declared to be its own, the Governor-General in Council will again put forth the power he holds, and will visit, with full retribution, aggressions which, if they be persisted in, must, of necessity, lead to the total subversion of the Burman State, and to the ruin and exile of the king and his race.' Lower Burma thus passed in 1852 under British government. I have narrated the four visits which Lord Dalhousie himself made to the Peninsula, to secure that his policy and system of administration were firmly carried out. The new British Burma was the product of his own personality in a scarcely less degree than the new British Punjab had been three years before. But the problem of administration was essentially different in the two Provinces. In the Punjab the people had been accustomed to obedience to a ruling class. Lord Dalhousie transferred their allegiance from the native ruling class to the British Government. In this process the previous ruling class of the Punjab disappeared as a military confederacy; but retained their position as an important social factor, intermediate between the masses and the new Ruling Power. In Burma there was no such ruling class. There were only the King, the people ground to dust beneath him, and the officials who were the instruments of his oppressions. To the officials the people entertained no sentiment of allegiance, nor, indeed, any feeling save one of detestation. The official class in Burma were appointed, dismissed, imprisoned, promoted, mutilated, or beheaded, at the caprice of the Monarch, or as the result of an intrigue in the women’s apartments. When, therefore, the English took possession of the sea-coast strip of Burma in 1826, they found nothing like a hereditary ruling class or a native nobility who might act as intermediaries between themselves and their new subjects. Exactly the same difficulty repeated itself on Lord Dalhousie’s annexation of Lower Burma, in 1852. Exactly the same problem has been severely testing the British capacity for steady effort in the teeth of slow results, since the annexation of Upper Burma by Lord Dufferin on the 1st of January, 1886. The difficulty in Burma was complicated by the fact that the whole population had been bred up, during a long period of native misrule, to look upon disorder as the natural state of society. The Burmese villagers, even when they had themselves settled down into hard-working fathers of families and tillers of the soil, regarded *dakáití* or gang-robbery as a manly sport in which every young Burmese of spirit should, at one time or another, have engaged. This was the deep-rooted popular sentiment which Lord Dalhousie had to encounter in Lower Burma in the years following 1852, precisely as Lord Dufferin has had to encounter it in the years following 1886. Lord Dalhousie accomplished his task not by any sudden magic of transformation, but by constructing a British administrative body strong enough and patient enough to weary out the elements of disorder. But it was only by slow degrees that his able lieutenant, Sir Arthur Phayre, could create a public conviction among the Burmese that, under British Rule, peaceful industry yields an easier livelihood than crime. Into the splendid results of the administration which Lord Dalhousie then inaugurated in Burma, I am precluded from entering. They are written in large letters in every account which has been drawn up of the Province. The Gazetteer of Burma loses its character as a dry official record of facts from the magnificent story of progress which it relates. Since annexation by Lord Dalhousie in 1852, the inhabitants of the town of Rangoon have multiplied fifteen-fold. The trade of this sea-port, which four years after annexation barely exceeded two million sterling, had increased by 1883 to thirteen millions. The rural parts have equally prospered. Since 1855, the population of Amherst District has increased four-fold. The trade of the harbour and district of Akyab, annexed in 1826, has multiplied itself nearly three-hundred-fold during the past fifty years. I have now narrated the wars by which Lord Dalhousie extended the British frontier at the opposite extremities of India. By the annexation of the Punjab, Lower Burma, and the outlying districts of Sikkim, Lord Dalhousie added to the British dominions in India territories equal to nearly twice the area of England and Wales. But the increase of territory was only one of the results, and perhaps not the most important result, of Lord Dalhousie's frontier wars. By the annexation of the Punjab he threw down the old native breakwater between British India and external attack. He abolished the warlike Sikh power which had formerly stood between us and the races of Central Asia. Since that time British armies have garrisoned the great dividing line. British India has thus come indirectly into contact with Russia's sphere of activity, and eventually into that costly system of armed neutrality, which constitutes what we are pleased to call the concert of nations in Europe. By the annexation of the submontane tract of Sikkim, Lord Dalhousie brought within the British frontier a territory which, from its capabilities as a tea-growing tract, has given an impulse to a new and an important branch of English enterprise. By the annexation of Lower Burma he placed the rice trade and teak trade of the East in British hands, and converted a vast ruined country into one of the most progressive and most prosperous Provinces of Asia. But here also territorial extension involved an increase of political responsibility. As already mentioned, our connection with Sikkim has led us into not always happy relations with Thibet. Important problems of Indian government, the future of the opium-revenue, the proposed development of trade-routes to the eastward, the control over the south-eastern frontier Hill States, are powerfully influenced by the fact that the extinction of the Burmese Empire has now brought us into contact with China. CHAPTER VI ANNEXATION OF HINDU STATES I have, according to the plan of this little volume as set forth in Chapter I, exhibited Lord Dalhousie's frontier conquests in the form of a consecutive narrative, in order that I may now deal with his internal policy of consolidation without interruption and as a whole. The most conspicuous, although not the most important or most permanent, feature of that policy of consolidation was his treatment of the dependent Native States. In applying the doctrine of lapse to the Hindu chiefdoms, on default of natural successors or of an heir legally adopted with the sanction of the Ruling Power, Lord Dalhousie merely carried out the declared law of the case, and the deliberately formulated policy of the Government of India, years before he arrived in the country. In so doing, however, Lord Dalhousie became the unconscious but effective instrument by which the old India of Lord Wellesley at the beginning of the century was prepared for its conversion, in 1858, into the new India of the Queen. The Government in India, the Court of Directors at home, and that small part of the English people which gave its thoughts to our great Eastern Dependency, had gradually come to the conclusion that the old system of ruling through the make-believe of sham royalties in India could not longer endure. This conviction slowly but inevitably followed from the acceptance by Parliament and the British nation of the principle that India was not to be governed for the profit of the Governors, but for the benefit of the people. Lord Wellesley (1798–1805) gave, as we have seen, the final development to the system of ruling India by British armies and by British administrators, under the disguise of setting up and maintaining native princes dependent upon us. The result had been two generations of petty despots, secured from the consequences of misrule by British bayonets, and spending their lives in a long listless debauchery, broken by paroxysms of cruelty and oppression. 'If they cannot plunder strangers,' wrote Sir Henry Lawrence, 'they must harry their own people. The rule holds good throughout India.' The *Times* newspaper thus summed up, in 1853, the results of this system\(^1\). 'Sovereigns over almost all the sea-coast, we have left many rich Provinces in the interior still under the nominal --- \(^1\) Reproduced from Sir Edwin Arnold's *Marquis of Dalhousie's Administration*, vol. ii. pp. 382–84, ed. 1865. dominion of native rulers. With the exception of the Rajput princes, these potentates are not generally of high rank or remote antiquity. Their possessions rest usually upon a title no better than our own, with this remarkable difference, that though their dominions like ours were won by the sword, that sword unlike ours is drawn to oppress, and not to defend. We have emancipated these pale and ineffectual pageants of royalty from the ordinary fate that awaits on an Oriental despotism. 'The history of Eastern monarchies, like everything else in Asia, is stereotyped and invariable. The founder of the dynasty, a brave soldier, is a desperate intriguer, and expels from the throne the feeble and degenerate scions of a more ancient house. His son may inherit some of the talent of the father; but in two or three generations luxury and indolence do their work, and the feeble inheritors of a great name are dethroned by some new adventurer, destined to bequeath a like misfortune to his degenerate descendants. Thus rebellion and deposition are the correctives of despotism, and thus, through the medium of periodical anarchy and civil war, was secured to the people of the East a recurrence, at fixed intervals, of able and vigorous princes. 'This advantage we have taken away from the inhabitants of the states of India still governed by native princes. It has been well said, that we give these princes power without responsibility. Our hand of iron maintains them on the throne, despite their imbecility, their vices and their crimes. The result is, in most of the states, a chronic anarchy, under which the revenues of the State are dissipated between the mercenaries of the camp and the minions of the Court. The heavy and arbitrary taxes levied on the miserable raiyats serve only to feed the meanest and most degenerate of mankind... The theory seems in fact admitted, that government is not for the people, but for the king, and that so long as we secure the king his sinecure royalty, we discharge all the duty that we, as sovereigns of India, owe to his subjects, who are virtually ours.' I have quoted at some length these remarkable words of the *Times* in 1853, because when the *Times* could permit to itself so eloquent a conviction as to the necessity of reform, we may be sure that that necessity was clear and urgent. Lord Dalhousie has been represented by one school of writers as an innovator who, upon general principles, determined to abolish the old system of ruling India by means of intermediate native princes. By another school he is declared to have been merely the passive instrument of destiny in accomplishing a revolution necessary and inevitable in itself. As a matter of fact Lord Dalhousie was neither a doctrinaire innovator nor a passive instrument in the hand of fate. He carried out changes in the government of India which had become inevitable, and which must have been carried out, probably at about the same time, even if he had never set foot in India. He carried them out, however, in by no means a passive spirit, but as a ruler deeply convinced of their justice and necessity, and resolved to take every legitimate opportunity that arose for giving them effect. Lord Dalhousie deliberately applied to India the principle which during his early manhood he had seen triumph in England—the principle which Englishmen of every political party now adopt, and which an enlightened conservative like Lord Dalhousie would cordially enforce—the principle that Government is not designed for the profit of princes but for the welfare of the people. In this noble sense Lord Dalhousie was a doctrinaire. Let there henceforth be no doubt as to his exact views. 'No man,' he declared in an official paper at an early date in his rule¹, 'no man can deprecate more than I do any extension of the frontiers of our territory which can be avoided, or which may not become indispensably necessary for considerations of our own safety, and of the maintenance of the tranquillity of our own Provinces. But I cannot conceive it possible for any one to ¹ Quoted from the Duke of Argyll's celebrated article in the Edinburgh Review, 1863 [Reprint, 1865]. dispute the policy of taking advantage of every just opportunity which presents itself for consolidating the territories which already belong to us, by taking possession of States which may lapse in the midst of them; for thus getting rid of those petty intervening principalities which may be made a means of annoyance, but which can never, I venture to think, be a source of strength; for adding to the resources of the public treasury; and for extending the uniform application of our system of government to those whose best interests, we sincerely believe, will be promoted thereby... The Government is bound, in duty as well as in policy, to act on every such occasion with the purest integrity and in the most scrupulous good faith. When even a shadow of doubt can be shown, the claim should be at once abandoned.' In enunciating these principles Lord Dalhousie laid down no new doctrine. He only reiterated the maxim which in the words of a statesman of a different school, the Duke of Argyll, 'had governed the action of the Indian Government in every previous case in which the failure of natural heirs had been made the occasion of appropriating petty states, principalities or jaghirs. It had been explicitly laid down in very similar terms by the Court of Directors nearly twenty years before.' ¹ Reprint of the Duke of Argyll's Edinburgh Review Articles as India under Dalhousie and Canning, p. 28. Longmans, 1865. What Lord Dalhousie did was to uniformly apply the principle. The fundamental question was whether we should allow the government of a dependent State, in absence of natural heirs, to pass like mere private property to an adopted son. The Court of Directors had at one time permitted the adoption of a successor in special cases to a principality on failure of natural heirs. It declared however, in 1834, that such an 'indulgence should be the exception, not the rule, and should never be granted but as a special mark of favour and approbation.' As the evils of the old system of government by sham royalties further developed themselves, the Government of India determined in 1841 to enforce a more uniform policy. It unanimously laid down the principle, 'to persevere in the one clear and direct course of abandoning no just and honourable accession of territory or revenue, while all existing claims of right are at the same time scrupulously respected.' What was this 'right'? By ancient law every Hindu is entitled on failure of male heirs of his body to adopt a son. Such an adoption was necessary for the discharge of the religious ceremonies upon which the welfare of the deceased parent depended in the future state. The adopted son, who is usually, although not necessarily, selected from among the junior relatives of the family, represents the spiritual persona of his adoptive father and succeeds to his property. But this theory did not apply to the political functions of the deceased. Those functions could only pass to an adopted son with the express sanction of the Sovereign Power. 'Are crowns and empire, The government and safety of mankind, Trifles of such light moment, to be left Like some rich toy, a ring, or fancy'd gem, Like pledge of parting friends? Can kings do thus, And give away a people for a legacy¹?' 'When the Hindu is a prince,' writes the most eminent legal authority on the question², 'holding his principality subordinate to, or as a gift from, a paramount state, it is a condition of succession to the principality that the adoption be made with the consent of such paramount state. His private property will pass to the adopted son, whether the paramount state has or has not consented to the adoption; but in the absence of such consent, the principality reverts to the paramount state.' The legal right of the sovereign power to withhold its consent to adoptions for the purpose of transmitting a subordinate principality was acknowledged. But the expediency of so doing was ¹ Rowe's *Lady Jane Grey*, Act III, sc. i. ² *A Vindication of Lord Dalhousie's Indian Administration*, by Sir Charles Jackson (formerly Advocate-General of Bengal), p. 5, ed. 1865. by no means so clear. The actual practice had varied in British India, from Lord Wellesley's system of deliberately raising up and perpetuating intermediate States, to Sir John Malcolm's rough and ready suggestions of using the right to sanction adoptions as a means of raising revenue, and the Court of Directors' more discriminating orders to recognise adoptions only 'as a special mark of favour.' What Lord Dalhousie did, therefore, was not to invent a new principle of Indian law but to steadily apply an old principle. In so doing he carried out a deliberate decision arrived at seven years before he came to India, by the Governor-General in Council. He perceived the real issue to be, whether it was, or was not, expedient to artificially prolong the system of governing India by irresponsible intermediate princes. For in each case of permitting a subordinate State to devolve by adoption, Lord Dalhousie held that he was artificially prolonging that system, by reconstituting the dependent government or State in new hands. It was not a question of inheritance, but of the expediency of creating afresh an intermediate power between the British Government and the people. The first case in which this principle came to be applied, shortly after Lord Dalhousie's arrival, was the Native State of Sátára. That Maráthá principality had been constituted by the British Government on the general break up of the Maráthá power in 1818, and confirmed to the 'sons and heirs, and successors' of the recipient in 1819. In 1839 the reigning prince was deposed for misconduct by the British Government in the exercise of its Suzerain rights. By the same rights the British Government then set up the brother of the deposed prince on the throne. The Governor of Bombay pointed out at the time that as the new Raja had no family, there was a distinct prospect that the principality would lapse on his death to the British Government, 'unless,' to use His Excellency's words, 'it should be thought expedient to allow the line of princes to be continued by the Hindu custom of adoption—a question which should be left entirely open for consideration when the event occurs.' In due time the event thus foreseen, when of our own free will we raised the new Raja to the government of Sátára, did occur; and the Raja, whom in 1839 we had placed on the throne, applied for permission to adopt a son. The British Government deliberately withheld the permission; and in the last hours of his life the Raja, in 1848, hastily adopted a son without the consent of the Government. This was the state of things with which Lord Dalhousie, a few months after his arrival in India, found himself called upon to deal. He and his advisers acknowledged the right of the adopted child to inherit the treasures and private estate of the deceased Raja. But under the rule laid down by the Government of India seven years previously, in 1841, they could not admit that any valid claim had been created to succeed to the government of Sátára. As to the legal soundness of this view, there can now be no question. The sanction of the Paramount Power was necessary to constitute an adopted son 'an heir' or 'successor' to the government of a subordinate State. That sanction had been withheld, and the adopted child at Sátára never came within the category of 'heirs' so far as the succession to the government of the State was concerned. 'Sir George Clerk, who was then Governor of Bombay, alone, of all the authorities in India,' writes the Duke of Argyll¹, 'was in favour of allowing the succession of the child. But among the reasons urged by this eminent servant of the Company for the advice he gave, there is no trace of several assertions which have since been popularly believed. Sir George Clerk did not deny that adoption with the effect of continuing the Raj required the sanction of the Paramount Power. He did not affirm that this was a mere form, or a matter of course, or that all previous ¹ Reprint of articles in the Edinburgh Review of January, 1863, published as India under Dalhousie and Canning, pp. 24-25. Longmans, 1865. precedent and a uniform rule of practice required us to give it. He had himself given peremptory instructions to our Resident at the Court of the Raja that he was "to abstain from recognising any adoption by means of which the childless Raja might desire to perpetuate the sovereignty, assigning to the Raja as his reason for withholding consent the absence of the sanction of the British Government." Sir George Clerk did not confound, as so many have done since, the right of adoption as conveying sovereignty with the right of adoption as conveying property, or as qualifying for the discharge of religious duties. He not only admitted but specially dwelt upon this distinction: "The adoption having taken place according to Hindu usage, there can be no doubt but that such adopted son is the late Raja's legal heir, and should succeed to all his personal property. The question, however, remains whether he is entitled to the Sovereignty of the Sátára Rajas." Sir George Clerk, before leaving Bombay, personally answered this question in the affirmative. But the Bombay Council, after full consideration, could not be brought to accept his opinion; and the succeeding Governor of Bombay agreed with his Council against the transfer of the government of Sátára to the adopted child. The Supreme Council of the Governor-General in Calcutta also decided that such an adoption could not carry with it the political status of the deceased Raja. The Court of Directors in England thus summed up the legal and constitutional bearings of the case. 'We are fully satisfied that by the general law and custom of India, a dependent principality like that of Sátára, cannot pass to an adopted heir without the consent of the Paramount Power; that we are under no pledge, direct or constructive, to give such consent; and that the general interests committed to our charge are best consulted by withholding it.' Lord Dalhousie in this, as in every subsequent case of lapse, was not content with dealing with the question as merely one of expediency to the British Government. The question before him was whether it was for the good alike of the British rulers and of the people of the Native State, to reconstitute the intermediate government afresh in the hands of the adopted child. The previous Raja of Sátára but one had been an oppressor and was deposed. The brother by whom we superseded him in 1839 governed well. But Lord Dalhousie held that we had no right to subject the people of Sátára to the chances involved by again setting over them an irresponsible ruler. 'In my conscience,' he wrote, 'I believe we should ensure to the population of the State a perpetuity of that just and mild government which they have lately enjoyed; but which they will hold by a poor and uncertain tenure, indeed, if we resolve now to continue the Raj, and deliver it over to a boy brought up in obscurity, selected for adoption almost by chance, and of whose character and qualities nothing whatever was known by the Raja who adopted him, nothing whatever is known to us.’ ‘I do not presume to dispute the wisdom of creating the Raj of Sátára,’ in 1819, he elsewhere writes. ‘I conceive that the same reasons do not prevail for its reconstitution now, when it is again placed by events at our disposal.’ The Court of Directors dealing with the case not as a question of conscience, but as one of law and expediency, thus recorded its final decision. I repeat certain sentences already quoted. ‘The result of our deliberation is, that, concurring with you in opinion, we are fully satisfied that, by the general law and custom of India, a dependent principality, like that of Sátára, cannot pass to an adopted heir without the consent of the Paramount Power; that we are under no pledge, direct or constructive, to give such consent; and that the general interests committed to our charge are best consulted by withholding it. The pretensions set up in favour of the adopted son of the ex-Raja being wholly untenable, and all claims of collaterals being excluded by the fact that none of them are descended from the person in whose favour the principality was created, the ex-Raja Partáb Singh, it follows that the territory of Sátára has lapsed by failure of heirs to the Power which bestowed it, and we desire that it be annexed to the British dominions.' I have dwelt at some length on the annexation of Sátára. For it is not only the leading case, but it illustrates two very important features in the application of the doctrine of lapse. It shows that Lord Dalhousie, three months after his arrival in India, found his responsible advisers almost unanimous as to the necessity of enforcing that doctrine. It also shows that they were thus almost unanimous in a case which had claims to indulgence. The deceased Raja of Sátára was a good ruler. But the Government of India had, previous to Lord Dalhousie's arrival, laid down the principle in 1841, that even in such a favourable case it was inexpedient to reconstitute a subordinate native State by recognising a death-bed adoption of a successor. The subsequent annexations which took place under Lord Dalhousie's rule must be treated with greater brevity. For they were cases in which no valid claim could be made on the basis of law, nor any special indulgence hoped for on the ground of past good government. One large piece of territory thus brought under direct British rule was Sambalpur—an extensive region of forests, valleys, and mountains on the South-western frontier of Lower Bengal. The childless Chief of this secluded State had declined to adopt an heir, with the express view that his people might after his death obtain the security of the English administration. A more historically important case was that of Jhánsí. This State, a fragment of the Maráthá plunder of Northern India, was ceded to the British by the Peshwá in 1817. Its new rulers confirmed, in the same year, the hereditary title of the local Subáhdár, and advanced the holder of that office to the dignity of Raja in 1832. In 1835 the Raja, after a weak and oppressive administration, died childless. The British Government declined to recognise a son whom he had adopted, and out of four claimants selected a great-uncle to succeed to the principality. He in his turn oppressed and misgoverned during a brief rule, and after mortgaging part of his territories for debt, disappeared from the scene, also childless. Again four claimants presented themselves, and again the British Government selected a successor to the State of Jhánsí. Meanwhile, however, the country had fallen into such disorder that the British Government had to assume the direct administration. After establishing order and nursing the finances of the State, the management was restored in 1842, to the Raja whom we had selected. He proved in his later years to be a fair ruler judged by native standards. On his death, in 1853, the British Government had to decide whether, in the absence of a male heir, the sovereignty of the State should be permitted to pass to an adopted child. Lord Dalhousie and his advisers decided the question by reference to the misery which the misgovernment of the subordinate native princes had brought upon the people of Jhánsí, and its present Northern district Jaláun, during the previous thirty years. The British Government as the Paramount Power had been responsible for that misgovernment, and yet had been unable to prevent it. The misrule of the two first Rajas, whom we set up in Jhánsí, ruined and drove away the cultivators, and reduced the revenues from £180,000 to £30,000 a year. In Jaláun, where a succession by adoption had been permitted in 1832, Lord Auckland thus described the results in 1840. 'In the course of nine or ten years, the land had been most profusely alienated; debts to the amount of thirty lacs had been contracted; extensive districts had been mortgaged as a security for them; there was neither order nor security in the territory; every village was exposed to the attacks of plunderers; cultivation was deserted; and a country which had been fruitful and prosperous, was from day to day becoming desolate.' 'Warned by these results, I hold,' wrote Lord Dalhousie, 'that sound policy combines with duty ¹ Quoted from Sir Charles Jackson's Vindication of the Marquis of Dalhousie's Indian Administration, p. 19, ed. 1865. in urging that the British Government, in the case of Jhánsí, should act upon its right, should refuse to recognise the adoption, and should take possession of Jhánsí as an escheat.' An ample pension was granted to the widow of the late Raja, and the territories were brought under the direct administration of the Government of India. The same principle of lapse on failure of heirs was applied by Lord Dalhousie to several other dependent States. Jaitpur in Bundelkhand, Baghát a petty hill Chiefdom of thirty-six square miles in the Punjab, Udaipur on the Western frontier of Lower Bengal, and Budáwal in Khándesh, passed under direct British rule from this cause. The fort and military fief of Tanjore were annexed after Lord Dalhousie's departure from India, but practically on the grounds set forth by his government. The estates of one of the Amirs of Sind were forfeited on the discovery of the forgery of the document, under which he had fraudulently obtained possession of certain British districts. Two patches of territory, the one in Cachar, the other in Orissa, were also forfeited on account of the misconduct of the ruler, or the persistent practice of human sacrifice. The great case of the Central Provinces will receive separate treatment in the next chapter. I have thus summarised, as far as it is possible to do so in a single paragraph, what may be termed the miscellaneous annexations made during Lord Dalhousie's rule. In several cases the annexation was practically unavoidable. But this does not alter the fact that Lord Dalhousie deliberately enforced in dependent Hindu States the principle of lapse upon the failure of male heirs. He found this principle laid down for him alike by the Government of India, and by the Court of Directors in England, before his arrival. He did not extend that principle to the sovereign Native States of India, but strictly confined it to dependent principalities which the British Government had itself created. In their case he held it impolitic, as Lord Hardinge had held it impolitic before him, to create afresh, on failure of male heirs, a subordinate government between the British rulers and the people—a government directly dependent on the British Power for its maintenance, but only indirectly subject to British supervision and control. In uniformly enforcing this principle, however, Lord Dalhousie unquestionably advanced a step beyond his predecessors. In the time of our weakness in India, during the eighteenth century, British administrators had been too anxious to emerge in safety from the break up of the Mughal Empire, to think about the validity of titles. When the British Power succeeded de facto to the Mughal Empire, it slowly but unavoidably began to consider this question. During the first half of the present century the principle had gradually hardened and set into a constitutional maxim, that the distinction between private property and political functions must be applied to cases of adoption in the dependent States. As to the legal validity of that maxim, and as to its acceptance by previous Governors-General, there can now be no doubt. But between the acceptance of a constitutional principle and its consistent enforcement, there is usually a period of its uncertain application. That period had extended over many years before Lord Dalhousie's arrival in India. I have carefully read the official correspondence concerning the cases of adoption in Native States, from 1820 downwards. I find that two principles slowly emerge from the conflicting views contained in the records. The first is that, in regard to the sovereign Native States of India, the British Government held it of the highest political importance that an orderly devolution of the succession should take place on the demise of each Prince. The Government of India accordingly directed its efforts to secure that an heir should be invariably forthcoming, whether by public declaration, or by testamentary provision, or by adoption. This anxiety is conspicuous on the death of Sindhia in 1826¹: and ¹ Bengal Political Consultations, dated 6th October, 1826: Letter from the Deputy-Secretary to the Government of India, to the Assistant-Resident in charge of the Gwalior Residency, par. 2. again on the serious illness of his successor in 1836\(^1\). The same anxiety is disclosed to secure a successor, by adoption or otherwise, for the other Hindu Sovereign State of Central India, Indor\(^2\). Even when no successor was declared or adopted by Holkar, the British authority deemed it politically expedient to at once provide for the devolution of the chiefship; providing, however, 'that the Maharaja who might be selected should be altogether without any pretensions to the Guddee but such as he should derive from being placed there by the British Government'\(^3\). An equal solicitude in regard to secure a successor for a Muhammadan Sovereign State appears in the case of Bhopál, in 1820\(^4\). But while the policy of the Government of India was consistent in maintaining the succession, by whatever means, in the sovereign Native States, its practice in regard to the dependent Native States had been by no means uniform. As long as the influence of Lord Wellesley continued to be felt, the disposition was to maintain the succession even in the dependent Native States. \(^1\) Despatch, Political Department, Government of India, to Court of Directors, dated 25th July, 1836, pars. 171, 172. \(^2\) Despatch, from same to same, dated 22nd December, 1841, par. 94: also Despatch, dated 21st November, 1843, par. 2. \(^3\) Despatch from the Government of India to the Court of Directors, dated 23rd December, 1844, par. 10. \(^4\) Idem, dated 8th July, 1820, par. 12, and connected correspondence. But during the second quarter of the century, the British Government gradually determined to enforce its rights as the Suzerain Power in this latter class of cases. It did so, for example, by annexing Kolaba in 1841\(^1\), and Mandavi in 1842\(^2\). In the cases in which it permitted the succession of a dependent Native State to pass by adoption, it did so for special reasons, or as a mark of special favour or indulgence. Nothing can be clearer than the words in which the principle was enforced, with reference to dependent Native States. 'To permit the adoption,' writes the Court of Directors when dealing with Kolaba in 1841, 'would therefore be to give up by an act of mere grace, a territory which has undoubtedly lapsed to the British Government as the Paramount Power.' Once, and so far as I have discovered only once, did the Government of India contemplate the application of this principle to a sovereign Native State. In 1841, the Governor-General in Council, fortified by the principle laid down by the Court of Directors in 1834, unanimously declared their intention, as we have seen, 'to persevere in the one clear and direct course of abandoning no just and --- \(^1\) Despatch from the Court of Directors to Our Governor in Council at Bombay, dated 25th May, 1841, par. 9, and subsequent correspondence. \(^2\) Idem, dated 30th December, 1842, par. 2, and Despatch dated 2nd August, 1844, par. 49, etc. honourable accession of territory or revenue, while all existing claims of right are at the same time scrupulously respected.' In 1844 Lord Hardinge's Government provided for the application of this principle to the sovereign Hindu State of Indor. He distinctly intimated to the newly-appointed Chief, 'that the State is to descend to the heirs male of his body in lawful succession, and to no others, thus precluding the possibility of adoption.' Lord Dalhousie was careful not to apply this principle to sovereign Native States. He restricted it in express words to 'petty intervening principalities.' When, in 1854, an attempt was made to misrepresent his views on this point, and to give them a wider extension, Lord Dalhousie placed the matter beyond the possibility of doubt, to any one who will take the trouble to read his words. 'The opinion which I gave,' he wrote, 'was restricted wholly to subordinate States, to those dependent principalities which, either as the virtual creation of the British Government, or from their former position, stood in such relation to that Government as to give to it the recognised right of a Paramount Power in all questions of the adoption of an heir to the sovereignty of the State. The opinion I gave referred exclusively to "subordinate States," to a ¹ Despatch from the Government of India to the Court of Directors Political, dated 23rd December, 1844, par. 27. "dependent principality" like that of Sátára and others that I have named\(^1\). Practically Lord Dalhousie classified the Native States of India into two divisions as Sir Charles Metcalfe had done in 1837. First, the Sovereign or quasi-sovereign States dating from the time of the Mughal Empire, or from a still earlier period, or from the period immediately following its disruption. Second, the dependent Native States which we had ourselves created in subordinate relations to the British Government. The first class included not only the great Muhammadan, Rájput, and Maráthá States; but also, in Lord Dalhousie's opinion, States of small area if they had the claim of antiquity in favour of their semi-independence. This is clearly shown in his Minute upon the proposed lapse of Karauli on failure of heirs. That State had been incorporated into the Mughal Empire; it became a tributary State of the Maráthás on the decline of the Mughal Power; it was transferred to us by the Maráthás in 1817. On the failure of direct heirs in 1852, the question was debated whether the State should lapse to the British Government. Lord Dalhousie himself pointed out as an argu- --- \(^1\) Lord Dalhousie's Minute on Nágpur, dated 28th January, 1854. In the printed copies of his Sátára Minutes, the word 'independent' unfortunately appeared in one of the most important passages instead of 'dependent.' But if his meaning had ever been doubtful (and the preceding sentence had distinctly referred to 'petty intervening principalities'), Lord Dalhousie now made it clear. ment against the annexation of Karauli, that 'though not a very old State, still it is a Rájput principality, and, unlike the existing Maráthá and Muhammadan dynasties, has the claim of antiquity in its favour.' 'I presume,' he elsewhere says in the same document, 'that the Government of India would not at any time be disposed to interfere with the customary modes of succession among these old Rájput States.' Lord Dalhousie therefore, while of opinion that the arguments seemed 'to preponderate in favour of causing Karauli to lapse,' referred the whole case, for and against, to the Court of Directors, and, on receipt of their somewhat tardy reply, carried out their decision in favour of continuing the State under a Native Chief.' I have thought it needful to set forth from the original documents, the progress of the Doctrine of Lapse, as applied to dependent Native States in cases of adoption. For the invention of this doctrine was one of the many unfounded charges raised by popular clamour against Lord Dalhousie after the Mutiny. I have now placed beyond question the six following facts. First, that Lord Dalhousie did not invent the Doctrine of Lapse. Second, that he never interfered with the Hindu right to adopt an heir to inherit the private estate of the deceased, and to perform 1 Quoted from Sir Charles Jackson's Vindication of the Marquis of Dalhousie's Indian Administration, pp. 46, 47, ed. 1865. the religious ceremonies for his benefit. Third, that, in regard to the succession to the government of dependent Native States, he carried out the established principle, as formulated into a constitutional maxim by successive Governors-General and the Court of Directors before he set foot in India; namely, that the right of adoption, while creating a right to inherit the private property and personal status of the deceased, did not carry with it the right to succeed to his political functions, nor to the government of a dependent State, except by the consent of the Paramount Power. Fourth, that before Lord Dalhousie’s arrival, the Government of India had decided ‘to persevere in the one clear and direct course,’ of withholding its consent in the case of dependent Native States. Fifth, that so far from extending the principle of lapse, Lord Dalhousie refrained from following in the direction indicated by his predecessor Lord Hardinge, of possibly applying the principle to sovereign Native States. Sixth, that what Dalhousie really did was to steadily enforce the principles previously laid down by the Indian Government and the Court of Directors. It was reserved for the Queen’s Government of India to discover a more excellent way. But, as I shall show in my volume on Lord Mayo, this more excellent way was rendered possible by the work done by Dalhousie. CHAPTER VII NÁGPUR. THE KARNATIC FAMILY. NÁNÁ SÁHIB BERÁR By far the largest accession of territory made during Lord Dalhousie's rule, to the British dominions on the failure of heirs, was the great central tract of India known as Nágpur. This Maráthá principality as now constituted into the Central Provinces, and after various rectifications of frontier, has an area of 113,279 square miles with a population of twelve million souls. The territories annexed by Lord Dalhousie in 1854 make nearly four-fifths of the present Central Provinces. Their wide-spreading mountains, forests, and plains, had been the seat of powerful dynasties of the aboriginal races, which were crushed by the Maráthás in the last century. The years that followed the final overthrow of the native Gond Rajas by the Maráthás, in 1781, were years of terrible suffering in the Central Provinces. The Maráthás so harried and oppressed the people that the sole refuge of the husbandman was flight. The cultivators migrated in large numbers to other territories, or sought shelter in the forests. There, the refugees formed themselves into a plundering banditti, who became the terror of Western India, and helped to swell the Pindári hordes during the first quarter of the present century. The mushroom Maráthá princes of Nágpur came into conflict with the British in 1803, and their power was broken by the Duke of Wellington on the field of Assaye. In 1817, the fourth Raja conspired against the English Government, treacherously attacked our Resident, was defeated, and pardoned. A second series of treacheries, however, brought about his ruin, and compelled him to fly into a life-long exile. In 1818, the State of Nágpur was thus left without a ruler, at the disposal of the British Government. The Marquis of Hastings reconstituted a portion of it as a subordinate Native State under the nominal rule of an infant descendant of the second Raja, but under the actual administration of an English Resident, Sir Richard Jenkins. The period of minority which followed was long looked back to by the inhabitants as the golden age of Nágpur. After the boy prince attained his majority in 1830, the scene changed. He quickly disclosed a distaste for business and a passion for the lowest forms of debauchery. As he grew older he dissipated the treasure which had been accumulated during his nonage, and recommenced the old Maráthá extortions upon his people. 'Of late years,' wrote our Resident at Nágpur in 1853¹, 'all the anxiety of the Raja and his favourite ministers has been to feed the privy purse by an annual income of two or more lacs of rupees from nuzzurs, fines, bribes, confiscation of property of deceased estates, the composition of public defaulters, or the sale of their effects, and such like sources. The Raja has thus been led on by his avarice to discard all feeling, and to throw himself into the hands of the most unprincipled of his servants, who plundered the country and put justice up to sale for profits, but a slender part of which reached the Raja. He has done many cruel acts, and even carried war into the country of his feudal dependents, on the misrepresentation of those parties gilded by the offer of a nuzzur. Orders of the most contradictory character have been issued at the bid of rival parties from time to time in cases before the Law Courts... All this has been aggravated by the low tone of mind originally belonging to the Raja... Profits and pickings are to be made anyhow. The choicest amusement of the Raja is an auction sale, when some unfortunate widow is ruled not to be entitled to her husband's estate.' These are the words of the temperate and fair-minded Mansel who mediated between the two Lawrences on the Punjab Board, and who was himself an opponent of annexation. The Raja's sole idea regarding the treaty by which he had been raised to the Chiefship, was that it secured ¹ Mr. Mansel's Report, dated 14th December, 1853. for him the British protection against the vengeance of his subjects. 'Now go away,' he said to a newly-appointed Minister, 'and study the provisions of the treaty, so as to see that they are enforced to protect me in the enjoyment of those pleasures of dancing and singing that I have loved from my boyhood.' In 1853, this contemptible being died, leaving no son or legitimate daughter. Mr. Mansel had, as an advocate of succession by adoption, urged the Raja during his last two years to adopt a child. The Raja had persistently refrained from doing so. 'The silence of the Raja,' wrote Mr. Mansel the Resident, 'was thus a deliberate act of his own.' Indeed Mr. Mansel admitted 'that the Raja possessed no right to transmit his Kingdom but to the heirs male of his body lawfully begotten.' Yet Mr. Mansel thought that it might be well to artificially create an heir, after the Raja's death, by consenting to an adoption by one of his widows. Lord Dalhousie came to the opposite conclusion. 'We set up a Raja at Nágpur,' he wrote¹. 'We afforded him every advantage a Native Prince could command. His boyhood was trained under our own auspices; an able and respected Princess was his guardian and the Regent of the State. For ten years, while he was yet a youth, we ¹ Papers relating to the Raja of Berár, 1854. Quoted from the Duke of Argyll's India under Dalhousie and Canning, pp. 37, 38, ed. 1865. governed his country for him. We handed it over to him with an excellent system of administration in full and practised operation, with a disciplined and well-paid Army, with a full treasury and a contented people. Yet, after little more than twenty years this Prince, descending to the tomb, has left behind him a character whose record is disgraceful to him alike as a sovereign and as a man. So favoured and so aided, he has, nevertheless, lived and died a seller of justice, a drunkard, and a debauchee. ‘What guarantee can the British Government now find for itself, or offer to the people of Nágpur, that another successor will not imitate and emulate this bad example? And if that should be the case, what justification could the Government of India hereafter plead for having neglected to exercise the power which it possessed to avert for ever, from the people of Nágpur, so probable and so grievous an evil?’ In applying the Doctrine of Lapse to the sovereignty of Nágpur, Lord Dalhousie was careful to reserve the jewels and private estate of the Raja for the benefit of his family. The widowed Ránís tried to secrete a large portion of the effects, and to secure them for their personal use. Their opposition, and the measures necessary for overcoming it and realizing the property, afforded a pretext for another of the false charges afterwards brought against Lord Dalhousie. The Court of Directors had declared the possessions of the late Raja (purchased by him out of the revenue of State), to be ‘fairly at the disposal of the Government.’ Lord Dalhousie, always tender to private rights, generously took upon himself to differ from this view, so far as to secure those possessions for the benefit of the Raja's kindred. 'I would therefore propose,' he wrote, 'that jewels and furniture, and other personal property suitable to their rank having been allotted to the Ránís, the value of the rest of the jewels, etc., should be realized, and that the proceeds should be constituted a fund for the benefit of the Bhonsla family.' A sum of £200,000 was thus realized as a 'Bhonsla Fund,' after payment of the debts of the household; and pensions amounting to £78,700 (eventually to £98,200) a year, were assigned to the Raja's widows, connections and dependents. The transaction was carried out with great forbearance by the British Commissioner, under the strictest orders from Lord Dalhousie to treat the widows, whatever provocations they might offer, with 'the courtesy due to their rank, their sex, and their changed condition.' Yet it was this transaction, expressly designed by Lord Dalhousie for the benefit of the Raja's family, which was afterwards distorted in England into The Spoliation of the Nágpur Palace. It requires an effort of imagination to realize that such misrepresentation was possible in regard to a public transaction in India in the middle of 1 Lord Dalhousie's Minute of the 10th June, 1854. the present century. But the popular ignorance respecting India under the Company was so dense that any romance could be safely hazarded. For although a denial might be given to it, the public only shrugged its shoulders, and felt that there was another Indian lie afloat, without being able to determine on which side was the truth. An Indian debate in Parliament often resolved itself into a series of contradictory statements. Even in respect to what we now consider as elementary questions of statistics, widely varying opinions were publicly maintained. It must be remembered that the first general census of India was not taken until 1871, almost a quarter of a century after the Company's downfall. That enumeration disclosed the previous official estimates to be erroneous as regards the Lieutenant-Governorship of Bengal alone by 25,000,000 of souls. No authoritative work existed, to which either the public or the administrative body could refer, for the essential data concerning the princes or people of India. Districts now within half a day's railway journey of the capital were spoken of in the Calcutta Review, with more truth than we can now believe possible, as 'unexplored.' The Revue des Deux Mondes, in the height of its fame and notwithstanding its efforts at accuracy, could publish misstatements regarding India which would now simply raise a laugh, but for whose contradiction and exposure no materials were then available. Famines, agrarian agitations, tribal or sectarian movements, in short all the less common but inevitable incidents of Indian rule, were wont to take the Government not less than the public by surprise. The actual revenues and administration of even a British District were official secrets into which no outsider could penetrate. The Government of India’s relations with its Feudatory States were shrouded in a still deeper mystery. It was not until four years after the East India Company ceased to exist, that anything approaching to an accurate and complete collection of its treaties and engagements with the Native States was rendered accessible to the English public. When a feudatory prince felt himself aggrieved, he sent home a confidential agent laden with uncut gems and bags of rupees, to stir up an agitation in London. If he was a very great prince, and thought it worth his while, he could always secure the services of one of the many English malcontents who had their own grievances against the Company. Half the lies disseminated in England about India, from the time of Warren Hastings downward, would now be exposed in a moment by a reference to Aitchison’s Treaties and The Imperial Gazetteer. These works, at once complete, authoritative, and available to the public, were not produced until after the Company's fall. The result was that, on more than one occasion, the reputation of its greatest officers became the sport of popular clamour; and that the Company itself, in its supreme moment, tried vainly to defend itself by eloquent asseveration, rather than by an array of ascertained and publicly acknowledged facts. The misrepresentations that were successfully set afloat regarding Lord Dalhousie, when a victim for the Mutiny was demanded, form a striking illustration of this. The lie got the start, and before it could be overtaken and throttled by the truth, it had found its way into the permanent literature of the time. Even works of serious history, with good claims on our respect, still reproduce some of the foolish flying falsehoods of that day. I have shown how the generous measures taken by Lord Dalhousie to secure a fund for the Bhonsla family figured in England as The Spoliation of the Nagpur Palace. An even more curious misrepresentation still survives regarding Lord Dalhousie's dealings with the titular princes of the Karnatic. The Treaty of 1801 granted certain dignities and emoluments, personally, to the Nawab of the Karnatic, who at that time ceased to be a political power in India. His son was allowed to succeed him for specific reasons in 1819, but was distinctly informed that the treaty had not made his rank or dignity hereditary in his family\(^1\). He in turn died in 1825, and his son was again permitted to succeed. This third Nawáb, after a disgraceful life, to use Sir Edwin Arnold’s words, ‘died of dancing girls and ennui in October, 1855,’ leaving no child. The local Government of Madras declared it impolitic to artificially create a successor. The pension to the preceding Nawábs had been a personal grant, and Lord Harris, the Governor of Madras, thus summed up the evils of continuing a state of things that had grown into a public scandal. ‘First, on the general principle that the semblance of royalty without any of the power is a mockery of authority, which must be pernicious. Second, because though there is virtually no divided rule or coordinate authority in the government of the country, for these points were finally settled by the Treaty of 1801, yet some appearance of so baneful a system is still kept up by the continuance of a quasi royal family and court.’ Third, because the said family claimed exemption from our courts and were ‘not amenable to the law.’ Fourth, because the pageant of such a court, ‘may at any time become a nucleus for sedition and agitation.’ Fifth, because that court itself had become a sink of iniquity. \(^1\) Sir Charles Aitchison’s *Collection of Treaties, Engagements, and Sanads relating to India and neighbouring countries*, vol. v, p. 297, ed. 1876. Will it be believed that these words of Lord Harris, the Governor of Madras, were quoted in England as written by 'Lord Dalhousie's own hand'? Or that the very clause in the treaty with the Nawáb of 1801, which declared the allowance to be 'appropriated for the maintenance of the said Nawáb,' is still quoted in history as showing that the allowance was 'for ever appropriated for the support of the dignity of the Nawábship'? I reproduce the italics as I find them! Two examples, like The Spoliation of the Nágpur Palace, and The Plunder of the Karnatic Family, will probably be now regarded as sufficient specimens of the misrepresentations, by which popular clamour embittered the last days of the great Pro-consul, who had given up his life to India. The decision of the Government of India regarding the Karnatic family was thus summed up by Lord Dalhousie. 'I entirely agree with Lord Harris, and with the members of the Government of Fort St. George, in holding that the treaty of 1801 confers no right of hereditary succession. It is a purely personal treaty... There is no mention of heirs and successors in any part of the treaty, and no grant of anything is made by it to any one except to the Nawáb Azím-ul-Dowlah himself.' Elsewhere, 'As the treaty by which the Masnad of the Karnatic was conferred on His Highness's predecessors was exclusively a personal one; as the Nawáb had left no male heir; and as both he and his family had disreputably abused the dignity of their position, and the large share of public revenue which had been allotted to them, the Court of Directors has been advised to place the title of Nawáb in abeyance, granting fitting pensions to the several members of the Karnatic family.' 'The family,' writes Sir Charles Aitchison whose impartiality has always been beyond suspicion, 'was liberally provided for; a pension of a lakh and a half of rupees (£15,000) and the rank of the first native nobleman of Madras being assigned to Azím Jah,' the uncle of the deceased childless Nawáb\(^1\). His pension was afterwards consolidated with the allowances to other members and dependents of the family, and fixed at £30,000 a year. The debts of the family amounting to £420,000 have also been paid off by the British Government. Another great pension lapsed by the death of the annuitant during Lord Dalhousie's rule. Some excuse may perhaps be pleaded for the misconceptions regarding the case of the Karnatic family, although a careful study of the 'Karnatic Papers,' printed by order of the House of Commons in 1860, might have avoided them. But it is difficult to find any ground for the charge which Mr. Kaye brought \(^1\) Aitchison's Treaties, &c., vol. v, p. 298, ed. 1876. in 1865 against Lord Dalhousie, for 'harshness' towards the man afterwards known as the infamous Náná Sáhib\(^1\). As this charge, however, is still occasionally repeated, and as it has even been suggested that Lord Dalhousie was to some extent responsible for the Mutiny of 1857, in consequence of his action towards Náná Sáhib in 1851, I must briefly state the facts. In 1818, the Peshwá of the Maráthás, completely beaten in the field, threw himself on the generosity of the British. Sir John Malcolm, then the Governor-General's Agent in the Deccan, assured him of his protection, and engaged that he should receive an allowance of £80,000 a year for his support. The Governor-General, Lord Hastings, thought the arrangement too liberal, but would not go back from it; especially as Sir John Malcolm argued that even a short continuance of the war, 'would have cost more than the value of the life pension granted to Bájí Ráo \(^2\).' These distinct words of General Malcolm, who conducted the business, show that the allowance was expressly intended as a 'life pension.' Indeed there could not be the slightest pretension, that it was ever \(^1\) *A History of the Sepoy War in India*, by John William Kaye, vol. i, p. 103, ed. 1865. \(^2\) This letter, dated 19th June, 1818, explaining *ab initio* the purely life interest conveyed by the pension, was known to Mr. Kaye, and is quoted by him in his *Life of Sir John Malcolm*, vol. ii, p. 259. Indeed Mr. Kaye himself speaks in that work of Bájí Ráo as 'an annuitant.' anything more than a personal annuity; and from first to last all mention of heirs is carefully excluded\(^1\). The records show that the ex-Peshwá, Bájí Ráo, was well aware of this. Bájí Ráo lived until 1851, leaving to his adopted son, Náná Sahib, an immense fortune admitted to amount to £280,000, and believed by the Government of the North-western Provinces to greatly exceed that sum. The Government of India at once acknowledged the adopted son’s title to this splendid heritage, and out of its own beneficence added to it the Jághír, or grant of land, on which his father had resided in the North-western Provinces. But the pension, paid out of the taxpayers’ pockets, lapsed upon the death of the annuitant. In these arrangements Dalhousie carried out the views of the Local Government of the North-western Provinces. The Secretary to the Government of India thus summed up the matter: ‘For thirty-three years the Peshwá received an annual clear stipend of £80,000, besides the proceeds of the Jághír. In that time he received the enormous sum of more than two millions and a half sterling. He had no charges to maintain, he has left no sons of his own, and has bequeathed property to the amount of twenty-eight lacs to his family. Those who remain have no claim whatever on the consideration of the Government. \(^1\) Aitchison’s Treaties and Engagements, vol. v, p. 73, ed. 1876. Neither have they any claim on its charity, because the income left to them is amply sufficient.' The Chiefs not only oppressed their subjects, but many of them were sunk in debt and bankruptcy. By the middle of the century the end of the old system had obviously come: and it must have come whoever might have then been at the head of the British Government. The great Muhammadan State of Southern India affords a striking example of the miseries to both the Prince and the people involved by the pecuniary embarrassments of a native Court. In 1799, the Nizám had been permitted to participate largely in the division of territory consequent upon the death of Tipú Sultán, and the downfall of Seringapatam. By the treaty of 1800, the Nizám agreed to furnish to us in time of war 6,000 infantry and 9000 cavalry; and to support us in the field with the whole force of his dominions. The troops thus supplied proved very inefficient in the first Maráthá War, and various schemes were proposed from time to time for their reform with little success. Eventually, after a mutiny in 1813, new battalions were raised, who were armed, clothed, and equipped as the Company's troops, but paid from the Nizám's treasury in fulfilment of the treaty. In course of time the Nizáms, like other of the native Princes, felt the deteriorating influence of absolute power, when divested of the responsibility to their subjects by which alone such power is, in the East, tempered and controlled. Personal indulgence and public indebtedness sum up the history of their Court during many years. The Nizám at length found himself unable to pay the contingent of troops which he was bound by treaty to maintain, and the British Treasury had to make advances for the purpose. In 1843, His Highness was distinctly informed that in event of further advances becoming necessary, the British Government would demand a territorial security for the discharge of the debt. After repeated efforts to obtain payment a territorial cession was demanded in 1851, to liquidate the debt—then grown to upwards of £780,000. The Nizám paid a part and promised to appropriate the revenues of certain districts to meet the remainder. The promise proved illusory. In 1853, a new treaty was made with the Nizám. 'The British Government,' writes Sir Charles Aitchison, 'agreed to maintain an auxiliary force of not less than 5,000 infantry; 2,000 cavalry, and four field-batteries of artillery; and to provide for its payments and for certain pensions and interest on the debt. The Nizám ceded, in trust, districts yielding a gross revenue of fifty lacs of rupees, it being agreed that accounts should be annually rendered to the Nizám, and that any surplus revenue which might accrue should be paid to him. By this treaty the Nizám, while retaining the full use of the subsidiary force and contingent, was released from the unlimited obligation of service in time of war, and the contingent ceased to be part of the Nizám’s army, and became an auxiliary force kept by the British Government for the Nizám’s use. The Assigned Districts have so prospered under British rule, and have been so long accustomed to consider themselves entitled to the benefits of British rule, that their eventual rendition to the Nizám is now regarded as one of the difficult questions of Indian politics. That question, however, was not raised by Lord Dalhousie. It is essentially the product of the improved position of the Nizám in our own days. This improvement has been greatly facilitated by Lord Dalhousie’s arrangement for securing the maintenance of order at Haidarábád, by a body of drilled troops, not directly dependent on the Haidarábád Treasury for the regularity of their pay. The perpetual financial strain of the years preceding that arrangement has disappeared in the Nizám’s dominions. 1 Aitchison’s Treaties and Engagements, vol. v, p. 139, ed. 1876. See pp. 212-221 for the Engagement, dated 21st May, 1853. CHAPTER VIII THE ANNEXATION OF OUDH The last and greatest of the annexations of territory made by Lord Dalhousie was the Province of Oudh. We have seen that in regard to the other Native States, annexed on failure of heirs, Lord Dalhousie did not invent the doctrine of lapse, that he did not widen it, but that he steadily applied it as a part of the deliberate policy of the Government of India, laid down before his arrival by preceding Governors-General, and sanctioned by the Court of Directors in England. In the case of Oudh we shall see that the annexation was ordered by the Home Government in opposition to the advice of Lord Dalhousie, and was carried out by him in obedience to the command of the Court of Directors who rejected his own proposals for a milder measure. The great Province of Oudh, in the upper central basin of the Ganges, was guaranteed to the Nawáb Vizier by Lord Wellesley's treaty of 1801; and the Nawáb Vizier afterwards, with the consent of our Government, assumed the title of King of Oudh. The treaty of 1801 was made on the engagement of the Nawáb Vizier (article 6) that His Excellency would establish 'such a system of administration, to be carried into effect by his own officers, as shall be conducive to the prosperity of his subjects, and be calculated to secure the lives and property of the inhabitants, and His Excellency will always advise with, and act in conformity to the counsel of, the officers of the said Honourable Company.' The Nawáb Vizier, a miserable sensualist and debauchee, failed to carry out these stipulations. Instead of establishing a system of government conducive to the welfare of his subjects, he entered on a course of oppression and heartless misrule, and trusted to the British troops to protect him from the vengeance of his people. Lord Wellesley himself perceived what the end must be. 'I am satisfied,' he wrote in 1801, 'that no effectual security can be provided against the ruin of the Province of Oudh, until the exclusive management of the civil and military government of that country shall be transferred to the Company, under suitable provisions for the maintenance of His Excellency and family.' Before thirty years passed, it became clear that no other alternative was indeed possible. In 1831, 1 Aitchison's Treaties, Engagements, and Sunnuds, vol. ii, p. 102, ed. 1876. Lord William Bentinck accordingly warned the King of Oudh that 'unless his territories were governed upon other principles than those hitherto followed, and the prosperity of the people made the principal object of his administration, the precedents afforded by the principalities of the Karnatic and Tanjore would be applied to the kingdom of Oudh, and to the entire management of the country, and the king would be transmuted into a State prisoner.' The wicked old king died in 1837, and Lord Auckland, then Governor-General, determined to provide for the inevitable transfer of Oudh to the British administration. Article 7 of the new treaty in that year declared that if 'gross and systematic oppressions, anarchy and misrule should hereafter at any time prevail within the Oudh dominions, such as seriously to endanger the public tranquillity,' the British Government reserved to itself the express right of assuming the management of the country by its own officers\(^1\). This treaty was signed by the King of Oudh, but was disallowed by the Court of Directors. The latter fact was, however, withheld from His Majesty—one of the shifty acts of Lord Auckland which brought discredit on the British name. The Court of Directors by their Despatch of April 15, 1839, \(^1\) Aitchison's Treaties, Engagements, and Sunnuds, vol. ii, p. 140, ed. 1876. directed that the disallowance of the treaty should be immediately announced to the King of Oudh. But Lord Auckland merely informed His Majesty that the British Government had determined to relieve him of certain onerous conditions respecting the subsidiary force established under the treaty. The formal abrogation of the treaty was never intimated to the king. Ten years later there was an honest Governor-General of India. Lord Hardinge, in 1847, proceeded in person to Lucknow, and solemnly warned the king that unless His Majesty reformed his administration within two years, 'the British Government would be forced to interfere by assuming the government of Oudh.' Lord Hardinge emphasized his personal remonstrances by a declaration in writing that, under the treaty obligations, no other course was open to him. 'The Governor-General is required,' he wrote, 'when gross and systematic abuses prevail, to apply such a remedy as the exigency of the case may require: he has no option in the performance of this duty.' Knowing what we do of Lord Hardinge's soldierly exactitude in keeping his word, there can be little doubt that, had he remained in India, Oudh would have been brought under British management in 1849, at the end of the two years' probation. ¹ Aitchison's Treaties and Engagements, etc., vol. ii, p. 63, ed. 1876. Meanwhile, however, Lord Dalhousie had succeeded him in 1848. No improvement took place in Oudh, but the new Governor-General resolved before carrying out the sentence passed on the King by Lord Hardinge, to give the native dynasty one more chance. His Majesty was again remonstrated with, but Oudh was not brought under British management in 1849. The king used the delay as a renewed license for oppression. At length in 1851, Colonel Sleeman, an officer of well-known sympathies for Native States, reported as Resident of Lucknow, in terms which compelled the Governor-General to ask himself whether he could any longer be responsible for such a spectacle of human misery and callous misrule. Still Lord Dalhousie hoped against hope. It was not till 1854 that he found himself absolutely compelled to request Colonel Outram, then representing the Government of India at the Court of Lucknow, to report whether the evils described by previous Residents had been abated, or the reforms carried out for which Lord Hardinge had, in 1847, allowed a period of two years. Colonel Outram's report proved that not only had no real improvement taken place, but that Oudh was now completely delivered over to anarchy and the most cruel forms of oppression. In June 1855, Lord Dalhousie thus summed up the situation. 'For tolerating so long this total disregard of the obligations of solemn treaty, and for all the ills and human suffering which have sprung therefrom, the British Government is heavily responsible. It cannot, indeed, be charged with indifference to the evils whose existence it perceived, or with neglect of all exertions to palliate or remove them. For, from the date of the treaty' [of 1801] 'to the present day, the records of Government exhibit one unbroken series of acts of counsel, of complaint, and of condemnation, on the part of the Government of India, and its representatives at Lucknow. By official notes, in friendly letters, through the mouth of the Resident, and at formal personal interviews, the Governor-General has urged, from time to time, upon the notice of the Ruler of Oudh, the wretched internal condition of his kingdom; and throughout all that period, at frequent intervals, words of indignant censure have alternated with earnest remonstrances, with warning, and with threats. 'But the Government of India has never taken the one measure which alone could be effectual, by withdrawing its countenance from the Sovereign of Oudh, and its troops from his dominions. It is by these aids alone that the Sovereigns of Oudh have been enabled for more than half-a-century to persist with impunity in their course of oppression and misrule. Their eyes have never seen the misery of their subjects; their ears have never been open to their cry. Secure of the safety of his person—secure of the stability of his throne—each successive ruler has passed his lifetime within the walls of his palace, or in the gardens round his capital, careful for nothing but the gratification of his individual passion—avarice, as in one; intemperance, as in another; or, as in the present king, effeminate sensuality, indulged among singers, musicians, and eunuchs, the sole companions of his confidence, and the sole agents of his power. Were it not for the support which the Government of India is known to be bound to afford the king against all domestic as well as against foreign enemies; were it not for the constant presence of British troops at Lucknow, the people of Oudh would speedily work their own deliverance, and would impose upon their Ruler the effectual check of general revolt by which Eastern Rulers are best controlled.' 'Colonel Sleeman,' continues Lord Dalhousie, 'thus bears his testimony to this important truth: "I am persuaded," he says, "that, if our troops were withdrawn from Oudh [Dominions], the landholders would in one month march over them all, and pillage the capital of Lucknow." I respectfully submit to the Honourable Court, that the time has come when inaction on the part of the British Government, in relation to the affairs of the kingdom of Oudh, can now be no longer justified, and is already converting our responsibility into guilt.' Lord Dalhousie set forth in careful detail the three possible methods of dealing with the situation. The King of Oudh might either be compelled to abdicate, and his territories be annexed to British India: or he might be maintained in his royal state and dignity, and the actual administration might be vested for ever in the East India Company: or he might be made to give over Oudh for a limited period to the British Government. Lord Dalhousie decided against the extreme course of enforced abdication on the ground that, although the Kings of Oudh had been execrable as rulers to their subjects, they had been faithful as allies to ourselves. 'I for my part, therefore,' he wrote, 'do not advise that the Province of Oudh should be declared to be British territory... It is my earnest counsel... that while the king should be permitted to retain his royal title and rank, he should be required to vest the whole civil and military administration of Oudh in the hands of the Company, and that its power should be "perpetual in duration, as well as ample in extent."' Lord Dalhousie was unable to obtain the assent of his own Council to this milder policy. Two of 1 I reproduce this Minute of Lord Dalhousie from Sir Charles Jackson's Vindication of the Marquis of Dalhousie's Administration, pp. 131-134, ed. 1865. the Members were for the most extreme measure; the two others were for the more moderate course. They all recorded separate Minutes, and were only unanimous in urging, 'that if the British Government felt the wrongs of the people of Oudh so strongly, as to interfere on their behalf under the Treaty of 1801, they would be acting inconsistently, and at the same time unjustly, if they annulled the Treaty, quitted the country, and left its people without redress.' The Court of Directors and Her Majesty's Ministry, after carefully weighing the opinions of the Governor-General and of his Council, decided to adopt the sterner course. In a Despatch dated the 21st November, 1855, which has been characterised as 'a specimen of the art of writing important instructions so as to avoid responsibility,' the Court of Directors expressed their disapproval of Lord Dalhousie's milder plan, and issued their final orders for the annexation of Oudh. They further desired that the task should be carried out by Lord Dalhousie himself before laying down his office. The worn-out Governor-General, now so crippled that he could scarcely walk, and broken down by illness and premature old age, would fain have avoided the heavy burden thus laid upon him. 1 Sir Charles Jackson's Vindication of the Marquis of Dalhousie's Administration, p. 144. had distinctly forewarned the Court that the measure would be violently assailed by the opponents of the Indian Government, and would bring odium on the man who carried it out. But he had promised that, however the Court of Directors decided, he would bear the odium himself, instead of leaving it to be borne by the new Governor-General in the first days of his arrival in India. It only remained for him to discharge his duty in the most considerate manner. After some fruitless negotiation with the king, the Province of Oudh was annexed to the British territories by Proclamation on the 13th February, 1856, on the ground, to use Lord Dalhousie's words, that 'the British Government would be guilty in the sight of God and man, if it were any longer to aid in sustaining by its countenance an administration fraught with suffering to millions.' 'With this feeling on my mind,' he wrote devoutly in his private diary, 'and in humble reliance on the blessing of the Almighty (for millions of His creatures will draw freedom and happiness from the change), I approach the execution of this duty, gravely and not without solicitude, but calmly and altogether without doubt.' Thus was consummated, on the very eve of Lord Dalhousie's departure from India, the last of his great annexations. CHAPTER IX INTERNAL RE-ORGANISATION LORD DALHOUSIE clearly discerned that these vast additions of territory implied momentous changes in the system of holding and ruling India. Until his time British India was, as I have mentioned, an isolated country, shut off from all powerful neighbours by intervening States, and commanded for strategical purposes from the sea-board. The magnificent harbour of Bombay dominated the Western Presidency, that of Karachi formed the key to Sind. Madras had its long open littoral, with numerous roadsteads, and the great naval station at Trincomalee near its Southern extremity, on the Ceylonese coast. In Bengal the noble port of Calcutta, with the connected river-systems of the Ganges, Indus, and Brahmaputra, afforded water-ways inland to the furthest frontier of the British dominions in Northern India. The conquest of the Punjab beyond the Gangetic system, the annexation of Oudh on the limit of that system, the lapse of the great Nagpur territories midway between the Eastern and Western coasts, together with the administrative possession of the Berárs at the backbone of India, completely altered the strategic basis of our power, and converted British India from an isolated ocean-washed peninsula into an inland Asiatic realm. The new territorial problem was not merely how to consolidate the new dominions of nearly a quarter of a million of square miles, but how to consolidate those dominions situated, as they were, at unprecedented distances from our military base on the sea-board. The new race problem was not merely how to govern new peoples, now numbering thirty-eight millions of souls, but how to adapt a system of government which had slowly grown up amid a contented population of British subjects, to warlike tribes and nations, some of them still smarting under recent conquest and defeat. The new political problem was how to extend the supervision of the Governor-General, which had hitherto been largely absorbed in the direct administration of Lower Bengal, so as to enable him to maintain watch and ward over the numerous new provinces as far apart as the Punjab, Burma, and the Berárs. For it must be borne in mind that not one of Lord Dalhousie's conquests and annexations was erected into a separate Local Government. They were all retained as 'Local Administrations' under the immediate control of the Governor-General in Council. Any attempt to adequately state the methods by which Lord Dalhousie solved this triple problem, territorial, ethnical, and political, would involve a lengthy history of the times. It may be my privilege hereafter to make that attempt, and to trace the steps by which Lord Dalhousie converted the stationary India of Lord Wellesley into the progressive India of our own day. In the present volume I can only very briefly indicate a few of the main lines by which he advanced towards the accomplishment of his great task. The British India which Lord Dalhousie bequeathed to his successor, was between a third and a half larger than the India of which he had received charge when he assumed the Governor-Generalship. He realized that in this new India the political centre of gravity had profoundly altered. He saw that it was no longer possible to hold the British dominions from the sea-board. The Governor of Bengal had, by a series of historical developments, grown into the Governor-General of India. Until Lord Dalhousie's rule the Governor-General was also Governor of the Lower Provinces of the Ganges, and responsible for their administration. His permanent seat of government had been Calcutta. When the Governor-General was absent from that capital, the senior member of his Council became Deputy-Governor of Bengal for the time being. But, except during these intervals, the responsibility as head of the Local Government of Bengal rested, by law, upon the Governor-General of India. This arrangement had long worked badly\(^1\). The conquests and annexations of Lord Dalhousie rendered it obsolete. Accordingly, by the Act of Parliament of 1853, the Governor-General was relieved of his functions as Governor of Bengal; a Lieutenant-Governor was appointed for the Lower Provinces; and Lord Dalhousie became the first Governor-General of India, in the strict sense of the term\(^2\). Under the previous system great bodies of troops had been massed round Calcutta, and the headquarters of the Bengal Artillery lay at Dum Dum, seven miles off. These arrangements also became obsolete, after the conquest of the Punjab transferred the main military interests of India to the distant North. In 1853, therefore, Lord Dalhousie ordered the headquarters of the Bengal Artillery to be removed from the outskirts of Calcutta to Meerut, a thousand miles inland. A general movement of troops from around Calcutta, and from the Lower Provinces of Bengal, began to --- \(^1\) For its unsatisfactory results, see Sir John Strachey's *India*, pp. 340-343, ed. 1888. \(^2\) The legal title of Governor-General of India was created by the Statute of 1833: the official designation had previously been Governor-General of Bengal, or Governor-General of Fort William in Bengal. take place towards the Punjab; a movement which received a further impulse from the annexation of Oudh in 1856. This process has gradually completed itself. The once strong cantonment of Barrackpur, sixteen miles from Calcutta, is now a charming suburb for the merchants and British citizens of the metropolis, pleasantly diversified by uniforms, but more vitally concerned in the matter of monthly railway tickets than in any military problem. Chinsurah, ten miles further up the Húgli, with its magnificent accommodation for European troops and invalids, is now a solitude of palatial barracks without a soldier. The cordon of military stations which stretched across Lower Bengal, are abandoned for strategic positions in Oudh, the Punjab, and the Central Provinces. Native soldiers are dotted here and there in the Lower Gangetic valley, but the nearest place of military strength is Dinápur, 344 miles by railway, or 636 by the old river-route from the capital. I have seen the handsome and spacious mess-house of a Bengal station offered at auction for £40, and eventually knocked down for the value of the venetians and glass in its folding doors and windows. With this alteration in the political and military centre of gravity in India, Calcutta has ceased to be the continuous seat of the Supreme Government. The Governor-General found it necessary to be nearer to the chief scene of his responsibilities in the North-west. The hill-station of Simla in the Punjab, formerly an occasional health-resort, gradually grew into the seat of the Government of India during the chief part of the year. Lord Dalhousie used it as his eyrie from which to watch the newly-annexed plains that stretch below. In 1865, after the Mutiny had taught the lesson that India must be won or lost in the North, the permanent headquarters of the army were transferred to Simla. The change, caused by military considerations, inevitably led to the Governor-General and his Council, together with the chief departments of the civil government, being concentrated in a larger measure at the Punjab hill-station. For experience disclosed the risks of misunderstandings and delays, involved by the distant separation of the political and military heads of the Indian administration. The Governor-General of India has during thirty-seven years, by the Statute of 1853, been completely dissociated from the Governorship of Bengal; and it is twenty-five years since the headquarters of the army were fixed at Simla. During a quarter of a century, except in seasons of famine, the Viceroy has spent eight or nine months annually at Simla or on tour, and about three or four months in Calcutta. Calcutta has thus ceased to be distinctively the political and military headquarters of the Government of India. It has been outstripped in population by the Western capital, Bombay; and it is being run hard by that great harbour in the race for commercial pre-eminence. The port of arrival and embarkation for the British troops has long since been transferred from Calcutta to Bombay. But in spite of these changes, and of the rapid development of its Western and other rivals, Calcutta still goes on growing with the majestic growth of a vigorous maturity. Its unrivalled position at the mouth of the combined river-systems of Northern and North-eastern India, gives it a great advantage in regard to the older and bulkier staples of Bengal, rice, jute, and oil-seeds—although even these have, to a very large extent, deserted the slower water-routes for the railways. The enterprise of its merchants and capitalists has called into existence new industries on a vast scale, tea-planting, coal-mining, engineering foundries, and steam factories of many sorts. The new railway to the West will bring to it an increasing share of the wheat-trade; and it only awaits the better adaptation of the European smelting processes to the Indian coals and ores, to become the financial centre of a great iron industry in Bengal. Meanwhile Calcutta sits calm and strong on its ancient river-bank, and watches the produce of the richest provinces of the world float down to it by many waters, or pour into it by an ever-extending network of railways. Sedet aeternumque sedebit. For his four great new provinces, the Punjab, Burma, the Nagpur territories, and Oudh, Dalhousie organised a mixed system of government, by which he endeavoured to unite military strength and promptitude with civilian exactitude of justice and vigilance in administrative details. This involved not alone a combination of civilian and military officers in the personnel of the local administration, such as I have described in my chapter on the Punjab. It also demanded a very careful reconsideration of the law and judicial procedure, suited to the requirements of each of the new territories. To suddenly introduce the elaborate judicial systems of the older presidencies, would have been alike impolitic and impracticable. It would have been impolitic, for it would have subjected the newly-annexed populations to a standard of civil discipline, to which they had been unaccustomed, and which might have proved a burden heavier than they could bear. It would have been impracticable, because the new administrative bodies, hastily put together from the youth of the Civil Service and the military establishment, could not have fairly been expected to master the multifarious details of the older and more exact procedures. Lord Dalhousie devised, therefore, a system of judicial and revenue administration for his new provinces made up from two sources. First, the local usages and customs which previously had the force of law in the individual territory annexed, so far as those usages and customs were consistent with public policy, and did not contravene the fundamental principles of humanity. Second, the simpler class of our own laws, enactments and regulations, for the judicial and revenue management of the country and for its police, culled from the systems at work in the older presidencies. The indigenous customs and usages of the individual territory formed the ground-work of the whole, while the super-structure was shaped with a considerate hand upon the models at work within British India. Such was the leading idea of Lord Dalhousie's plan of administration, adopted for what were long known as the Non-Regulation Provinces. Examples of the system existed on a small scale before the time of Lord Dalhousie. Nor was it till after Lord Dalhousie's time that the system obtained the full development which I have indicated in the last paragraph. Indeed, it must be remembered that Oudh was added to the Empire in the last weeks of his rule. Yet it may be fairly stated that the Non-Regulation system of India was the child of Dalhousie, devised by his swift and comprehensive mind for his conquests and annexations. Under this system the affairs of Native life went on with scarcely a perceptible change upon the previous footing; unless a man had dealings with our revenue officers, or came into our courts. In his customs of inheritance, and in all the affairs of his household, he could perceive no alteration. His usages of trade, his old system of contracts and of mercantile transactions, were undisturbed. His religious faith and even his religious prejudices were absolutely respected, so long as they did not involve a breach of the peace with rival religionists. But if he committed a crime, he found himself dealt with by a stricter judicial procedure, and fined or sent to prison, instead of having his hand or foot chopped off. The criminal classes soon discovered that they had a worse time under British rule, and many of them settled down to peaceful industry, aided by grants of land at low rent from the British Government. In matters of civil justice the annexed populations had the benefit of fairer and more upright judges, together with a system which permitted of the decision being generally given according to their ancient native notions of right and wrong. The procedure was a little more exact and effective than that which they had been accustomed to, but at first only a little. The main difference between the judicial system under which they had grown up and the new one amounted to this—that the English judge was as much interested in doing justice as the litigant was in obtaining it. In dealing with our revenue officers the peasants exchanged the old uncertainties of heavy demands irregularly enforced, and further mitigated or intensified by the venality or extortion of the tax-gatherer, for a fixed but moderate sum, which they knew they had to pay upon a definite date. The essential feature of Lord Dalhousie's system, from the high political point of view, was that the new provinces remained under the direct control of the Governor-General in Council. No semi-independent Local Government, with a Governor or Lieutenant-Governor at its head, was created. Even in the case of the Punjab, in which Lord Dalhousie for special reasons established a Board, the control was retained directly, and in every important question, by the Government of India. Except in that special and temporary case, the local administration was presided over by a Chief Commissioner or Commissioner, immediately under the direction of the Governor-General in Council. The essential feature of the system from the practical administrative point of view, was the concentration of all powers, judicial, executive, revenue and police, in the hands of the District Officer. In the older presidencies, the separation of the judicial and executive functions had gone on steadily in the Districts since before 1793. A District Judge was charged with the conduct and supervision of civil justice within his jurisdiction. The functions of the District Magistrate were confined, more or less, to the pursuit and detection of crime, the trial of the less heinous offences, the police, the collection of the revenue, and the general executive work and government of the District. Under Lord Dalhousie's system all the duties of administration, judicial, revenue and police, were firmly combined in the hands of one officer, the Deputy Commissioner, as the head of the District, aided by assistants under his immediate orders. In process of time this Non-Regulation system has undergone changes in both its essential aspects. As the country settled down and required a more detailed administration, the Chief Commissioner developed into a Lieutenant-Governor, and a Local Government with large powers of independence was created for the Province. Thus the Punjab is now a separate Lieutenant-Governorship; Oudh has been united with the North-western Provinces under a Lieutenant-Governor; and the creation of a Lieutenant-Governorship for Burma (Upper and Lower) is one of the current Indian proposals of the day. In like manner, as the people grew in prosperity, and as the legal questions attendant upon the growth of industry and trade became more complex, a separation gradually began to take place between the judicial and the executive functions of the Deputy-Commissioner in Lord Dalhousie’s Non-Regulation Provinces. This division of duty, salutary and necessary as it has become in the present more complex state of native society, would have weakened the hands of the executive in the newly-annexed provinces. ‘I want no such personage as a Sessions Judge here,’ wrote Mr. Commissioner John Lawrence in the Trans-Sutlej States, forty-four years ago. The judicial work in the Districts formed out of those States is now conducted with as much regularity and precision by Civil and Sessions Judges, as it is in the oldest British territories of Madras or Bengal. The Non-Regulation system devised by the genius of Dalhousie for the administration of his new provinces was not only perfectly effective for bringing them under British government. It also proved to have within itself the capacity of adaptation to the new wants and requirements of the people, as they prospered and multiplied under British rule. 1 Bosworth Smith’s *Life of Lord Lawrence*, vol. i, p. 202, ed. 1885. CHAPTER X RAILWAYS. COMMERCE. TELEGRAPHS. PUBLIC WORKS I have hitherto dealt with the territorial and political aspects of Lord Dalhousie's government, for these were the aspects which the public opinion of his time pronounced, and which the deliberate voice of history must still declare, to be the most conspicuous features of his rule. But I have pointed out from the commencement that Lord Dalhousie's work in India was not alone a work of conquest, it was also a work of consolidation. He not only augmented the British dominions in India by between a third and a half, but he created a new mechanism for amalgamating them, and literally bound together the old and the new territories by bands of iron. Lord Dalhousie is the father alike of the Railway and of the Telegraph in India. Clearly discerning that his improved strategic distribution of the military forces was only half his task, he introduced an entirely new system of internal communication for the defence of his new India. The idea of the Indian railway had been suggested by Sir Macdonald Stephenson and others in 1841-43. But it was reserved to Lord Dalhousie to overcome what seemed to be the insuperable difficulties, and to initiate the work. The year after his annexation of the Punjab, 1850, saw the first sod turned. In 1853, the year in which he removed the headquarters of the Bengal Artillery a thousand miles inland from the outskirts of Calcutta to Meerut, Lord Dalhousie wrote his great Railway Minute. That scheme, one of the most comprehensive and far-seeing which ever issued from a human brain, remains the basis of the whole railway system of India to this day. Lord Mayo, when amplifying it by feeder-lines and filling in connecting links, seventeen years afterwards, was careful to point out that his proposals still proceeded on the plan laid down by his illustrious predecessor. Lord Dalhousie pushed on the work so vigorously that the terminal section of the Great Indian Peninsular Railway was opened as far as Thána in 1853; and before the end of 1856, thousands of miles were under construction or survey. During the official year 1856-57, the lines carried close on two million passengers: they now carry over a hundred millions per annum. The railway system of India thus devised by Lord Dalhousie, and developed by his successors, had 15,245 miles at work in 1888-89. Lord Dalhousie seized the opportunity, afforded by the introduction of railways, to throw the country open to private enterprise and to English capital, in a degree before unknown, and with results which practically inaugurated a new industrial era in India. Instead of making railways a purely Government undertaking, he offered them to public companies under a system of State-guarantee. He did this with the deliberate intention of awakening and encouraging, in India, that spirit of private enterprise which had wrought such marvels in England. 'One of the greatest drawbacks,' he wrote to the Court of Directors, 'to the advance of this country [India] in material prosperity, has been the total dependence upon the Government, in which the community has placed itself, and its apparent helplessness to do anything for itself. Until very recently the only regular carrier in the country has been the Government, and no man could make a journey but with the Government establishments, or by the agency of a Government officer. It was but the other day that the agent of Lloyd's in the Port of Moulmain, where there is a considerable community of European merchants, formally complained that the Government of India did not keep a steam-tug, to tow their ships to sea for them... It is so in everything else... I submit that any time and money which the Honourable Court could save by undertaking such [railway] works itself, would be well expended in securing the introduction at this time of a large amount of English capital and English energy, so as to encourage, by the successful issue which I contemplate for these railway undertakings, a more extensive employment of similar capital and similar efforts hereafter in connection with the products and trade of India.' This was Lord Dalhousie's masterly idea. Not only would he consolidate the newly-annexed territories of India by his railways, and immensely increase the striking power of his military forces at every point of the Empire, but he would use a railway construction as a bait to bring British capital and private enterprise to India on a scale which had never entered the imagination of any previous Governor-General. He succeeded to an extent which even his daring foresight would not have ventured to predict. By 1879, over 98,000,000 sterling of private capital had been attracted to the construction of Indian Railways, under the system of guarantee planned and initiated by Lord Dalhousie. In all these arrangements Lord Dalhousie had from the outset a vigilant eye to the mercantile aspects of his railway routes. 'The commercial and social advantages,' he wrote in his masterly Minute on Railways, 'which India would derive from their establishment are, I truly believe, beyond all present calculation. Great tracts are teeming with produce they cannot dispose of. Others are scantily bearing what they would carry in abundance, if only it could be conveyed whither it is needed. England is calling aloud for the cotton which India does already produce in some degree, and would produce sufficient in quality, and plentiful in quantity, if only there were provided the fitting means of conveyance for it, from distant plains, to the several ports adopted for its shipment. Every increase of facilities for trade has been attended, as we have seen, with an increased demand for articles of European produce in the most distant markets of India; and we have yet to learn the extent and value of the interchange which may be established with people beyond our present frontier, and which is yearly and rapidly increasing. Ships from every part of the world crowd our ports in search of produce which we have, or could obtain in the interior, but which at present we cannot profitably fetch to them; and new markets are opening to us on this side of the globe under circumstances which defy the foresight of the wisest to estimate their probable value, or calculate their future extent.' Lord Dalhousie provided free play for the mercantile possibilities of the railways by removing the previous checks and hindrances on Indian trade. Sir Edwin Arnold sums up these measures in a pithy marginal note—'All ports in India made free.' If his words cannot be taken in their full modern significance, we may yet accept his statement that the results practically amounted to 'enfranchisement of all the coasting industry of Hindustan.' Lord Dalhousie's commercial reforms extended over the whole of the British dominions in the East—from the consolidation and reform of the old vexatious excise regulations at the Straits to the declaration of Aden as a free port. He not only threw the coasts of India open to the world, but he facilitated the approach to them by lighthouses, marine surveys, and improved harbour accommodation. Merchant Service Acts were passed to improve and regulate the condition of sailors. An effort was made to put down the old adulterations practised in the cotton trade. An alternative port was planned at the mouth of the Matlá River, to protect Calcutta from the then apprehended consequences of the shifting and silting up of the Húgli channel. The unprecedented impulse which Lord Dalhousie thus gave to Indian trade may be realized by the following figures. During his eight years of rule the export of raw cotton more than doubled itself, from 1½ millions sterling to close on 3½ millions. The export of grain multiplied by more than three-fold from £890,000 in 1848 to £2,900,000 in 1856. Not only was the export of the old staples enormously increased, but new articles of commerce poured into the markets, under the influence of improved internal communications and open ports. The total exports of merchandise rose from 13½ millions sterling in 1848 to over 23 millions in 1856. The vast increase of productive industry, represented by these figures, enabled the Indian population to purchase the manufactures of England on an unprecedented scale. The imports of cotton goods and twist into India rose from 3 millions sterling in 1848 to 6½ millions in 1856. The total imports of merchandise and treasure increased during the eight years from 10½ to 25½ millions. The Parliamentary statistics speak themselves so eloquently as to the results of Lord Dalhousie's commercial policy, that any comment of mine would only weaken the force of the bare figures. The great Pro-consul was not content, however, to bind together the Empire of India by the iron lines. He also introduced two other powerful instruments of consolidation into India—the telegraph and a half-penny post. His cheap universal postal rates for India will be treated of in the next chapter. The creation of a telegraph system seemed like a dream of the genii to the Asiatic imagination, and appeared almost an impossibility in India to the practical European mind. To realize the difficulties which Lord Dalhousie had to encounter and which he overcame, we must again go back to the descriptions written while the sense of the achievement was still fresh. Lord Dalhousie's telegraph makers were no skilled engineers, but such men as he could lay his hand on, with a Calcutta doctor as their chief. 'He had a field for experiment,' wrote Sir Edwin Arnold a quarter of a century ago, 'subject to electric storms and perturbations, unknown in Europe: a soil alternately baked into one electrical condition, and sodden into another; winds that would lay the telegraph posts in England across the lines from Birmingham to London in a night: little timber, less iron, no skilled labour, no appliances at starting, and—the white ant. The ground which he selected to begin upon, on the principle of measuring difficulty by its maximum, was a lake from June to December, and a wilderness of fissured clay from December to June... His posts had to pass through jungles, where wild beasts used them for scratching-stations, and savages stole them for fire-wood and rafters for huts. Inquisitive monkeys spoiled the work... by dragging the lines into festoons, or dangling an ill-conducting tail from wire to wire. Crows, kites and fishing eagles made roosting-places of the lines in numbers so great as to bring them to the ground; though once or twice a flash of lightning, striking a wet wire, would strew the ground with the carcases of the feathered trespassers by dozens. The white ant nibbled galleries in the posts, and the porcupine and bandicoot burrowed under them.' The tremendous electrical disturbances caused by storms in India, seemed for a time to render success impossible. 'I was driven,' writes Sir William O'Shaughnessy, 'step by step to discard every screw, and lever, and pivot, and foot of wire, and frame-work and dial, without which it was practicable to work. I successively tried and dismissed the English vertical astatic needle-telegraph, the American dotter, and several contrivances of my own invention. Every thunderstorm put the astatic needles hors de combat.' He then goes on to state how he at length triumphed over these difficulties. The Indian storms and sky-artillery were at length brought under control. In one terrific North-wester of the equinox, he says, 'a flash of lightning struck the line, traversed the instrument, made its wires red-hot, and melted their ends into beads. In less than two minutes, Charles Todd, the signaller on duty, had placed another coil in gear, and reported by telegraph to Calcutta (150 miles off) what had taken place in his office.' These heroic labours of Lord Dalhousie's self-trained electricians were destined to have marvellous results. The railway and the telegraph were worth thousands of men to us in the Mutiny of 1857, and it is by the railway and the telegraph that India is now strategically held. The telegraph wire followed Lord Clyde's rapid campaigns yard by yard. It brought the latest news from Calcutta to his breakfast tent, 1000 miles off, by the time that he had bathed after his morning march. It flashed back the details of the day's battle or assault to the Governor-General in Calcutta, before he sat down to dinner. 'It is that accursed string that strangles us,' exclaimed a mutineer pointing to the telegraph wire as he was led out to execution. The electric telegraph now forms the basis not only of our military policy in India, but of the modern mercantile system of India. Indeed, in a country of such vast distances, it is difficult to conceive how the operations either of civilised government or of civilised commerce could be carried on without it. Every morning the great Indian merchant begins his work by reading the cypher instructions from his correspondent in London, despatched the previous night. Calcutta and Bombay, 1409 miles distant by railway on the opposite coasts of India, are within a few minutes' speaking distance by wire, and discuss their hourly transactions with each other throughout the day. There are now 100,000 miles of telegraphic wire in India, along which more than 3 million messages are transmitted each year. In order to introduce the railway and the telegraph in India, Lord Dalhousie had to reconstitute the whole Department of Public Works. Indeed, before his time such a Department, in the modern sense of the term, did not exist. A Military Board had mismanaged a parsimonious expenditure averaging, during seventeen years, only £169,901 per annum, on all works of public utility apart from Military and Civil Buildings. Even of this sum a large proportion had gone for repairs, and one estimate returns 'the average Public Works expenditure (after deductions) of the pre-Dalhousie period at £90,000 or a half per cent. of the public revenue.' Even down to 1850, the most competent authorities state that the average yearly charge for the whole of India, for all Public Works, excepting of course Military and Civil Buildings, 'hardly exceeded £250,000.' According to the Parliamentary return the entire charge of Public Works of every sort in 1847, the year preceding Lord Dalhousie's arrival, only amounted to £260,000. Lord Dalhousie during his eight years of office abolished the old incompetent Military Board, created a great Department of Public Works, and increased the Public Works expenditure to 2½ --- 1 Sir Edwin Arnold's *Marquis of Dalhousie's Administration*, vol. ii, p. 284, ed. 1865. 2 *The Finances and Public Works of India*, by Sir John Strachey, G.C.S.I., and Lieutenant-General Richard Strachey, R.E., F.R.S., p. 86, ed. 1882. millions sterling in 1856. He not only gave roads, canals, court-houses, jails, treasuries and the whole fabric of civilised administration to the Punjab: no province escaped his attention, and the routes throughout all India, with their strongly constructed bridges and permanent metalled-ways, date their improvement from him. Among Lord Dalhousie's irrigation works, I have already described the great Bárí Duáb Canal in the North¹. Time would fail me to merely enumerate all his beneficent enterprises. The operations on the Godavari River would alone form a magnificent memorial of his rule. In order to carry out these and other of his great Public Works, Lord Dalhousie not only created a new Department of Government, but he also organised a new branch of the Government Service. He realized that the operations of civil engineering are best conducted by civil engineers. He, accordingly, laid the foundation of that noble service of highly-trained engineers brought out from England, to whom India is so largely indebted for the material frame-work of its modern development. At the same time he endeavoured by establishing and encouraging engineering schools in each of the three Presidencies, to rear up an indigenous branch of the profession within India itself. ¹ Vide ante, p. 103. CHAPTER XI THE HALF-PENNY POST. EDUCATION. FINANCE. Lord Dalhousie is also the father of cheap postage, I had almost said of the civilised Post Office, in India. We are assured by one of his contemporaries that, on Lord Dalhousie’s arrival in India, the country was no further advanced in regard to postal facilities than it had been two centuries before, under Muhammadan rule. Indeed, the people were rather worse off, for we had made private letter-carrying penal, and yet levied such prohibitive rates on the public carriage of letters, as to practically place the Post Office beyond the means of the native population. Lord Dalhousie appointed a Commission of three able civilians to enquire into the working of the Indian postal system. They found that the Post Office was a heavy drain upon the public revenues. The Station Doctor or some half-employed subaltern was usually the local post-master. The postage on a single letter amounted to three or four days’ wages of a skilled native artisan. The subordinates in the country Post Offices were notoriously corrupt, forwarding or delaying letters as they pleased, and seldom delivering one to a villager without a personal fee. In 1853–54, Lord Dalhousie swept away the whole antiquated fabric of obstruction, and replaced it by the modern postal system of India. He levied a uniform rate of half an áná, now equal to a half-penny (although then about three farthings) for all letters not exceeding half a tolá in weight, and for all India. The idea of thus substituting a uniform unit of weight and of charge for the whole of the vast Indian Empire, seemed to many orthodox financiers of his time to be an act of sheer folly. It was, they said, pushing Rowland Hill’s scheme of a penny postage for England to an inconsequential extreme. It was not so much an extension as a reductio ad absurdum of the reform which had been effected in the postal system of Great Britain. What could be more extravagant, or indeed more unjust, than to levy the same charge on two letters, one of which was to be delivered in the adjoining street, and the other on the opposite side of India. Lord Dalhousie listened, and pursued his own course, with the following remarkable results. Instead of Indian letters being charged at differential rates, according to distance, they are now carried throughout the length and breadth of India, for a distance sometimes exceeding 2000 miles, at a uniform rate of half an ána, at present equal to a half-penny, for the half tola. Instead of the old wrangle over every letter as to the payment and delivery, a wrangle in which the rural postman invariably managed to squeeze something for himself out of the native recipient, Lord Dalhousie substituted a simple system of postage stamps. Instead of the Post Office being a chronic drain on the finances, Lord Dalhousie’s reform made it self-supporting, and has of late years converted it into a source of actual revenue, so far as its operations in British India are concerned. The social results, however, have proved even more important than the administrative or financial ones. Lord Dalhousie’s half-penny post has done more than perhaps his railways, or his telegraphs, and possibly as much as even the great system of the Public Instruction to which I shall presently refer, in revolutionising the old stagnant and self-isolated life of India. These results are now so familiar to us, that in order to realize what they were felt to be at the time, we must as usual go back to the local Indian literature of (in this case) six and thirty years ago. ‘The Post Office Commission alone,’ said the Calcutta Review in 1854, ‘The Post Office Commission alone, had Lord Dalhousie done nothing else, would suffice to place his name in the list of Anglo-Indian reformers alongside of Cornwallis.’ The regular post within India now runs over 70,000 miles, and over a large proportion of this distance it runs several times each day. It distributes 300 millions of letters annually, collected at over 17,000 Post Offices and letter-boxes. But the growth of Indian correspondence under Lord Dalhousie's system may, perhaps, be best indicated by the figures for three single years. The year previous to the introduction of his half-penny post in 1854, barely 19 millions of letters were posted in all India, and a very large proportion of them were official letters. In 1860, six years after Dalhousie's postal reform, the number had increased to 47 millions. It now amounts, as I have said, to 300 millions, and the increase has been chiefly derived from private, as distinguished from official, correspondence. Lord Dalhousie, in fact, created letter-writing on a great scale among the natives of India. In the same year that Lord Dalhousie introduced the cheap post and created the modern postal system of India, the foundations of a national system of education in India were also laid. During his first five years of office, Lord Dalhousie had carefully studied the various experimental methods of Public Instruction at work. In 1853, during the lull between his conquest of Lower Burma and the annexation of the Nágpur territories, he earnestly recommended that the system of vernacular education, associated with the honoured name of Mr. Thomason, should be extended to the whole North-western Provinces. In the following year the Court of Directors, with these and other proposals for the development of vernacular instruction before them, at length dealt in a comprehensive spirit with the great question of Indian Education. The Despatch of Sir Charles Wood in July, 1854, to use the words of Lord Dalhousie, 'left nothing to be desired, if, indeed, it did not authorise and direct that more should be done than is within our present grasp.' This great State-paper put an end for ever to the old controversy between the rival supporters of English and of the classical languages of India, as the basis and main subject of education. For it founded Indian education neither on the one nor the other, but on the modern vernacular languages of the Indian peoples. A vast network of educational institutions has, under the system thus initiated, been spread over India. Those institutions start from the indigenous hedge-schools of the Hindus and the old Mosque schools of the Musalmans, which have now been brought within Government inspection. They advance, by well-ordered upward steps, to the Vernacular and Anglo-vernacular Schools, the High Schools, the Affiliated Colleges, and the Universities. The whole forms a complete gradation of Public Instruction, under the direction and control of the State. This was the crowning act of consolidation, accomplished in India under Lord Dalhousie. It has set in motion new forces, intellectual and political, whose magnitude it is impossible to gauge, but which the British Government now finds itself compelled to reckon with. Amid all the checks which occurred to Dalhousie's consolidating system in India, after his firm hand was withdrawn, this tremendous factor of unification has gone on working without break or intermission, gaining strength, and displaying its marvellous results on an ever-extending scale. Even the Mutiny did not interrupt the progress of Indian education. The year 1857, which saw us forced to fight for our existence, also saw the Acts passed to establish the three Indian Universities, since increased to five, which form the cope-stone of Public Instruction in India. Every Viceroy, whatever his public policy or private idiosyncrasies, has sought to connect his name with the magnificent system of Indian State-education introduced during Lord Dalhousie's rule. Under that system, five Universities and 133,000 schools and colleges are now educating 3½ million pupils in India. I have been careful to describe the educational system of India, not as the direct work of Lord Dalhousie, but as having been introduced under his rule. The name of Sir Charles Wood, afterwards Lord Halifax, must always be the name chiefly associated with this great work. The lesser, but by no means unimportant, functions of Lord Dalhousie were to supply in part the materials which guided Sir Charles Wood, and to strenuously carry out Sir Charles Wood’s views. Nor must it be forgotten that the scheme of Public Instruction, thus initiated by Sir Charles Wood, practically introduced into India by Lord Dalhousie, and strictly developed on the lines then laid down, has received from later Governors-General an expansion which Lord Dalhousie would scarcely have ventured to anticipate. For side by side with the Government Schools and Colleges, and incorporated with them into the system of official inspection, a great body of aided institutions is now maintained and conducted by private enterprise. The India of the railway, the telegraph, the half-penny post, and the State-inspected school, that is to say, the India created by Lord Dalhousie, is the India of to-day. We know of no other India. But to the Englishmen who stood by and witnessed the construction of that India, it seemed as if an entirely new Empire was being called into existence. The immediate visible result of Dalhousie’s rule was, as I have said, a unification of territory. Yet to close observers it was evident from the first, as it was clear to Lord Dalhousie himself, that this unification of Indian territory was only the first stage in a still more splendid, if more perilous, work of unification—the unification of the Indian races. Let me once more quote from a writer of a quarter of a century ago, when 'the conception which Lord Dalhousie cherished of a consolidated Empire,' was still fresh in men's minds. 'We are making,' wrote Sir Edwin Arnold in 1865, when summing up the results of Lord Dalhousie's rule, 'We are making a people in India, where hitherto there have been a hundred tribes, but no people.' It is very easy to over-estimate the progress which has since been effected, it would be most foolish to exaggerate the degree of solidarity which has yet been attained. What I have endeavoured to do is to enable Englishmen to calmly gauge the strength of the movement now at work in India, by a careful exposition of the forces from which the movement derived its impulse. In the midst of his great measures of conquest and consolidation, Lord Dalhousie kept a firm although liberal hand upon the public expenditure of India. Changes in the system of account render it difficult to bring out the facts of Lord Dalhousie's finance with exactitude, except by going into a mass of detail unsuitable for the present book. The ¹ Marquis of Dalhousie's Administration, vol. ii, p. 388. brothers Strachey in their admirable work have dwelt on the difficulties which beset any attempt at financial comparisons between the past and the present in India\(^1\). I shall, therefore, confine myself to reproducing the main figures from the official statement annually presented to Parliament\(^2\). During the twenty-one years, from 1842 to 1862 inclusive, there were seventeen years of deficit, and only four years of surplus, in the Indian Exchequer. Those sole four years of surplus were the central years of Lord Dalhousie’s rule, from 1850 to 1853 inclusive\(^3\). Yet Lord Dalhousie spent with a liberality never ventured on by any previous Governor-General upon Public Works. The Parliamentary figures on this item are obscured by changes in account. But we are informed by Lord Dalhousie’s first historian that his Public Work expenditure was \(2\frac{1}{2}\) millions in 1854, 3 millions in 1855, and \(2\frac{1}{4}\) millions in 1856 (according to the Parliamentary Abstract close on \(2\frac{1}{2}\) millions): as compared with an average expenditure of only £169,901 during seventeen preceding years. In every Department Lord Dalhousie, while increasing efficiency chiefly by re-organisation, did not --- \(^1\) *The Finances and Public Works of India*, by Sir John Strachey, G.C.S.I., and Lieutenant-General Richard Strachey, R.E., F.R.S., pp. 23–26, ed. 1882. \(^2\) *Statistical Abstract relating to British India*, 22nd Number, dated India Office, 7 September, 1888, pp. 310–313. \(^3\) *Idem*, p. 311. shrink from an increase of expenditure when an increase was absolutely required. In 1856, the Parliamentary Accounts show an increase of $\frac{3}{4}$ of a million on the Army compared with 1848, and a still larger increase of over $1\frac{1}{2}$ millions in the expenditure on Civil Administration. The total expenditure was $5\frac{1}{2}$ millions sterling greater in 1856, than in 1848, the first year of Lord Dalhousie's rule$^1$. This increase of expenditure, due partly to expansion of territory, partly to increased efficiency, and chiefly to Public Works, was more than met by the increase in revenue. During the same period (1848–1856 inclusive) the total revenue of India rose from over $24\frac{1}{2}$ millions to over $30\frac{1}{2}$ millions, or, in round figures, by nearly $6\frac{1}{2}$ millions sterling$^1$. Of this great increment more than 2 millions were derived from the land revenue—which in India is not so much a tax as a low rental that Government derives from the land. Lord Dalhousie swept away the cumbrous lumber of the antiquated Boards, alike in the Commissariat and Public Works, and replaced them by vigilant Departments under individually responsible Heads. $^1$ Statistical Abstract relating to India, presented to Parliament, pp. 310–311, ed. 1888. CHAPTER XII LORD DALHOUSIE'S MILITARY POLICY Lord Dalhousie perceived that the defence of the new India would prove an onerous burden. What he could accomplish by removing the troops from the sea-board where they were no longer required, and massing them in North-western India, where he foresaw that danger might arise, he accomplished. What he could effect by pushing on railways and telegraphs, and thus increasing the striking force of his armament at any threatened point, he effected. But he also clearly discerned that the future safety of India was not alone a question of the distribution, but also of the numerical strength of the army, and of an equipoise between the British and Native Forces in that country. The previous chapters of this book have recorded what Lord Dalhousie accomplished in each of the great Departments of his work. This chapter, unhappily for England in 1857, will have to record chiefly the measures which he proposed, and which the Home Government failed to carry out. Lord Dalhousie, while acknowledging the great military qualities of the Regular Native Army, was deeply impressed with the possible dangers involved by its large increase in numbers since the first Afghan War. In 1838, the total Native Force is stated to have been under 154,000 men. The outbreak of the first Sikh War in 1845 found it at 240,310. After reductions on the close of that war, Lord Hardinge bequeathed to Lord Dalhousie a Native Army more numerous than at the last great peace. Lord Dalhousie's conquest of the Punjab led to a further increase of the regular Sepoy regiments from 800 to 1000 men—'a step taken at the urgent solicitation of Sir Charles Napier, after the second Sikh War.' Lord Dalhousie, himself, became afterwards convinced of the impolicy of this increase to the regular regiments, and proposed their reduction. But towards the close of his rule the Native Army still stood as high as 233,000 men. Lord Dalhousie endeavoured to meet the possible perils of so large a Native Regular Army by four series of measures. First, by a better distribution with a view not only to holding the country more securely, but also to breaking up the masses of the Regular Native troops. This measure, which served us in such good stead in 1857, he effected upon the principle laid down by Lord Hardinge, --- 1 *India under Dalhousie and Canning*, by the Duke of Argyll, p. 56, ed. 1865. and in spite of the protest of Sir Charles Napier. 'I have heard,' sneered Sir Charles, 'that Lord Hardinge objected to the assembling of the Indian troops, for fear they should conspire. I confess I cannot see the weight of such an opinion.' Lord Dalhousie's next measure was one in which Sir Charles actively concurred, the raising of Ghûrka or hill regiments—a class of troops which Lord Dalhousie so highly valued, that one of his last acts was to urge their further increase. Lord Dalhousie's third and, as it proved during the Mutiny of 1857, most important measure, was the creation of a new Irregular Force in the Punjab. This force he placed under a separate system and discipline of its own. Notwithstanding the remonstrances of Sir Charles Napier as Commander-in-Chief, Lord Dalhousie kept it apart from the general army of India, under the direct orders of the Punjab Administration. Lord Dalhousie's fourth measure, or rather series of measures, with a view to maintaining a safe counterpoise to the Regular Native Army, consisted in his protests against the withdrawal of European regiments from India, and his proposals for their still further increase—protests disregarded, and proposals never carried into effect, by the Government in England. 1 Report by the Commander-in-Chief in India to the Governor-General in Council, dated 27th November, 1849. 2 Minute by the Most Noble the Governor-General of India, dated 26th, October, 1850, et in alitis locis. Lord Dalhousie, while thus endeavouring to provide against the dangers of the Regular Native Army in India, frankly and generously acknowledged the merits of the Native troops. In so doing he could scarcely go further than the encomiums passed upon them by his soldier-predecessor Lord Hardinge, and indeed by Sir Charles Napier himself, when that fiery warrior was in a praising mood. During the embittered discussions which Sir Charles Napier afterwards raised, Sir Charles posed as the foreseeing man, and accused the Native troops of general mutiny at Wazírábád in December, 1849, or January, 1850. This charge was quite honestly believed by the passionate old Commander-in-Chief to justify the usurpation which he had made on the powers of the Governor-General in Council, when ordering, on his own authority, an increase in the Code of Allowances to the troops. Such an act, if permitted, would have rendered illusory the financial and general control of the Army vested in the Governor-General by Parliament. In judging of this occurrence we must correct the subsequent, and perhaps pardonable, violence of the disappointed old soldier, in his Indian Misgovernment¹, by the Official Records written at the time. Those Records have been printed in a ¹ *Defects Civil and Military of the Indian Government*, by Lieutenant-General Sir C. J. Napier, edited by Lieutenant-General Sir F. W. P. Napier. complete form, beginning with Sir Charles Napier's original indiscretion down to his resignation, and the final verdict by the Duke of Wellington upon an officer whose noble qualities as a life-long comrade and thorough soldier the Great Duke highly valued, but whose follies of temper he deeply deplored\(^1\). I, as a civilian, confine myself to the Duke of Wellington's words. 'A close examination of the papers sent to me by Sir Charles Napier himself,' wrote the Duke of Wellington\(^2\), 'with his report of the transaction, convinced me that there was no mutiny of the troops at Wazirabad, in December, 1849, or January, 1850. There were murmurings and complaints, but no mutiny. But it appears, according to Sir Charles Napier's statement, that there existed in the country a general mutiny, which pervaded the whole army of 40,000 men in the Punjab, in the month of January, 1850. Where is the report? where is the evidence of that mutiny, except in Sir Charles Napier's report sent to the Horse Guards, and in the 66th regiment, the corps at Govindgarh, which had been suppressed in a most signal manner without difficulty and without effort? 'It appears that the 66th regiment at Govindgarh, having mutinied, piled its arms in the fort under the orders of its officers, was marched out, disbanded, and --- \(^1\) *Discussions between the Marquis of Dalhousie and General Sir C.J. Napier, G.C.B.* Folio printed by order of a General Court of the East India Company, 21st December, 1853. \(^2\) *Memorandum of the Duke of Wellington*, dated London, July 30th, 1850, pp. 52-54 of the printed papers. sent into the Company's provinces, in this very month of January, 1850, with the knowledge of the whole army of the Punjab, and that there had not been the sign of movement of a man in favour or support of the mutinous regiment, thus punished and disarmed, the Commander-in-Chief having quitted Wazírábád and proceeded on his march to Pesháwar (sic). 'On the 16th of January he issued to the army a general order as follows:—"I have seen most of the armies in the world, and I have never seen one that is better cared for than the army of the East India Company. Neither have I ever seen a more obedient, more honourable army. I will not allow a few malignant, discontented scoundrels to disgrace their colours and their regiments, by an insolent attempt to dictate to their Government what pay that Government should give to soldiers towards whom it has always been both just and generous." Thus it appears that His Excellency did not conceal that insubordination existed, nor evade the mention of it, and that he characterised its nature and described its extent.' I have reproduced the text of the Duke of Wellington's verdict for two reasons. First, because I believe that his words will now be read by the great majority of even the more exact students of Indian History for the first time. Second, because they place in a true light the foolish charges wafted about after the Mutiny in 1857, with reference to Lord Dalhousie's alleged neglect of the symptoms of Mutiny, seven years previously. I now leave those foolish charges to the fate they deserve, and shall set forth, as briefly as possible, the steps which Lord Dalhousie actually took to maintain the equipoise between the Regular Native Forces and the British Troops in India. Lord Dalhousie was deeply convinced of the dangers incident to an inadequate strength of English regiments in India. He not only protested against any reduction of the English troops, but urged the necessity of their increase. Under the Bill of 1853, the Government obtained the sanction of Parliament to raise the strength of the Local European Regiments in India, from a maximum of 12,000 to a maximum of 20,000 men. But instead of vigorously availing themselves of this permission, it is stated that the Home Authorities added only three regiments to the Company's Local European Force during Lord Dalhousie's rule. Meanwhile the Home Government began that fatal process of depletion which was, in 1857, to cost so dear. Under the pressure of the Crimean War they demanded two of Her Majesty's Infantry Regiments from India. Lord Dalhousie protested in terms which have been well described as prophetic. He solemnly warned the Home Government that the question was not alone one of the present exigencies of India, but the larger and more permanent question of 'the security and stability of our position in the East.' 'We are perfectly secure so long as we are strong, and are believed to be so;' wrote Lord Dalhousie on the 13th Sept., 1854. 'But if European troops shall now be withdrawn from India to Europe; if countenance shall thus be given to the belief, already prevalent, that we have grappled with an antagonist' [in the Crimea] 'whose strength will prove equal to overpower us; if by consenting to withdrawal we shall weaken that essential element of our military strength' [the British troops in India], 'which has already been declared to be no more than adequate for ordinary times; and, if, further, we should be called on to despatch an army to the Persian Gulf, an event which, unlooked for now, may any day be brought about by the thraldom in which Persia is held, and by the feeble and fickle character of the Shah; then, indeed, I shall no longer feel and can no longer express the same confidence as before, that the security and stability of our position in the East will remain unassailed. 'I confidently submit to the candour of Her Majesty's Ministers that, placed as it is amid distances so vast, amidst multitudes so innumerable, amidst people and sects, various in many things, but all alike in this, that they are lately conquered subjects of our race, alien to them in religion, language, in colour, in habits, in all feelings and interests, the Government of India has had solid grounds for the declaration, more than once made of late years, that the European force at its command is not more than adequate for preserving the Empire in security and tranquillity even in ordinary times, much more then,' etc. In spite of this remonstrance, two British regiments were withdrawn from India in 1854, and three years later the danger so accurately foreshadowed by Lord Dalhousie arrived. Of the thirty-three battalions of European infantry, which Lord Dalhousie regarded as the minimum compatible with safety, two had been recalled to England, and notwithstanding the promises of the Home Government they had never been replaced. Five or six of the nominally remaining European regiments were absent (as Lord Dalhousie had foreseen that they might be absent) in the Persian War. The Mutiny thus found India drained of the British troops on which Lord Dalhousie had solemnly warned Her Majesty's Ministers that our existence in India depended. But a still more fatal disregard of Lord Dalhousie's representations had taken place. He felt that the annexations and conquests during his rule rendered absolutely necessary an increase of our European regiments, and a decrease both of the cavalry and infantry of the Regular Native Army. He gave to his declaration on this subject all the solemnity which belongs to a great Viceroy's last official act in India. On the 28th February, 1856, at his final meeting of Council, he laid on the table nine Minutes, setting forth the military changes that had become necessary for the safety of the territories which he was about to quit for ever. These nine Minutes were, by his request, immediately forwarded to the Court of Directors. Yet, wrote Sir Charles Jackson in 1865, 'I cannot find that any further attention was paid to these Minutes, either at home or in India. Nothing more was heard of them until the year 1858. . . . Even now it is impossible to state the full effect of these Minutes. For although the authorities at the India House, including Mr. Kaye himself, rendered me every assistance, two of them are not to be found; and I have been obliged to collect as much as possible of their effect (but whether or not the whole, I am unable to say,) from references to them in the other Minutes.' Yet these nine Minutes, if they had been acted on, might have themselves sufficed to avert the Mutiny of 1857. The first Minute proposed to raise two new European Cavalry regiments for the Company's service in Bengal. It also proposed to disband four regular regiments of Native Cavalry—the very force which in 1857 proved so disloyal. By the second and third Minutes, the European Infantry would have been increased from its reduced strength, in 1854, of 31 battalions to 35 battalions, \footnote{Space compels me to still further summarise Sir Charles Jackson's abstract of their contents.} and if possible to 37; disbanding four Native regiments to obtain officers for the new European troops. If his request for 37 European battalions of infantry could be granted, then two more Native regiments were to be disbanded. The fourth Minute, proposed to move the European Invalid Companies, stationed at Chanár, to some strategic point where they might add to our visible military strength. The fifth Minute urged 'the augmentation of European Companies of Artillery.' The sixth proposed, in addition to the disbandment of the four or six regiments of Native Infantry, referred to under the second and third Minutes, a further reduction of 200 men in each of the remaining regiments of Bengal Native Infantry. This would have given a further regimental reduction of the Sepoys by 14,910 men, in addition to the four or six Native regiments of infantry disbanded. It also proposed to increase the strength of the Ghúrka regiments and of the Irregular Native Infantry, in the Punjab—the two very forces which proved so useful in the Mutiny—by 3,200 men. The seventh Minute urged, in addition to the four regiments of Native Bengal Cavalry which were to be disbanded, a further reduction of eighty troopers in each of the remaining regiments. The total reduction in the Native Regular Cavalry, would have amounted to 2,400 troopers. The other Minutes proposed to increase the number of the European officers in the Native regiments, and to thoroughly reform the Commissariat arrangements by separating it from the regimental strength, and constituting it (as it now is constituted) a separate Staff Department. From first to last Lord Dalhousie insisted on the European Force, 'as the essential element of our strength.' He urged the decrease of the Regular Native Army, which was the cause of our disaster in 1857. He not less solemnly urged the increase of the Punjab Irregular Regiments and gallant Ghúrkas, whose loyalty so materially helped us to retrieve that disaster. Again I feel that any words of mine would only weaken the force of the actual facts. While the public was declaring that his conquests had put an end to the possibility of war in the Company's possessions, and was prophesying smooth things, Dalhousie seriously admonished not only the Government in England, but likewise the officials whom he was leaving behind in India, of the perpetual presence of danger. Nor was he content with impressing this great fact on the authorities, English and Indian alike. He spoke also with the utmost plainness, and in memorable words, to the Anglo-Indian community. Let me quote the solemn warning, I had almost said the too prescient forebodings, with which he replied to the congratulatory addresses of the citizens of Calcutta in February 1856: No prudent man, having any knowledge of Eastern affairs, would ever venture to predict a prolonged continuance of peace in India. We have learned by hard experience how a difference with a native power [the Sikhs], which seems at first to be but the little cloud no bigger than a man's hand, may rapidly darken and swell into a storm of war, involving the whole empire in its gloom. We have lately seen how, in the very midst of us [among the Santáls], insurrection may rise like an exhalation from the earth, and how cruel violence, worse than all the excesses of war, may be suddenly committed by men who, to the very day on which they broke out in their frenzy of blood, have been regarded as a simple, harmless and timid race, not by the Government alone, but even by those who knew them best, who were dwelling among them, and were their earliest victims. Remembering these things, no prudent man will venture to give you assurance of continued peace. Neither on this, nor on any other question, did Lord Dalhousie shrink from declaring the plain truth, however unwelcome the truth might be at the time. His briefest 'office-notes,' thrown off in a moment, upon the daily multitude of questions which came up to him for decision, have in them the ring of a great soul. 'I circulate these papers,' he wrote hastily on one case, in which 1 The Friend of India, Serampur, 31st January, 1861. he had successfully insisted on justice being done at the risk of a tumult\(^1\). 'They are an instance of the principle that we should do what is right without fear of consequences. To fear God and to have no other fear is a maxim of religion, but the truth of it and the wisdom of it are proved day by day in politics.' I have now briefly told the story of Lord Dalhousie's work in India. I am painfully conscious that there are many of his acts, indeed whole departments of his all-pervading activity, that I have been compelled, by want of space, to leave out of the narrative. But I shall have written in vain, if I have written a single sentence which is not justified by the authoritative records of his rule. For I feel that the man was so great, that his policy was so prescient, and that his work has been so enduring, that one word of exaggeration or overstatement would be alike a disobedience to his dying wish, and a disloyalty to his memory. \(^1\) I quote from Sir Charles Bernard's personal recollection of the words. INDEX Afgháns, 73, 79. Agnew, Vans, see Vans Agnew. Aitchison, Sir Charles, 157, 159, 161, 166. Anderson, Lt. W., 69, 70, 84. Annexation Policy discussed, of Punjab, 80–3: of Burma, 118: of Hindu States by Lapse, 124–49: of Nagpur, 150–56: of Oudh, 167–76: Lapse of Pensions, 158–64. Argyll, Duke of, 129, 153, 213, &c. Army, see Military Re-organisation. Armies, Native and European, to be carefully balanced, 212–5. Arnold, Sir Edwin, 15, 124–6, 209, &c. Berárs, the, 164–6. Burma, 13, 43–5: conquest of, 108–23. Calcutta, 177, 180–4. Canals, 103, 201. Canning, Lord, 50. Carnatic, see Karnatik. Chilianwála, 77. Commercial development under Lord Dalhousie, 190–6. Connemara, see Lady Susan Ramsay. Dalhousie, Lady, 24, 45, 46. Dalhousie, Marquess of: his three-fold work in India summarised, 10–15: his codicil, 17: his family and youth, 20–3: parliamentary contests, 23–5: in the General Assembly of the Kirk of Scotland, 25, 26: at the Board of Trade, 27–9: Governor-General of India, 29–30: his appearance and character, 31–7: his day’s work, 34: relations to subordinates, 38–42: his tours, 42–5, 48: death of Lady Dalhousie, 45–7: illness and last years in India, 48–53: return to England, 54: at Malta, 54, 55, 57: the news of the Mutiny, 55–7: the struggle against disease, 54–8: death, 59: conquest and consolidation of Punjab, 60–107: conquest of Burma, 108–23: annexations by Lapse, 124–58: the Karnatic family, 158–62: Náná Sahib, 162–4: the Berárs, 164–6: Oudh, 167–76: military and political re-organisation, 177–84: non-regulation system, 184–9: railway and commercial system, 190-6: telegraphs, 196-9: public works policy, 200-1: postal reforms, 202-5: public instruction, 205-9: financial policy, 209-11: complete military scheme to provide against mutiny, and to maintain preponderance of British troops in India, 212-25: his final warning, 224: the principle underlying all his work, 225. Education, 205-9. Edwardes, Sir Herbert, 60, 71-5. Elliot, Sir Henry, 36-46. Financial results, 209-11. Godwin, General, 112. Gough, Lord, 71-7. Grant, Dr. Alexander, 17, 32, 35, 58. Gujrát, 78. Hardinge, Lord, 61-6, 87, 142, 213-4. Hastings, Marquess of, 21. Jackson, Sir Charles, 52, 131, 148, 144-5, 221, &c. Jhansi, 139-41. Karauli, 147-8. Karnatik Family, the, 158-62. Lapse, see Annexation. Lawrence, Lord, 40, 50, 80, 87-95, 100, 105, 107, 189. Lawrence, Mrs., 39. Lawrence, Sir Henry, 66, 67, 80, 83, 87-100, 107. Mansel, C. G., 94, 105, 153. Military re-organisation, 177-84: complete scheme of army reform, 212-5. Mulráj, 69-77, 89. Multán, 68-77, 84. Mutiny, Lord Dalhousie's warnings, and ample provision against, 212-25. Nágpur, 150-6. Náná Sáhib, 162-4. Napier, of Magdala, Lord, 73-5. Napier, Sir Charles, 77, 86, 93, 97-9, 213-7. Nizám (Haidarábád), 164-6. Non-Regulation System, 184-9. Oudh, 49: annexation of, 167-76. Peel, Sir Robert, 27, 29, 46. Postal reforms, 202-5. Public instruction, 205-9. Public Works policy, 200-1. Punjab, 11, 43: conquest of, 60-85: consolidation of, 86-107. Railways, 15: English, 27. Railway system, 190-3. Ramsay, Lady Edith, 24, 59. Ramsay, Lady Susan, 17, 24, 47, 50, 55, 59. Rangoon, 115, &c. [See also Burma.] Russia, 11. Sambalpur, 138. Satárá, 132-8. INDEX Sikhs, 11: conquest and consolidation of, 60-107. Sikkim, 12. Simla, 182. Sind, 141, &c. Smith, Bosworth, quoted in many places. Smith, Dr. George, 19. Strachey, Sir John, and General Richard, 210. Taylor, Major Reynell, 41. Telegraphs, 196-9. Temple, Sir Richard, 35, 37, 38. Trade, 190-6. Trotter, Captain L. J., 19, 32, 34, 47. Vans Agnew, Patrick A.; 69, 70, 84. Wellesley, Marquess of, 9, 125, 144. Wellington, Duke of, verdict on Sir Charles Napier, 216. Wood, Sir Charles, 206-8. THE END. OXFORD: PRINTED AT THE CLARENDON PRESS BY HORACE HART, PRINTER TO THE UNIVERSITY RULERS OF INDIA THE CLARENDON PRESS SERIES OF INDIAN HISTORICAL RETROSPECTS Edited by Sir W. W. 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FAMINE ASPECTS OF BENGAL DISTRICTS. SECOND EDITION, 7s. 6d. 'One of the boldest efforts yet made by statistics,' science... In this work he has laid down the basis of a system, by which he may fairly claim that scarcity in Bengal has been reduced to an affair of calm administrative calculation.'—Daily News. The following is a list of the most important and frequently used terms in the field of computer science: 1. Algorithm: A step-by-step procedure for solving a problem or performing a task. 2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation. 3. Database: An organized collection of data stored in a computer system. 4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them. 5. Encryption: The process of converting information into a code so that only authorized parties can understand it. 6. Hashing: A technique for mapping data of arbitrary size to fixed-size values. 7. Interface: A boundary between two systems or components, allowing them to communicate with each other. 8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions. 9. Operating System (OS): A software program that manages computer hardware and software resources and provides common services for computer programs. 10. Programming Language: A formal language designed to be used by humans to express instructions to a computer. 11. Query: A request for information from a database. 12. Security: The protection of information and systems from unauthorized access, use, disclosure, disruption, modification, or destruction. 13. Software: A set of instructions that tell a computer what to do. 14. System: A group of interacting or interrelated elements that act according to a common plan to achieve a common goal. 15. User Interface (UI): The part of a computer system that interacts with the user, providing input/output capabilities. 16. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 17. Web Application: A software application that runs on a web server and is accessed through a web browser. 18. XML (Extensible Markup Language): A markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable. 19. API (Application Programming Interface): A set of rules and protocols for building software applications. 20. Cloud Computing: The delivery of computing resources over the internet, including servers, storage, databases, networking, software, analytics, and intelligence. CATALOGUED 12/5/80 Central Archaeological Library, NEW DELHI Call No. 923.254082 Dal/Hun Author—Hunter, W.W Title—The Marquess of Dalhousie. Vol-II "Borrower No." "Date of Issue" "Date of Return" "A book that is shut is but a block" GOVT. OF INDIA Department of Archaeology NEW DELHI. Please help us to keep the book clean and moving.
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This material has been provided by Asbury Theological Seminary in good faith of following ethical procedures in its production and end use. The Copyright law of the United States (title 17, United States code) governs the making of photocopies or other reproductions of copyright material. Under certain conditions specified in the law, libraries and archives are authorized to finish a photocopy or other reproduction. One of these specific conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. By using this material, you are consenting to abide by this copyright policy. Any duplication, reproduction, or modification of this material without express written consent from Asbury Theological Seminary and/or the original publisher is prohibited. Contact B.L. Fisher Library Asbury Theological Seminary 204 N. Lexington Ave. Wilmore, KY 40390 B.L. Fisher Library’s Digital Content place.asburyseminary.edu THE RURAL CHURCH SCHOOL IN INDIA A Thesis Presented to the Faculty of Asbury Theological Seminary In Partial Fulfillment of the Requirements for the Degree Master of Religious Education by Susan Werghis June 1958 ACKNOWLEDGEMENT The writer wishes to express her gratitude to Dr. James D. Robertson for his assistance and guidance in the development of this thesis. Approved by James D. Robertson # TABLE OF CONTENTS | CHAPTER | PAGE | |------------------------------------------------------------------------|------| | I. INTRODUCTION | 1 | | II. BACKGROUNDS OF THE CHURCH SCHOOL | 3 | | III. INDIA TODAY | 8 | | IV. STRENGTHENING THE CHURCH SCHOOL IN INDIA | 12 | | A preliminary recommendation | 12 | | Aims | 13 | | Teacher and pupil | 14 | | Preparation for teaching | 21 | | Methods and materials | 26 | | Suggestions for improvements | 36 | | V. SUMMARY AND CONCLUSION | 40 | | BIBLIOGRAPHY | 42 | | APPENDIX | 45 | CHAPTER I INTRODUCTION I. THE PROBLEM AND ITS IMPORTANCE Statement of the problem. This study was primarily undertaken with a desire to strengthen the work of the church school in rural India. After defining terms used in the thesis, the writer considers briefly the beginnings of the church school movement in England, America, and India, and then proceeds to say something about the new India in which the Christian teacher finds himself. A main chapter treats the church school with respect to the matter of aim, teacher preparation, teacher and pupil, and methods and materials; it closes with suggestions for the improvement of instruction. A brief concluding chapter contains summary and conclusion. Importance of the study. As a recent authority on education in India writes, "Education has always formed a very prominent part of the Christian enterprise in the mission field."1 Perhaps no other agency of the church in --- 1C. S. Milford, *India Revisited*. (London: The High Way Press, 1953), p. 59. India has played such a significant part in bringing Christianity to the people as has the church school. It is in view of its potential to reach the children, and through the children the parents, that the writer seeks to make some contribution toward the enrichment of the work of the church school. II. SOME TERMS DEFINED Church school. In more recent times, the educational agency of the congregation is spoken of in terms of the "church school." In America the expression may be defined "as the congregation at work educating itself." But in India "church school" has to do generally with the Christian education of children. In this thesis the term is used synonymously with "Sunday school" and includes the daily vacation Bible school. Matriculation. When a student successfully passes the government examination covering his high school courses, he is a "matriculant"; that is, he is qualified for admittance to a college or university. --- 2Ralph D. Heim, *Leading a Sunday Church School*. (Philadelphia: Muhlenberg Press, 1950), p. 19. CHAPTER II BACKGROUNDS OF THE CHURCH SCHOOL Beginnings in England. The institution traditionally known as the Sunday school was the first educational agency of the Christian Church. To this day the Sunday school remains at the center of the Church's educational program. The Sunday school movement was started in England by Robert Raikes, who in 1780 launched his "Ragged School." Since, till this time education in England was the exclusive privilege of the wealthy, Raikes tried to help the children of the poor in his district by teaching them reading and writing in addition to the elementary principles of religion. When the foreign missionary movement set in, about 1800, the work started by Raikes was carried to many parts of the world. At the time of his death, in 1811, some 400,000 children were enrolled in Sunday schools in England and elsewhere. The method of religious instruction that seems generally to have been employed by Raikes was simply that of narrating Bible stories and appending some practical appli- --- 3 Paul H. Veith, *The Church and Christian Education* (St. Louis: Bethany Press, 1947), p. 2. 4 World Book, Chicago: Field Enterprises Inc., 1953, Vol. 15, p. 7804. cations thereto. Heim speaks of the work of the Sunday school in England, presumably after it had become somewhat established, but still in its early stages: In the early Schools, the program seems to have centered around learning to read, learning to say the Church of England's catechism, and attending Church services. Children were to come soon after ten in the morning and stay until twelve. Then they were to go home until one. Upon their return they would read a lesson and be conducted to Church.5 John Wesley, the founder of Methodism, was closely associated with the movement in its beginning stages. In the larger Methodist churches children's societies were formed for the purpose of teaching religion. William Gurney is accredited with introducing the Sunday school teacher's training class, a move that marked the beginning of teacher training in religious instruction. A later development of this work was the forming in 1803 of the London Sunday School Union with the express purpose of improving the quality of the teaching of the Sunday schools. The work of the Union is cited by Benson: In every way this organization proved successful. It held quarterly meetings in its four London auxiliaries for devotional exercises and for the discussion of practical questions. It appropriated considerable sums 5 Heim, op. cit., p. 8. for establishing schools, and for publishing books, periodicals and papers. Other evidence of the work of the Union is found in the fact that in 1805 it had released four educational publications: A Plan for Forming Sunday Schools, A Guide to Teachers, A Catechism in Verse, and A Reading Primer. In London and throughout England local unions were formed as auxiliaries to this main institution. These had representations in the annual meeting, which directed the affairs of the London Sunday School Union.\textsuperscript{7} It is interesting to note in passing that the Sunday school movement is credited in giving birth to public education in England, and also to two nationally-known institutions--the British and Foreign Bible Society, and the Religious Tract Society.\textsuperscript{8} \textbf{The American Sunday School Movement.} In 1785 William Elliott in Accomack County, Virginia, invited children to his own home for Sunday school instruction. So far as is known this was the beginning of the Sunday school in America. \textsuperscript{6}Clarence H. Benson, \textit{History of Christian Education}. (Chicago: Moody Press, 1943), p. 129. \textsuperscript{7}\textit{Ibid.} \textsuperscript{8}\textit{Ibid.} In a very few years, the work of Elliott was to inspire others to start Sunday schools in other parts of the East. In 1790 Philadelphia gave birth to the first Sunday School Society in America. Soon after this date similar societies were established in other American cities. In 1824, when these Societies united, the American Sunday School Union came into being. This Union constitutes one of the most significant developments in Christian education in the United States. **Foreign missions and the church school.** With the spiritual tide that visited England in the eighteenth century, and with the new interest in the religious nurture of children, there came a concern for the "other sheep." In 1793 the Protestant missionary William Carey left England for India. A few years later, Robert Morrison went to China; and in 1813 Adoniram Judson carried the Gospel from America to Burma. In 1813, when the charter of the East Indis Company was renewed, missionaries, heretofore entering India under severe restrictions, were given full freedom to land. The British government about this time began to show concern for the education of the masses by establishing schools in districts all over India. Soon a department of public instruction was set up in each province in India, and a staff of school inspectors provided for. Such provisions could only facilitate the work of the missionaries in the business of Christian education. From the beginning, the missionaries to India recognized the Christianizing of the children as a major goal in all their labours. In addition to their seeking to bring the individual to Christ, Bishop J. W. Pickett sees also these Christian educational aims in the work of the early missionaries: 1. Teaching to read the Bible. 2. Developing Christian leadership among the nationals to the end that they may convert and establish others in the faith. 3. Stamping out social oppression and poverty.9 The Sunday schools of the early missionaries prepared the way for the establishment in 1787 of an interdenominational organization, the All India Sunday School Union. This body has done much to help develop the resources of the Sunday school in India. --- 9J. W. Pickett, *Christian Mass Movement in India* (Cincinnati: The Abingdon Press, 1933), p. 265. CHAPTER III INDIA TODAY The present chapter seeks to give a brief introduction to the India in which the church school teacher finds himself. The country is steeped in religions. India is the mother of Hinduism, Buddhism, Jainism, Sikhism, and Zoroastrianism; Islam and Christianity entered the country as foster children. The importance of religion in the life of an Indian is commented on by Durant who calls India, "the paradise of the gods," and who goes on to say: In no country is religion so powerful or so important as in India. If the Hindus have permitted alien governments to be set over them again and again it is partly because they did not care much who ruled or exploited them—natives or foreigners; the crucial matter was religion not politics, the soul not the body, endless later lives rather than this passing one. The task of Christian education is the more difficult in view of the fact that the traditional worship practices of the people are usually remote from the worship of the occidental Christian church. Part of the church's task is that of seeking to accommodate, insofar as is possible, her --- 10 William Durant, *The Story of Civilization, Our Oriental Heritage.* (New York: Simon and Schuster, 1942), p. 503. approach to the religious ways and customs of the people. In this connection one authority writes: The rich religious heritage of India offers many patterns and vehicles of expression of which the church in India must take account in its effort to communicate the revelation of God in Christ in the idiom and setting which render it intelligible to the people of the country. The Christian educator must be alert to the social revolution that is taking place in modern India—one that is gradually changing the attitudes and habits of the people. Restlessness over caste is forcing the masses to reach out beyond class; they are beginning to see personal values in the larger contact of a casteless society. Devanandan, a Christian leader in India, comments on this larger outlook: One significant outcome of this understanding of society is the new meaning-content we are learning to put into the work 'community.' Two generations ago it was associated with 'communism,' the 'community consciousness' of narrow religious groups and bigoted caste denominations. Today we use terms like 'neighbourhood communities' and 'community of mankind,' all of which assume a new conception of human values and of human relations. The rapid advancement of science and technology has made people increasingly aware of the material advantages of --- 11C. W. Ranson, *The Christian Minister in India.* (London: United Society for Christian Literature, 1946), p. 29. 12P. D. Devanandan, *Presenting Christ to India Today.* (Madras, India: The Christian Literature Society, 1956), p. 2. life. Industry has placed within reach desirable commodities which are fast assuming the status of necessities. The developing sense of social justice calls for a more equitable distribution of the good things of this life. The growing recognition of women is working wonders in some spheres. Since these changes seem to be stemming from influences that are not in themselves particularly religious, the grip of the older native religion begins to relax. This weakening of the traditional religions has resulted in the emergence of rival faiths; it has produced within Hinduism itself what is being referred to as a Renaissance, and it has facilitated the entrance of communistic atheism. The Hindu "revival" is bringing to the forefront a few significant features of Hinduism in a supreme effort to make that faith more attractive, to bring it into a greater harmony with Christianity. Hindu spokesmen, for instance, give much attention these days to such social institutions as marriage and the family. There is a spirit of nationalism stirring in India as in many other "new" nations today. Western leadership has lost its hold. Christian ways and activities are often suspected as being dangerous to the nation.13 13Devanandan, op. cit., pp. 8-10. All of these social and religious manifestations serve to advise the teacher of Christian education, missionary or national, whether in Sunday school, Bible school, or college, that India is suffering the pains of a new birth. CHAPTER IV STRENGTHENING THE CHURCH SCHOOL IN INDIA A preliminary recommendation. Concerning meeting the needs of the new India, Stephen Neill, bishop of the Church of South India once said, "On one point we are all agreed; the immediate task is to secure more adequate training for the Indian leadership of the church."14 A preliminary step toward meeting this need took place when the National Christian Council of India in 1954 initiated an inquiry into the status of theological education generally. On the basis of its findings it made several recommendations. Those affecting the training of teachers of the church school are here mentioned. The following "homogeneous" grouping of prospective teachers was recommended in order to facilitate the teacher-training offered by the National Christian Council of India. 1. Those with elementary school only. 2. Those with high school. 3. Those with Bible school training. 4. Those with college, or more. In selecting candidates for teaching, these standards --- 14 Wilfred Scopes, *Training Voluntary Workers*. (Lucknow: The Lucknow Publishing House, 1955), p. 73. should be maintained: 1. Full membership in the local church. 2. Home life and Christian witness exemplary. 3. Some natural gift of leadership. Because teaching in Sunday school and in kindred institutions of the church is not usually a full-time task, teachers, it was pointed out, must be able to support themselves with other employment during the week. The Council strongly urged the importance of holding regional "Institutes" for the purpose of strengthening the teacher in her work, these meetings to be held at regular periods during the year.\textsuperscript{15} With the recommendation of the Council as a starting point, the writer's concern in the rest of this paper is with the problem of making the church school in India a more effective channel of Christian education. She approaches the problem by discussing respectively, the question of aim, teacher and pupils, and methods and materials. \textbf{Aims.} A broad statement of the aim of Christian education in general, drawn up in 1950 by the delegates of the International Missionary Council, reads as follows: \textsuperscript{15}Ibid. Religious education includes all efforts and processes which help to bring children and adults into a vital and saving experience of God as revealed in Christ. It aims: to quicken the sense of God as a living reality so that communion with Him in prayer and worship becomes a natural habit and principle of life; to enable one to interpret the meaning of his growing experience in the light of ultimate values; to establish attitudes and habits of Christlike living in common life and in all human relations; and to enlarge and deepen the understanding of the historic facts on which Christianity rests and of the rich content of Christian experience, belief, and doctrine.\textsuperscript{16} More specifically, the writer conceives the aim of the church school's programme of Christian education in these words: 1. To bring the individual to a personal, experiential knowledge of God through faith in Jesus Christ as Saviour; to help him acquire right ideas concerning God, Christ, sin, and salvation; to furnish him with a knowledge of the conditions of maintaining and developing fellowship with God. 2. To educate the individual to an awareness of the social implications of the Christian life: right attitudes and right conduct toward one's fellowmen. \textit{Teacher and pupil.} The teacher: A teacher's success is intimately \textsuperscript{16}Philip Henry Lots, \textit{Orientation in Religious Education}. (New York: Abingdon-Cokesbury Press, 1950), p. 95. related to his personality. Almost all modern students of teaching success have emphasized the part played by the somewhat intangible factor of the personality of the teacher.\textsuperscript{17} Nowhere do desirable personality traits bring greater rewards than in the work of teaching. As regards religious instruction, a recent writer goes so far as to say, "One teaches little by what he says, more by what he does, and most by what he is."\textsuperscript{18} One must in the first place have a genuine affection for children. Lack in this regard is quickly recognized by children and adolescents alike. Again, the teacher should possess a sympathetic imagination. That is, he should be able to put himself in the position of the child. Someone has said that it is necessary for one to have a child-like nature in order to be a successful teacher.\textsuperscript{19} Ability in explaining and illustrating is also basic to good teaching. Abstract generalization is forgotten when a vivid example will remain. The wise teacher seeks to "cultivate" his pupils. The day when the teacher was regarded as a petty dictator, \textsuperscript{17}C. E. Skinner, \textit{Elementary Educational Psychology}. (New York: Prentice Hall, Inc., 1945), p. 237. \textsuperscript{18}\textit{Ibid.} \textsuperscript{19}\textit{Ibid.} lording it over his charges, is long past. Education is essentially a cooperative venture between teacher and pupil. It calls for a sympathetic understanding of pupil backgrounds and needs. This means familiarity with home backgrounds—visiting the children in their out-of-school environment, talking over things with parents, and perhaps contacting other professionally-related individuals possessing knowledge of the child—such as a local doctor or a social worker. Fairness on the part of the teacher is absolutely imperative in the classroom. Children from an early age are sensitive to teacher favouritism. They are likewise alert to whatever savours of unkindness or harshness. When it is remembered that the child is likely to regard his teacher as almost perfect in all things, any unteacherly attitude can be a shattering experience to him. In matters pertaining to discipline, one needs to remember the principles of consistency and firmness, always in a constructive context. Undue leniency or harshness in handling children are not likely to bring constructive results. Since a major part of the teacher's function is to impart knowledge, the factor of pupil interest in the subject is most important. There can be little real education without interest. We learn best that in which we are most interested. The skillful teacher tries to discover the interest of his pupils and seeks to relate these to the class work. In this way the class situation is transformed from a mere routine procedure into a genuine learning situation. To do his job right and to maintain pupil respect the teacher should know well the subject matter he is trying to teach. However commendable his approaches in teaching technique, he will fail if he does not possess adequate knowledge of the subject he is endeavoring to teach. The teacher who knows well his subject, moreover, generates pupil confidence. He who leans over much on his text-book not only fails to inspire but is likely to be remiss in appraising the reaction of the class to what he is doing. Teacher and pupil. The pupil: Because teacher and older persons generally, are held in great respect in India, discipline problems among the children and youth are at a minimum. Classroom management is not likely to present a major problem. Teachers do not usually find any questioning of their point of view in teaching, for pupils are not encouraged to express themselves. This same classroom climate, however, obviously does not encourage the pupil's thinking for himself. When the child is a mere passive recipient, initiative and creativity of thought are likely to be absent. On the other hand, the Indian pupil of unprejudiced mind receives openly and reverently the Bible's teachings. **Characteristics of the various age levels:** As Jenkins says, "Physically, mentally, and emotionally, each child is a growing, changing person with needs and potentialities which are his alone."20 If this be true, the significance of individual difference among pupils cannot be overlooked. Since, however, it would be impracticable to enter here upon a discussion of differences among individual children as such, the writer turns to a consideration of differences among children of different age levels, and adds a word on teaching implications involved. The three-year-old in India as elsewhere is a wiggler. Not only is his body in constant motion, but his mind also is actively engaged in absorbing the impressions that come to him through the senses. Major sources of his experiences are limited. Parents, home, pets and play-mates --- 20 Gladys Jenkins, *These are Your Children.* (Chicago: Scott, Foresman and Company, 1949), p. 10. make up his world. The teacher must start with him where he is, talking to him of the things he knows and building on his experiences. Since interest span is short he should have short activities, brief stories, songs and prayers. Because he is inquisitive, an untiring explorer, his eyes roaming everywhere, the problem of motivating him is not likely to be too difficult. The teacher will remember that fact and fancy are hardly distinguishable for him, that he is an imitator, and that he lives in a self-centered world. By the age of four he is in process of becoming socialized. He can follow a teacher's simple directions. His interest span is lengthening; and he is more likely to enjoy being constructive in his play. The five-year-old responds to a more organized type of play. Because his world is rapidly expanding socially, he should be given an abundance of growth activities. Even though he distinguishes much better between fact and fancy, the line between the two is not yet sharp. Six, seven, and eight year olds in their imagining and imitating reflect the influence of both the beginner in school and the older primary child. Mental growth is seen in the fact that they are beginning to read and reason things out for themselves. These youngsters, growing physically bigger and stronger, are interested in active games. In their rapidly growing world, they are continually asking questions about many things. The junior year is a time of preparation for the powerful life forces which are soon to mature. As one writer has put it, "Right ideas, habits of conduct, control, and Christian ideals, acquired now will act as a steadying power in the turbulent years ahead."21 During these years the mind is increasingly receptive. Emotions are more easily organized around ethical centers. History shows that many men and women noted for solid Christian character entered into a rich experience in Christ at some time during these years. Respecting the physical characteristics of the junior child it is to be noted that weight and height increase rapidly. The junior girl for a while grows more rapidly than the junior boy. Actually, by the end of the period the boy seems younger than the girl when age is guessed at in terms of physical size. The situation accounts for many an antagonism between the sexes. Both possess abundant vitality. Both are much interested in games of sex rivalry, boys --- 21Marie Cole Powell, *Junior Method in the Church School*. (New York: The Abingdon Press, 1920), p. 13. versus girls. Since the junior tends to be a hero-worshipper the teacher will take the opportunity to challenge him with the biographies of outstanding Christian leaders. The realism of these actual life stories will have strong appeal for him, particularly those that show men strong in body and soul emerging triumphant from some problem situation. Preparation for teaching. College preparation: In preparing Indian young people for the task of teaching in the church school what kind of curriculum should be followed? An examination of the courses related to this field which are offered at one of India's older institutions should prove enlightening--Isabella Thoborn College, a Methodist institution for women, at Lucknow. College entrance is based on high school graduation. Christian students are expected to take three-hour courses in Bible and related fields as follows: 1. Understanding the Bible: This course will include a study of the development of the Bible as we have it today and a consetting of various parts of the Bible. 2. Christian Beliefs: The first two months will be given to Bible study. The remainder of the time will be devoted to the study of basic principles in the Christian religion and an interpretation of Christian beliefs. 3. The Message of Jesus for our Times: The life and the teachings of Jesus will be studied, with emphasis on the application of these teachings to our living today. 4. Religions of Today: This is a study of the messages of the great religions of mankind. 5. The Home Beautiful: There will be consideration of topics such as the following: Relationships in family living, personality development, beautifying the home, ethics, community relationships, etc. 6. What May I Believe? (Especially for Christian Students). The course will consist of a study of our personal beliefs in the light of modern thought, the teaching of the Bible, and church doctrine. 7. The Parables and Miracles of Jesus, and Their Significance for Us: A study of what the parables and miracles of Jesus meant in His day, and what they mean today in the life of the individual and society. 8. The Home and Family: The group will consider the ethical foundations involved in the activities, obligations, and opportunities of college women in the modern Indian home and family. Discussion will centre around meeting old problems in an up-to-date way. 9. Moral and Religious Thought Problems: An informal discussion of problems vital to the life of our day. 10. The Development of the Idea of God: The purpose of this course is to trace the history of the development of the idea of God in Hebrew and Christian religion. 11. The Prophets of Israel: Their Living Message: The course will consist of a study of the great moral leaders of Israel—men whose influence determined the establishment of the ideals of the nation and who have pertinent messages for us whose times so closely resemble their own.\textsuperscript{21} Commendable in the total programme of Isabella Thoborn is the emphasis placed on meeting the student's need of a broad cultural background as a preparation for whatever may be his specific work in life. Approximately three-fourths of the student's education has to do with language and literature, history, science and the like. He is given orientation in the cultural heritage, one which should prove rewarding in helping him meet the varied situations in life. Among the offerings in Christian backgrounds are, in the opinion of the writer, certain courses basic to an understanding of the Christian way. These are: Understanding the Bible, Christian Beliefs, The Message of Jesus, and The Development of the Idea of God. So far as the church school teacher is concerned the curriculum would be strengthened with the addition of certain "content" and "professional" courses. For instance, there might well be a course in "using the Bible with children and young people," an introductory course in "Christian Education," a course in "teaching methods," and one in "understanding the Indian child." In the opinion of \textsuperscript{21}Sara Chacko (ed.), \textit{Catalogue of Isabella Thoborn College}. (Lucknow: Lucknow Publishing House, 1941). the writer, Isabella Thoborn would render an additional service to village India if she could provide for a "major" in Christian education, with emphasis on church school teaching. **Bible school preparation:** There are many Bible schools distributed throughout India. The Bible school has been a valuable training center for church school teachers. Christian young people who for one reason or another are unable to take advantage of a college education have attended a Bible school for a few years and then entered upon a life of dedicated service to the church. As an example of Bible school offerings, the writer submits the curriculum of the South India Bible Institute, a school located at Bangarpet. The Bible school offerings, covering a four-year period, are here listed: | Course | Hours Credit | |---------------------------------------------|--------------| | Synoptic Gospels | 9 | | Old Testament Character Studies | 6 | | English Composition | 9 | | Outlines of World History, or Ancient History| 6 | | Introduction to Evangelism | 6 | | Introduction to the Theology of Christian Experience | 6 | | Vernacular Studies | 6 | | Pentateuch and Survey of Old Testament History | 9 | | Acts and Introduction to Pauline Epistle | 9 | | Introduction to Religious Education | 6 | | Public Speaking | 6 | | Systematic Theology | 6 | | Outlines of Church History | 6 | | Subject | Hours | |----------------------------------------------|-------| | Vernacular Studies | 6 | | Practical Work | 6 | | Old Testament Prophets | 12 | | Gospel of John | 3 | | General Epistles with special reference to New Testament Ethics | 3 | | Hebrews | 3 | | New Testament Greek Grammar | 9 | | Systematic Theology | 6 | | Preaching and Pastoral Ministry and Ministry of Women in the Church | 6 | | Introduction to Psychology | 6 | | Applied Psychology | 3 | | Religious Education | 6 | | Practical Work | | | Old Testament Poetry and Wisdom Literature | 6 | | Apocalyptic Literature | 3 | | New Testament Greek | 9 | | Pauline Epistles | 8 | | Types of Philosophy and Ethical Theory | 6 | | Religions of India | 6 | | Contemporary Christian Problems | 6 | | The Church in India | 3 | | Bible Basis of Missions | 3 | | Religious Education | 4 | | Seminar in Religious Education | 3 | There are three terms in the academic year. A full academic load is sixteen hours per term. In addition to these required subjects in Bible the student must take 12 hours in Religious Education as follows: - Fundamentals of Teaching: 2 - Child Study: 2 - Preparing to Teach: 2 - Being a Successful Teacher: 4 - Vacation Bible School Methods: 2 It is evident that the Bible is the main subject. --- 22Clifford Dewey (ed.), *Catalogue of the South India Bible Institutes*. (Bangarpet: Bangarpet Publishing House, 1953), pp. 8-10. studied at the South India Bible Institute. Seventy hours in Bible are offered, 33 in Old Testament and 37 in New Testament. It is to be expected that the Bible would be basic to the school's programme. The writer is of the opinion, however, that the school would do well to reduce the number of required hours in Bible and pay more attention to those studies calculated to inform the student on the kind of world in which he is expected to minister. Perhaps, for example, the courses in Old Testament Prophets could be condensed from 12 hours to 6 hours to make room for a course in rural sociology. Provision also could be made for an elementary course in hygiene, a course in the fundamentals of music, and one in Indian literature, with special reference to spiritual poetry and prose. In Christian education it would be well to include a basic course in principles, one in practice teaching, and one in audio-visual aids. METHODS AND MATERIALS Methods. Some general principles of guidance are furnished by Gregory in lesson preparation: 1. Prepare each lesson by fresh study. Last year's knowledge has necessarily faded somewhat. Only fresh conceptions inspire us to our best efforts. 2. Find in the lesson its analogies to more familiar facts and principles. In these lie the illustrations by which it may be taught to others. 3. Study the lesson until it takes shape in familiar language. The final product of clear thought is clear speech. 4. Find the natural order of the several steps of the lesson. In every science there is a natural path from the simplest notions to the broadest views; so, too, in every lesson. 5. Find the relation of the lesson to the lives of the learners. Its practical value lies in these relations. 6. Use freely all legitimate aids, but never rest until the real understanding is clearly before you. 7. Bear in mind that complete mastery of a few things is better than an ineffective smattering of many. 8. Have a definite time for the study of each lesson, in advance of the teaching. All things help the duty done on time. One keeps on learning the lesson studied in advance, and fathers fresh interest and illustrations. 9. Have a plan of study, but do not hesitate, when necessary, to study beyond the plan. The best device is to ask and answer these questions about the lesson: What? How? Why? 10. Do not deny yourself the help of good books on the subject of your lessons. Buy, borrow, or beg, if necessary, but obtain somehow the help of the best thinkers, enough at least to stimulate your own thought; but do not read without thinking. If possible, talk the lesson over with an intelligent friend."23 In an appendix to this thesis the writer presents as an example of commendable teaching a sample procedure that was followed in the presentation of a lesson for juniors. (See Appendix). From a consideration of practical suggestions on lesson preparation in general, the writer now presents summary statements on teaching approaches that can --- 23John Milton Gregory, *The Seven Laws of Teaching*. (Grand Rapids: Baker Book House, 1954), pp. 20-21. be used with profit in the rural situation in India. In the selection of a specific method it is to be remembered that "good teaching is characterized by the use of the method that is best for the attainment of the specific goal in mind." Other factors influencing choice of method include: age level of pupils, nature of subject matter, and available resources. Whatever the method, it is to be employed of course in the light of the law not only of pupil readiness but of pupil interest.\textsuperscript{24} \textit{Story method}: One of the oldest and most effective means of conveying truth is the story. Stories are used in teaching at all age levels. The great teachers have used this method widely. Jesus Himself presented the most sublime truths through this medium. The story captures interest. It arouses curiosity and awakens a desire for new experiences. Especially where human action is involved it can be powerfully motivating. Here is Betts' idea of a good story: Every good story must have a beginning that arouses interest, a succession of events that is orderly and complete, a climax that forms the story's point, and an end that leaves the mind at rest. \textsuperscript{24}C. B. Eavey, \textit{Principles of Teaching for Christian Teachers}. (Michigan: Zondervan Publishing House, 1945), p. 236. The beginning of a story should be short; often a single sentence will serve as an introduction. It should introduce the hearer to the chief characters, arouse the interest, provide a background for action, and stimulate curiosity about what is to follow. As the story moves on steadily and uninterruptedly toward the climax, a bit of conversation in between would be helpful. The climax is the high point of the story; therefore it should be clear and outstanding. In most cases a few concluding remarks are necessary after the climax to set the mind at rest. The wise story-teller knows well his story. Not only that, but he knows how to tell it. He knows that children must find variety of expression in the telling, and that the story is more meaningful to them when he dramatizes it in part. He keeps his eye on the children to watch their reactions to his story. He never loses sight of the teaching aim of the story. Everything is to contribute to the reaching that aim. Dramatic method: Eavey writes thus of this approach: The dramatic method is closely related to the story method. The chief difference is that in the dramatic method the theme is developed by the characters themselves, who speak their own words and express their emotions in voice, posture, gesture, and impersonation. Drama has through the ages been much used as a method --- 25C. H. Betts and M. O. Hawthorne, *Method in Teaching Religion*. (New York: The Abingdon Press, 1925), p. 227. 26Eavey, *op. cit.*, p. 174. of presenting the truths of Christianity. Dramatic representation is a natural activity of people. It constitutes a sound method of teaching and learning when it is rightly used. Small children love to watch people in action. They themselves love to act out what they see and hear. The teacher through the dramatic method can vividly depict situations holding rich moral and spiritual values. On the use of drama in teaching Eavey says: 1. Drama is a means, not an end; the purpose is to develop the pupils, not to put on plays; 2. The teacher is a guide or coach. The pupils must be free at each step in the process to take initiative and shoulder responsibility; 3. The dramatic production provides a natural, life-like situation where various characteristics good and bad, are called forth. Opportunity is given for learning, for interpreting situations, for entering into the experiences of others, and for identification of the self with the highest and best in emotional experiencing. Discussion method: This method, useful with older pupils especially, provides a free opportunity for spontaneous interchange of ideas. While assuming the integrity of all opinions, no one is surprised to have his contribution criticized. The genius of the method is in its exploratory search for truth. Question and answer method: The question was a basic --- 27Eavey, op. cit., pp. 293-294. technique in Christ's approach. As to the quality of the questions to be used in teaching, White writes: Questions that really help the teacher teach are questions that do more than pump out information that the pupil has stored up in preparation for a particular test. They are questions that make the pupil think, . . . that help him to organize and apply his knowledge. They suggest other questions that start him on lines of inquiry and investigation. They stimulate him to want to know more. . . . The apt question can set in motion the pupil's mental machinery, changing his perspective from passive listener to constructive thinker. Lecture method: The formal lecture is more generally used in dealing with mature minds. Adolescents may profit from limited use of lecture. Advantages of the lecture method that are often cited are: it saves time, it makes for a more complete and more unified presentation of a subject, and it more conveniently defines the limits of subject-matter for which pupils are to be held responsible. Memorization: To growing children the discovery that they can memorize brings the joy of accomplishment. There is a significant place for scripture memorization in teaching the young. It is generally advisable to leave a 28 Ibid. place in each lesson for memory drill. Keep the class memorizing about the same rate as far as this is possible but the child of unusual ability may be encouraged to go beyond the average.\textsuperscript{29} Care must be taken that the materials to be memorized are within the range of the child's comprehension. The more closely they are related to his experiences the easier it will be for him to memorize. Memorizing may be done both in class and at home. In class one might employ the visual method, using book, blackboard or flash cards; or the choral recitation method, in which a pupil-leader takes the initiative. \textbf{Project method:} This method operates on the principle that in engaging in a task intimately related to the life-experience the pupil learns more readily and retains longer. One must be certain that the child works on a project, problem, or enterprise suited to his interest and related to his experience.\textsuperscript{30} The pedagogical value of the project is that the child in following that which is of primary interest to him learns also indirectly much about other things that he needs to know, things that are tied up in the context of the project. \textsuperscript{29}Victor Hogg, \textit{It's Fun to Teach}. (New York: Morehouse-Gorham Co., 1951), p. 28. \textsuperscript{30}Betts, \textit{op. cit.}, p. 215. Projects differ widely one from another. A project may be simple or complex. It may be an individual or a class undertaking. The teacher may help a class in selecting a project, but it must be one which the class itself finally chooses. In the Christian education of children a variety of projects will present themselves. A class may pursue a project related to the Protestant Reformation, or to the historical geography of Palestine; or it may work out the dramatization of a colourful Bible story.\textsuperscript{31} \textbf{Materials.} Among non-projected materials with which the teacher should be familiar are: blackboards, maps, flat pictures, bulletin boards, posters, objects and object lessons, and flannelgraph.\textsuperscript{32} \textbf{Blackboards.} One of the oldest non-projected visual aids is a blackboard. There are a few rules to remember in the use of the blackboard. Before being used, the board should be thoroughly clean. Erasers should be cleaned \textsuperscript{31}Mason Crum, \textit{The Project Method in Religious Education}, (Nashville: Cokesbury Press, 1942), p. 5. \textsuperscript{32}Earl Waldrup, \textit{Using Visual Aids in a Church}. (Nashville: Broadman Press, 1951), p. 5. regularly. The teacher should plan in advance exactly what is to go on the board, and in what arrangement. Materials are to be brief and simple. The board must be within the eye-range of each pupil.\textsuperscript{33} \textit{Maps}. Both boards and maps have proved highly serviceable in the classroom. In choosing them one should see to it that they are free from irrelevant detail and that the lettering and symbols are readable. Use of maps in Bibles should be encouraged with proper age-groups. \textit{Flat pictures}. These include photographs, and pictures clipped from newspapers, magazines, and books; paintings, prints, and cartoons and drawings. Desirable characteristics of flat pictures are: interest, artistic quality, good composition, clarity, truthfulness, and suitability to teaching purpose. \textit{Bulletin boards}. The materials here displayed should be attractive, as visual as possible, and definitely related to the needs and interests of the age groups involved. Wide-awake pupils may take turns supervising the bulletin board. \textsuperscript{33}Ibid. Posters. Almost anyone can make an acceptable poster if he is willing to spend the necessary time and effort. The message of a poster should be obvious at a glance; for the purpose of the poster is to convey an idea quickly and forcefully. This means that a poster must have eye-appeal, be simple in character, to the point, and large enough to be seen from a reasonable distance. In poster construction, pupils have often shown much creative ability.\textsuperscript{34} Objects and object lessons. Often these are materials taken from their natural setting and used to orient pupils to the larger setting in which they form a part. Things from another country can be used effectively in teaching a geography or history lesson on that country. Objects from nature may be used to lead the child to an appreciation of the spiritual significance that lies behind them. Some teachers, making a hobby of collecting items full of suggestive value, have thereby facilitated the work of classroom explanation. Flannelgraph. The flannelgraph is proving to be an effective way of presenting the gospel in village India. Scenery and pictures of Bible men and women, made of cloth, \textsuperscript{34}Waldrup, \textit{op. cit.}, p. 25. adhere to a background of cloth. What is presented on the flannelgraph board is hardly a still picture nor yet a projected moving picture, but one that changes from scene to scene keeping step with the living voice of the narrator. Bible stories are likely to be remembered better when first presented by the teacher and then retold by the class, the teacher "placing" the flannelgraph cut-outs. Scopes comments thus on the practicality of the flannelgraph: The cost of this is measured mostly in terms of the preparation required of the teacher. Once the cut-outs and the scenery are made, they can be used over and over as a support for spoken words. . . . With ingenuity much of the flannelgraph material can be home-made. A set of New Testament cut-outs on the life of Christ can be obtained at a low cost and from it many sets can be traced at the cost of a piece of paper and a carbon sheet. No one can say that flannelgraph is beyond his budget.35 Suggestions for improvements. In the light of her study of the church school in rural India the writer ventures to make a few suggestions particularly relevant to those rural communities in which the Church has to work with slender resources--suggestions which in part at least may seem to some to be provincial and elementary. Yet it needs to be remembered that in India the Christian worker must 35Scopes, op. cit., p. 108. often labour in communities suffering from severe educational and economic handicap. The rural Church in India which is deprived of the services of adequately-trained Bible school or college graduates needs to tap its own resources and try to develop whatever teaching aptitude is represented. Again, to care for the needs of the church school a period of apprentice training for novices in teaching, may sometimes be worked out. Here the inexperienced person agrees to observe over a period of time an experienced teacher at work, meanwhile also assisting in some small way in the work of the class. In time the beginner, under supervision, could take charge of the class. When the senior teacher feels that her apprentice demonstrates ability to teach without step-by-step coaching, the young teacher may be given a class of her own. In a church school in need of teachers, the church pastor, who is likely to have some degree of higher education, could act as supervisor of teachers, holding regular training sessions, and conducting teacher-problem classes. To strengthen the teachers, opportunities could be provided for them to observe teaching in the public schools, and in other Sunday schools. An occasional church school teachers' convention could be arranged for. Here teachers could be spiritually and educationally challenged to produce their best in the interests of kingdom building. Such a conference should bring together teachers from the larger geographical unit like the district. Inspirational speakers and Christian education lecturers on such an occasion could do much to strengthen and encourage church school teachers. Harner suggests that at such meetings provision could be made for teachers to meet in small groups to discuss particular kinds of problems.\textsuperscript{36} Teachers might meet occasionally in "workshops." This term is sometimes used loosely to include all kinds of teacher conferences, committee meetings, and other group meetings. The nature of the "workshop" in church school teaching is made clear by Lotz: The workshop gives intensive consideration to practical problems that have arisen from the daily functioning of the teaching job. It seeks to provide flexible and informal working conditions, active sharing by workshoppers in developing plans for individual or group study, and easy access to a wide range of resources—in terms of staff, books, and other aids to learning. The usual schedule consists of meetings of small discussion groups organized around specific interests; free time for individual work, for conferences, and for recreation; and general meetings and individual work in the evenings.\textsuperscript{37} \textsuperscript{36}Nevin C. Harner, \textit{The Educational Work of the Church}. (New York: Abingdon-Cokesbury Press, 1930), p. 197. \textsuperscript{37}Lotz, \textit{op. cit.}, p. 40. Before ending these suggestions the writer calls attention to the series of reading courses specifically designed by the All India Sunday School Union to help teachers who are without formal training. SUMMARY AND CONCLUSION It has been the aim of the writer to consider ways and means by which the standard of work in the rural church school in India might be raised. The point of view generally expressed has to do with the teacher in the church school; for, if it is true generally that the teacher is the most significant factor in the work of the schoolroom, it is particularly true in rural India, where for lack of variety of teaching equipment and materials, everything seems to depend on him. The teacher's ultimate evaluation of his teaching must be sought for in terms of the pupil's responding with his whole life. To what profit methods and technique, fitting the lesson to the needs of the child, establishing rapport between teacher and pupil, if the life of the learner is not making adjustment in the light of the new knowledge? Everything that is included in the concepts of Christian teaching and learning is to the end that the life of the child shall become increasingly malleable in the hands of God. Years ago John Milton wrote: "The end of learning is to repair the ruins of our first parents by learning to know God aright, and out of that knowledge to love Him, to imitate Him, to be like Him..." The real satisfaction comes to the teacher in the changed lives of his pupils. His greatest compensation is in seeing Christlike attitudes replace unChristlike attitudes; in watching the child grow not only in stature, but in wisdom and favor with God and man. He who would teach the sublime truths of the Gospel must be satisfied with nothing short of this. BIBLIOGRAPHY BIBLIOGRAPHY Books Benson, Clarence H., *History of Christian Education*. Chicago: Moody Press, 1943. Betts, C. H. and Hawthorne, M. O., *Method in Teaching Religion*. New York: The Abingdon Press, 1925. Crum, Mason, *The Project Method in Religious Education*. Nashville: Cokesbury Press, 1942. Devanandan, P. D., *Presenting Christ to India Today*. Madras, India: The Christian Literature Society, 1950. Durant, William, *The Story of Civilization, Our Oriental Heritage*. New York: Simon and Schuster, 1942. Eavey, C. B., *Principles of Teaching for Christian Teachers*. Michigan: Zondervan Publishing House, 1949. Gregory, John Milton, *The Seven Laws of Teaching*. Grand Rapids: Baker Book House, 1954. Harner, Nevin C., *The Educational Work of the Church*. New York: Abingdon-Cokesbury Press, 1938. Heim, Ralph D., *Leading a Sunday Church School*. Philadelphia: The Muhlenberg Press, 1950. Hogg, Victor, *It's Fun to Teach*. New York: Morehouse-Gorham Company, 1951. Jenkins, Gladys, *These are Your Children*. Chicago: Scott Foresman and Company, 1949. Lots, Philip Henry, *Orientation in Religious Education*. New York: Abingdon-Cokesbury Press, 1950. Milford, C. S., *India Revisited*. London: The High Way Press, 1953. Pickett, J. W., *Christian Mass Movement in India*. Cincinnati: The Abingdon Press, 1933. Powell, Marie Cole, *Junior Method in the Church School*. New York: The Abingdon Press, 1920. Ranson, C. W., *The Christian Minister in India*. London: United Society for Christian Literature, 1946. Scopes, Wilfred, *Training Voluntary Workers*. Lucknow, India: The Lucknow Publishing House, 1955. Skinner, C. E., *Elementary Educational Psychology*. New York: Prentice Hall, Inc., 1947. Vieth, Paul H., *The Church and Christian Education*. St. Louis: Bethany Press, 1947. Waldrup, Earl, *Using Visual Aids in a Church*. Nashville: Broadman Press, 1951. **Miscellaneous Publications** Chacko, Sara, (ed.), *Catalogue of Isabella Thoborn College*. Lucknow: Lucknow Publishing House, 1942. Dewey, Clifford, (ed.), *Catalogue of South India Bible Institute*. Bangarupet: The Bangarupet Publishing House, 1953. *World Book*. Vol. 15, Chicago: Field Enterprises Inc., 1953. APPENDIX APPENDIX A sample lesson procedure. The lesson topic: "Jacob Learns More About God": Memory verse: God said: "I am with thee, and will keep thee in all places whither thou goest." Genesis 28:15. Purpose of the lesson: To develop the idea that God is with us everywhere; to point out evidences of God's presence in the world and what this means to us in our lives. Bible basis for the lesson: Genesis 28:10-16. And Jacob went out from Beer-sheba, and went toward Haran. And he lighted upon a certain place, and tarried there all night, because the sun was set; and he took of the stones of that place, and put them for his pillows, and lay down in that place to sleep. And he dreamed, and behold a ladder set up on the earth, and the top of it reached to heaven: and behold the angels of God ascending and descending on it. And, behold, the Lord stood above it, and said, I am the Lord God of Abraham thy father, and the God of Isaac: the land whereon thou liest, to thee will I give it, and to thy seed; And thy seed shall be as the dust of the earth, and thou shalt spread abroad to the west, and to the east, and to the north, and to the south: and in thee and in thy seed shall all the families of the earth be blessed. And, behold, I am with thee, and will keep thee in all places whither thou goest, and will bring thee again into this land; for I will not leave thee, until I have done that which I have spoken to thee of. And Jacob awaked out of his sleep, and he said, Surely the Lord is in this place; and I knew it not. Bible setting for today's lesson: Jacob in a barren countryside, far from family and friends, finds himself in the presence of God. For the children, the meaning of the lesson will be clear: if God was with Jacob when he slept with stones as a pillow on the lonely hillside, He is with us wherever we go. Materials that will add interest: A variety of pictures. (See, "As the Children Arrive.") Picture Roll Picture. Primary Bible Stories. Memory Cards. Art paper for "Group Activity." Crayons, scissors, paste. As the children arrive (Time: 10 to 15 minutes): Cut a variety of pictures from magazines showing the presence of God in the world. For instance, pictures of anything in nature show the work of God--his creation. Pictures of children playing happily together, doing acts of kindness, or working together, may be used to show that God is present helping these children learn how to live. Above each picture place the printed sentence, "God is here." The 'Picture Roll Picture', similarly labeled, should be placed on the bulletin board alone. As the children arrive, let them walk around the room examining the pictures. Encourage them to tell what they see in each picture that would make them believe that "God is here." Call particular attention to the 'Picture Roll Picture'. Tell the children that the man asleep in the picture is Jacob, and that they will learn in the Bible story how Jacob found out that God was with him even when he slept. You may read the following poem to the children, and talk about how we see God's work in making our gardens grow: My Garden When I've hoed and dug my garden All the day, When I've put my spade and barrow Safe away, When I've said good-night to my garden, When all my prayers are said, I know that God will watch my garden, When I am safe in bed. When I wake and find my happy garden Fresh and sweet, When the diamond dew is shining Round my feet, When all the buds of yesterday Are blossoms blooming bright, I know that God has watched my garden And blessed it all the night. Frederick E. Westerly Use a signal: Call the children together with a chord on the piano, or some other signal. Sharing experiences (Time: 5 minutes): Ask the children whether or not they have ever been away from home without their parents. Were any of their relatives or friends with them? Did they get lonesome or homesick? Did they remember that God was with them, and that he is their best Friend? Let the children talk freely, and remind them that God is always with them, no matter where they go. The memory card (Time: 5 minutes): Danny looked through the window-pane of the train at his father who was standing outside waving good-by to him. Father was smiling, and Danny tried to smile, too, but it was hard. His stomach felt queer and his eyes were all blurry. Danny was going to his Aunt Margaret's to stay while his mother was in the hospital having an operation. He hadn't seen Aunt Margaret since he was a baby and he didn't feel as if he knew her at all. He was sure he would be lonesome and homesick. "Oh, you'll have fun," Mother had told him gaily. "Aunt Margaret is very jolly, and of course your best Friend will be with you every minute." Danny's eyes had opened wide when she said that. "You mean Frank? Is he going?" Frank lived across the street and was Danny's best boy friend. Mother had laughed. "No," she said. "I don't mean Frank." She wouldn't tell Danny any more. He wondered and wondered whom she meant. At Aunt Margaret's everyone was nice to Danny, but he couldn't help being lonesome. The first night, when he went to bed, it seemed as if he was all alone in the whole world. He dug his head into his pillow and tried to keep from crying. All at once he sat up in bed. He had forgotten his prayer! He crawled out and knelt by the bed. When he began to talk to God he felt better. He thought, "Mother isn't here, and Dad isn't here, but God is here." Then he knew what his mother had meant. God was his best Friend, and God would always be with him no matter where he went. **Prayer and worship:** Talk to the children about the fact that we do not see God, but we see the things he has done in the world all around us, and so we know he is here. Suggest that each child say a prayer mentioning one thing that God has put into the world and telling God that when he sees that thing he knows God is there. Give them the following example, "Dear God, when I see a lovely flower, I know that you are there helping it to grow." Let the children gather at the worship center for this prayer session. You may close the worship period with a prayer similar to the following, but adapted to your class: "Dear God, I know that you are here with us this morning, for you put a kind thought into Don's heart and he shared his pictures with Fred. You helped Ann remember to be friendly to newcomers. You helped all the children work together and be kind. In Jesus' name. Amen." **Songs and games (Time 5 minutes):** Make a game of giving the responsive reading below. The entire class in each instance will ask the question, "Where is God?" Individual children, or groups of children, depending on the size of your class, will give the responses. It will be necessary, of course, for each child or group to know the response to be given before you begin. Before class print each response on a slip of paper. Give it to the child, or the leader of the group, who is to say it. Give all the children time to learn their responses, helping them with unfamiliar words. Question: Where is God? Response: God is where the flowers are growing; God is where the trees are blowing. Question: Where is God? Response: God is where the rivers run, Catching brightness from the sun. Question: Where is God? Response: God is where the fields of grain, Drink the coolness of the rain. Question: Where is God? Response: God is on each city street, Where smiling, friendly people meet. Question: Where is God? Response: God will not be hard to find Where children's hearts are good and kind. Question: Where is God? Response: God is with us here today, As we sing, and learn, and pray. At the conclusion of this exercise the children may sing "Dear God, We're Glad to Be Here" and "Dear Father, Now we Pray." Bible story (Time: 5 minutes): "Good-by!" said Jacob. Jacob's father and mother threw their arms around him and kissed him. "Good-by," they said. "Go by with you and keep you." Jacob started off along the road. He turned once to wave at his parents, who stood in the door of their tent watching him. There was a lump in his throat, for he felt sorry to have to go so far away. Jacob was on his way to visit his uncle who lived in a distant land. There were no trains in those days, so he had to walk, carrying a bundle of food and a water-bag. It was early in the morning when Jacob started, but as he walked the sun climbed high, high, higher in the sky. It grew very hot. He walked through rough country where there were no well-kept roads, and the stones hurt his feet. He became very tired. He was glad when the day passed and the sun began to drop down again. When it became almost dark, he thought, "I must get ready to stop here for the night." He was in a lonely place. It was very quiet. Jacob felt sad and homesick. He gathered some stones and threw his coat over them to make a pillow. He lay down and closed his eyes. He was so tired that soon he fell asleep. As he slept, Jacob had a beautiful dream. In his dream he saw a ladder that reached from earth to heaven, and bright angels walked up and down it. Then he heard God speaking to him, saying, "I am with you, and will help you wherever you go." Jacob woke and said, "Surely God is here, and I did not know it." He did not feel lonely any more. Group activity (Time: 10 to 15 minutes): Let the children make a three dimensional picture showing some of the things in nature that let us see God's work in the world. Each child should be given three pieces of art paper: one $8\frac{1}{2} \times 6\frac{1}{2}$ inches, one $8\frac{1}{2} \times 6$, and one $8\frac{1}{2} \times 4$. Each paper should be folded in half crosswise. The upper half of the largest paper should be cut out to represent mountains. The upper half of the next largest should be cut to represent a row of trees. The upper half of the smallest sheet of paper should be cut to represent grass. These may be appropriately colored--the mountains brown, with streaks of blue and purple, the trees and grass green. A few flowers may be drawn among the grass. Paste the three papers together as shown in the illustration, so that the completed picture has the appearance of depth. Prayer by the teacher: Dear God, thank you for being close to us always, helping us in every good thing we do. In Jesus' name. Amen. At close: Suggest that the children think about God every morning this week when they first wake in the morning, remembering how close he is to them. Tell them to plan to do something each day that will please God. Teacher check-up: Do you think you have succeeded in making the children feel God's presence in the world and with them? Can you recall anything that any of the members of the class said that indicated that this awareness will make a difference in their lives? David C. Cook, Primary Teacher. Vol. 73 No. 3 July August Sept. 1950. (With slight modifications by the writer of this thesis.)
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The Little Wekiva River flows northward from Lake Lawne just north of State Road 50 in Orange County, through Altamonte Springs in Seminole County. The 15-mile-long Little Wekiva River — a part of the Middle St. Johns River Basin — flows into one of the largest tributaries of the Wekiva Springs River. The watershed receives urbanized development to the south and north. With each new development and into the future, stormwater and channelization of the river have increased the amount of sediments has contributed to frequent flooding in the surrounding areas and has deteriorated water quality in the Little Wekiva and Wekiva Rivers. The Little Wekiva River has a history of problems, including: - An increase in rate of water flow and velocities from the area’s urbanization. - Minimal upstream stormwater storage and treatment due to much development occurring before current stormwater regulations. - Erosion and flooding, which cause public safety concerns. - Adverse environmental and water quality impacts from the movement and deposit of sediments. PID: 292221584400090 Situs: 3604 W NEW HAMPSHIRE ST Zoom to The image shows a dense area of vegetation, likely in a forest or jungle setting. The foreground is filled with various plants, including ferns and other greenery, creating a lush and vibrant environment. In the background, there are trees with trunks that appear to be covered in vines or lianas, adding to the complexity and depth of the scene. The overall impression is one of a thriving natural habitat, possibly untouched by human intervention. 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With the widespread fire suppression in Florida, bayheads are often difficult to delineate using the unified wetland delineation methodology (in rule 62-340, F.A.C.) as the ecotone between the bayhead and pine dominated flatwoods is often obscured. Bayhead ------------------ecotone-----------------------------Pine flatwoods------- This scene above is of the ecotone between the bayhead on the left and pine flatwood forest on the right. Note the fire-scarred trunks of the slash pine and palmetto in the understory of the pine flatwoods. ### Canopy | Botanical Name | Common Name | DEP Status | |-------------------------|-------------------|------------| | Acer rubrum | red maple | FACW | | Chamaecyparis thyoides | Atlantic white cedar | OBL | | Gordonia lasianthus | loblolly bay | FACW | | Magnolia virginiana var. australis | sweetbay magnolia | OBL | | Nyssa sylvatica var. biflora | swamp tupelo | OBL | | Persea palustris | swamp bay | OBL | | Pinus elliottii | slash pine | UPLAND | | Quercus laurifolia | laurel oak | FACW | | Quercus nigra | water oak | FACW | | Taxodium ascendens | pond cypress | OBL | ### Subcanopy and Groundcover | Botanical name | Common name | DEP status | |------------------|---------------|------------| | Ilex cassine | dahoon holly | OBL | Kunming, Yunnan, China 2013-08-14 15:00:00 Blechnum spicant (L.) C. Presl http://www.usace.army.mil/Portals/2/docs/civilworks/regulatory/rw_bro.pdf Recognizing Wetlands An Informational Pamphlet What is a Wetland? The US Army Corps of Engineers (Corps) and the US Environmental Protection Agency define wetlands as follows: Those areas that are inundated or saturated by surface or ground water at a frequency and duration sufficient to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions. Wetlands generally include swamps, marshes, bogs, and similar areas. Wetlands are areas that are covered by water or have waterlogged soils for long periods during the growing season. Plants growing in wetlands are capable of living in saturated soil conditions for at least part of the growing season. Wetlands such as swamps and marshes are often obvious, but some wetlands are not easily recognized, often because they are dry during part of the year or "they just don't look very wet" from the roadside. Some of these wetland types include, but are not limited to, many bottomland forests, pocosins, pine savannahs, bogs, wet meadows, potholes, and wet tundra. The information presented here usually will enable you to determine whether you might have a wetland. If you intend to place dredged or fill material in a wetland or in an area that might be a wetland, contact the local Corps District Office for assistance in determining if a permit is required. Why is it necessary to consider whether an area is a wetland? Section 404 of the Clean Water Act requires that anyone interested in depositing dredged or fill material into "waters of the United States, including wetlands," must receive authorization for such activities. The Corps has been assigned responsibility for administering the Section 404 permitting process. Activities in wetlands for which permits may be required include, but are not limited to: The image shows a grassy area with a dense line of trees in the background. The sky is clear and blue, indicating a sunny day. There is a white object, possibly a bird or a piece of equipment, standing on the grass near the edge of the tree line. The overall scene appears to be a natural outdoor setting, likely a park or a rural area. The image shows a grassy area with a chain-link fence on the left side. There are utility poles and wires running along the fence line, indicating an urban or suburban setting. The right side of the image is lined with trees, suggesting a more natural or residential area. In the background, there are houses and additional trees, further emphasizing the suburban environment. The sky is clear and blue, indicating a sunny day. A flock of birds perched on a bare tree against a clear blue sky. STOP A group of birds is gathered in a small pond, surrounded by grass and trees. The scene is viewed through a chain-link fence, with a discarded cup lying on the ground in the foreground. FLORIDA PELICAN FARM 10000 N. 23rd Street Lakeland, FL 33809 (863) 683-7543
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This book provides an overview of Indonesia's history and culture. The book begins with prehistoric times and continues through nationhood. Each chapter provides background information along with student activities and project suggestions. Chapters include: (1) "Introduction to the Lands and Peoples of Indonesia"; (2) "Early Indonesian Societies"; (3) "The Development of the Spice Trade and the Coming of Islam"; (4) "The Age of Mataram and the Voc"; (5) "Dutch Colonization and the Growth of Nationalism: 1800-1940"; and (6) "The Road to Independence." The volume concludes with an answer key to chapter exercises and a 50-item bibliography. (EH) Exploring Indonesia Past and Present Bjorn Schelander Center for Southeast Asian Studies School of Hawaiian, Asian and Pacific Studies University of Hawai'i 1996 Exploring Indonesia: Past and Present by Bjorn Schelander with illustrations by Ann Hsu Partially funded by the U.S. Department of Education Published by the Center for Southeast Asian Studies School of Hawaiian, Asian and Pacific Studies University of Hawai'i 1996 Acknowledgements Many thanks are due to all the faculty and staff at the University of Hawaii at Manoa who have helped with this project. In particular I would like to acknowledge the support and guidance of Dr. Leonard Andaya and Dr. James Collins, both of whom have encouraged my study of Indonesian language, culture and history. A special note of gratitude is also reserved for Florence Lamoureux, coordinator of the University of Hawaii's Center for Southeast Asian Studies textbook project, for her patience, sound editorial advice and ever-present good humor. Finally, I would like to thank my wife Ann for all of her support and assistance during the writing of this book. Bjorn Schelander Honolulu, Hawaii March 1996 Batik design on front cover: Lung Kurda # Table of Contents **PREFACE** **CHAPTER 1** INTRODUCTION TO THE LANDS AND PEOPLES OF INDONESIA - The Geography of Indonesia - The Southeast Asian Setting - The Major Island Groups of Indonesia - The "Ring of Fire" - Climate - Fauna and Flora - Resources and Land Use The People and Cultures of Indonesia - Major Ethnic Groups of Indonesia - Languages and Dialects - Patterns of Religious Beliefs - Music, Arts, and Crafts - Food and Drink - The Cycle of Life - Summary EXERCISES **CHAPTER 2** EARLY INDONESIAN SOCIETIES The Sources of Early Indonesian History - Linguistic Evidence - Early Inscriptions and Chronicles - Ethnographic Evidence: Studying Present-day Societies - Legends and Folk Tales - Accounts from Foreign Traders and Rulers - Weighing the Evidence Early Foreign Contacts - China - India - Madagascar, Malaysia, and the Philippines Early Indonesian Empires - Srivijaya - Shailendra - Mataram - Majapahit EXERCISES ## Chapter 3 **The Development of the Spice Trade and the Coming of Islam** - The Rise of Melaka: 83 - The World of Southeast Asian Trade: - The Spread of Malay: 87 - The Spread of Islam: 88 - The World of Indonesia in the Sixteenth Century: 92 - European Participation in the Asian Trade Routes: - Economic Motives: 97 - Scientific Advances: 99 - Religious Motives: 100 - Portuguese Presence in Southeast Asia: 101 - Other Early European Presence in Indonesia: 106 - Summary: 109 - Exercises: 111 ## Chapter 4 **The Age of Mataram and the VOC** - The Development of Indonesian Societies 1600-1800: 115 - Java at the Beginning of the Age of Mataram: 116 - Sunda and Southern Sumatra: 118 - Aceh: 121 - Makassar: 123 - The Establishment of the Dutch East India Company (VOC): 125 - The VOC in Maluku: 128 - Java and the VOC: - From Sunda Kelapa to Batavia: 131 - Amangkurat I: 132 - Amangkurat II: 133 - The Javanese Wars of Succession: 134 - VOC Gains and Losses: 137 - Summary: 138 - Exercises: 140 ## Chapter 5 **Dutch Colonization and the Growth of Nationalism: 1800-1940** - Beginnings of the Dutch Colonial Government: 145 - The British Seize Control: 147 - The Dutch Regain Their Colonies and Extend Control: - Diponegoro and The Java War: 151 - The Cultivation System: 154 - The Liberal Period (1870-1900): 156 CHAPTER 5 The Outer Islands 157 THE NATIONALIST MOVEMENT 162 THE ETHICAL POLICY (1900-1930) 163 NATIONALIST ORGANIZATIONS 165 SUMMARY 170 EXERCISES 171 CHAPTER SIX 177 THE ROAD TO INDEPENDENCE 177 WORLD WAR II 177 JAPANESE OCCUPATION 178 THE END OF WWII 181 STRUGGLE FOR FREEDOM 184 DUTCH ATTEMPTS TO REGAIN THE COLONY 186 NEGOTIATIONS 187 THE SUKARNO YEARS 189 ESTABLISHING A UNITED INDONESIA 190 Social Development 190 Economic Development 192 Political Development 193 THREATS TO UNITY 194 GUIDED DEMOCRACY 198 LIVING DANGEROUSLY 200 From West New Guinea to Irian Jaya 201 Confrontation with Malaysia 201 THE 30TH SEPTEMBER MOVEMENT 203 SUHARTO AND THE NEW ORDER 206 DEVELOPMENT AND THE ECONOMY 206 POLITICAL DIMENSIONS OF THE NEW ORDER 210 Structure of the Government 211 Domestic Issues 211 Foreign Policy Issues 213 SUMMARY 214 EXERCISES 216 KEY TO EXERCISES 222 BIBLIOGRAPHY 235 ## LIST OF MAPS | Section | Page | |------------------------------------------------------------------------|------| | 1.1 Southeast Asia | 2 | | 1.2 Geographical Features of Indonesia | 4 | | 1.3 Indonesia (Major Islands) | 14 | | 2.1 Early Trade Routes | 66 | | 2.2 Srivijaya | 67 | | 2.3 Early Historical Sites in Java | 74 | | 3.1 Major Sea Routes of the Spice Trade | 85 | | 3.2 Pasisir (North Coast) Java | 93 | | 3.3 Portuguese Trade Stations | 102 | | 4.1 Java During the Age of Mataram | 118 | | 4.2 Sumatra | 119 | | 4.3 Sulawesi and the Spice Islands | 124 | | 4.4 Growth of Dutch Control in Java | 137 | | 5.1 Indonesia | 150 | | 6.1 Provinces of Indonesia | 213 | ## LIST OF ILLUSTRATIONS | Illustration | Page | |-----------------------------------------------------------------------------|------| | Kenong (Gong) | 36 | | Rebab (Stringed Instrument) | 39 | | Kris (Wavy Bladed Dagger) | 55 | | Kendang (Drum) | 70 | | Borobudur | 86 | | Nutmeg | 96 | | Clove | 98 | | Pepper | | | Mask and Naga (Serpent) Ornamentation at Palace of Yogyakarta | 130 | | Music Pavilion at Palace of Yogyakarta | 153 | | Women Planting Rice | 156 | | Minangkabau House | 191 | | Bemo (Minibus) | 199 | Preface The land of Indonesia is home to a rich diversity of people and cultures and has a long and fascinating history. It would be impossible in this book to present more than a brief sketch of some of the most important of Indonesia's people, places and events. The reader is encouraged to consult additional works, such as those listed in the bibliography, for a more in depth coverage of specific topics. A Note on Indonesian Spelling and Names: The Indonesian language is easy to pronounce. In general one should try to pronounce Indonesian words as they are written, bearing in mind the following few rules: the letter "c" always represents the sound "ch" (as in chair, never like the "c" in cider or car), the letters "ng" are pronounced like the "ng" in singer, while "ngg" is pronounced like the "ng" in finger. However, there have been several changes in spelling conventions, which explains why one may find alternate spellings of the same name (e.g. Suharto and Soeharto). For more information on spelling and language, consult a good Indonesian-English dictionary, such as that by Echols and Shadily. A Note to Teachers: This book has been designed so that it may be utilised in several ways. Used in its entirety it can serve as the main text for a course on Indonesian history or social studies. It can also be used as a supplementary source of material to be integrated into other history or social studies courses. Selected chapters may be used in order to add a Southeast Asian perspective or to highlight particular historical themes. Chapter 1 provides a brief overview of the country, including the geography, natural resources, and cultural diversity to be found in Indonesia. Chapter 6 discusses the politics and economy of modern Indonesia. Taken together, these two chapters may be used to provide a general country profile of Indonesia. Chapters 2 through 5 concentrate on the historical development of Indonesian society. Individual chapters may be selected to provide examples of general themes that are covered in a world history course. For example, chapter 2 focuses on describing early societies, the role of inter-regional trade, and the challenges of historiography. This chapter deals with the question of "what is history?" and with the need to evaluate critically the sources of information used to build a reconstruction of past events. Chapter 3 continues with the themes of international trade. It also introduces the role of Islam, both as an influence within Indonesia and as a dynamic religious force throughout the Asian region. The opposition of Islam and Christianity (in historical terms) is highlighted by the collision of the Western and indigenous Southeast Asian cultures, and the European "Age of Exploration" is covered from an Asian perspective. Chapter 4 may be used to highlight the confrontation of Western and Asian interests, especially in the realm of commerce, and the development of a colonial system. Chapter 5 continues with the theme of colonization, and focuses on its political aspects. Resistance movements are also discussed, as is the growth of a unified opposition and the development of a national consciousness. Additionally, this chapter stresses the role of primary sources in studying history. Each chapter has a set of exercises which may be used to test the students' comprehension of the information presented in that unit. There are always several exercises that test recall of factual material (i.e. multiple choice, true/false, or fill in the blanks) and several exercises that provide an opportunity for critical thinking and essay writing. In order to spark the students' imagination and to help bring history alive, there are topics for creative writing. Additionally there are several sections devoted to map skills and geography. A Note to Students: This book is designed to give you an overall picture of Indonesian history and society. As with any textbook, it may seem like there is a lot of new information for you to absorb. As you read the material try to concentrate on the main themes. Try to compare what you learn about Indonesian history with what you already know about Asian history and/or about the history of your own country. Use the chapter summaries to review information and test your knowledge by completing the exercises at the end of every chapter. Most of all, try to enjoy the challenge of learning more about this beautiful and interesting country. Take advantage of the resources in the library of your school or local community. In addition to reference works and history books, you may also check the index listings for magazines and journals, such as *National Geographic*, for articles on Indonesia. There are also a number of video documentaries which deal with various aspects of Indonesian culture, natural history and modern affairs. CHAPTER 1 INTRODUCTION TO THE LANDS AND PEOPLES OF INDONESIA THE GEOGRAPHY OF INDONESIA Indonesia has been described by some as a string of emeralds cast upon the Indian ocean. Others call it part of a ring of fire. These poetic names sound very different from each other but both suggest something about the physical characteristics of this island chain. On the one hand, the country is made up of over 13,500 luxuriant tropical islands, stretching over more than 5,000 kilometers of ocean. Many of these same islands, however, are volcanic. Some of these volcanoes are dormant but many are still active. Learning the connection between the immense destructive power of these volcanoes and the highly fertile lands around them is just one of the benefits of having some geographical background about the area. In order to study this diverse land it is necessary to understand something about the forces that created this archipelago (chain of islands), and that continue to shape it. In this section you will learn about Indonesia's geographical history, its climate and environment and its resources. You will also discover where to find carnivorous plants and flightless birds, the world's largest flower and a kind of grass that grows over 100 feet tall. You will learn where there are snow-capped mountains in the tropics, the location of two of the world's three largest islands, and where to find one of the most densely populated areas on earth. In short, you will discover some of the incredible richness and diversity of Indonesia. Indonesia occupies a strategic area within Southeast Asia. It not only possesses the largest land area and largest population of any of the Southeast Asian nations, it is also well situated to take advantage of international trade. A careful study of Map 1.1 will show how well Indonesia is positioned to participate in trade with its close neighbors (such as Malaysia, Singapore, the Philippines and Australia) as well as trade with and between larger Asian countries such as China and India. Indeed, throughout many centuries of its history, Indonesia has played an important role in international trade, and has sold its products and served as a midway station to traders from China, India, the Arabic peninsula, and Europe. Later in the chapter there will be more discussion about why Indonesia was so well suited to serve as a meeting place for traders from India and China. Map 1.1 Southeast Asia Southeast Asia is an area which is gaining increased world attention. It is often subdivided into two regions by grouping together those countries which are located on the Asian continent itself and those which are situated in the surrounding ocean. Thus "mainland Southeast Asia" refers to Kampuchea (Cambodia), Laos, Myanmar (Burma), Thailand, and Vietnam, while "island Southeast Asia" includes Indonesia, Malaysia, Brunei, Singapore, and the Philippines. Note that Malaysia could belong to either category, since part of its territory is on mainland Southeast Asia and part is on the island of Borneo. Because of the close historical, linguistic, and cultural connection of the Malay people of Malaysia with the inhabitants of parts of Indonesia and Brunei, however, it is often included as part of island Southeast Asia. The Major Island Groups of Indonesia A quick glance at the map will make it obvious which countries are bound to the mainland and which are currently surrounded by water. But the sea level has changed over the ages, and parts of what are now the islands of Indonesia used to be part of the Asian mainland long ago. During the Ice Age of ten to fourteen thousand years ago, the sea level dropped as immense glaciers formed in the polar regions. Parts of the Asian continent now submerged by water were at that time exposed as dry land. This eastward projecting portion of the Asian continental shelf is called the Sunda Shelf. It formed a land bridge east towards Australia. This allowed human populations to migrate from areas of what are now China and Indochina to the portion of western Indonesia that was connected to the mainland. It also allowed animal and plant life to expand their ranges in the same direction. Today the waters which cover the Sunda Shelf are quite shallow, and the mountains which rise from the bottom of the shelf emerge from the sea to form some of the largest and most important of the Indonesian islands, including Sumatra, Java, Madura, and Borneo. These islands belong to Western Indonesia, and along with the island of Sulawesi, are often referred to as the Greater Sunda Islands. There are three other major groups of islands in Indonesia: the Lesser Sundas, Maluku, and Irian Jaya. Lying directly east from the Greater Sundas mentioned above is an area of very deep water, including the Banda Sea. This area is home to the Lesser Sundas, comprising Bali, Lombok, Sumba, Sumbawa, and Timor, as well as all the smaller islands near them. This area is also called *Nusa Tenggara*, from the Indonesian words for "Southeast Islands." To the north of the Lesser Sundas and to the east of Sulawesi lies Maluku. While relatively small in size, these islands played an extremely important role in the history of the archipelago, for these were the fabled Spice Islands, the source of the spices that were so highly prized in Europe, China and other far away markets. Important islands in this group include Ternate, Tidore, Buru, Bacan, Ambon, Ceram, and Halmahera. At the far eastern end of the archipelago lies the Sahul Shelf, which is part of the Australian continental shelf. The island of New Guinea, the second largest island in the world, is part of the Sahul Shelf. The Indonesian province of Irian Jaya lies on the western part of New Guinea while the country of Papua New Guinea is situated on the eastern half of the island. The island contains a great deal of diversity in its geography, ranging from tropical rain forest in the lowlands to alpine scrub on the highest mountains, several of which rise above 15,000 feet and are permanently covered in snow. The Arafura Sea is the submerged portion of the shelf connecting Australia and New Guinea, and its waters, like those of the Sunda Shelf, are quite shallow. The "Ring of Fire" Volcanoes are a familiar feature which can be found throughout the four main island groups of Indonesia. There are perhaps 75 - 125 active volcanoes in Indonesia, and over 300 more which appear inactive. Note that it is sometimes difficult to classify a volcano, as one will sometimes erupt after many decades of inactivity. These volcanoes can erupt with terrifying and deadly consequences. Gunung Agung in the eastern part of Bali erupted in 1963, killing some 1,700 people and destroying the homes and villages of many tens of thousands of others. Krakatoa, a volcanic island lying between Sumatra and Java, had remained dormant for several hundred years before erupting in 1883 with an explosion so large that an estimated six cubic miles of earth were thrown into the sky. The explosion completely destroyed the island and created tidal waves that killed over thirty thousand people living on nearby shores in Java. The explosion was loud enough to be heard as far away as Australia, Turkey, and Japan, and ejected so much earth, dust, and ash into the atmosphere that unusually colorful sunsets were experienced all over the world. Less than fifty years later, a new volcanic cone emerged from the sea near the site of the old explosion. Scientists studied it carefully, for the new island provided a natural "laboratory" to study how plant and animal life can cross the sea and become established on an island that has just been formed. The island is named Anak Krakatoa (Child of Krakatoa) and is still volcanically active today. Volcanoes are just one of the immensely powerful geological forces present across the islands. West of Sumatra extending to the area south of Java is the site where the Indian and Eurasian continental plates plunge over each other, buckling the earth into ridges that have formed the mountainous spines running down the lengths of Sumatra and Java. According to the theory of continental plate drift ("plate tectonics"), there are several blocks or "plates" of land that very slowly shift their positions on the face of the earth. When two plates meet each other, tremendous pressure can result, creating a "fault line" such as the one which runs down much of California. Earthquakes are one result of this friction between the plates. Indonesia regularly experiences many earthquakes, and in the mid 1990's several major quakes occurred, including those in southern Sumatra, the southeast coast of Java, and in Maluku. Climate Almost all of Indonesia lies within $10^\circ$ S and $5^\circ$ N of the equator. As such, it possesses a tropical climate with high temperatures and high average rainfall (though the eastern islands are often drier than those of the west). This warm climate and abundant rain combines with rich volcanic soil to produce a very fertile land. Large stretches of tropical rain forest can still be found and are home to an amazing array of different plant and animal species, though in many areas the forest has been pushed back, and the amount of land covered by primary forest grows steadily smaller. Rainfall in Indonesia varies from region to region. Jakarta, the capitol, receives 72 inches per year, but parts of Sumatra, Kalimantan, and Irian Jaya can average over 80 inches, with some areas reaching as high as 150 inches or more per year. Most of Java and Madura have an average of 60 to 80 inches per year, while much of the Lesser Sunda islands receive only 40 to 60 inches. The amount of rain also varies with the seasons. In general there are two major seasons in Indonesia. The dry season usually occurs while the northern hemisphere is experiencing summer, and is characterized by drier, hotter weather, though rainfall is by no means absent in many areas even at these times. The wet season brings slightly cooler temperatures and higher rainfall to the islands around the months of November to February. Part of the seasonal variation in temperature and rainfall is caused by the monsoon winds that sweep across the islands in different directions at various times of the year. When the southern hemisphere is tilted toward the sun, the land mass of Australia gathers heat and the hot air over it rises, creating a low pressure area. As the air in this low pressure system rises, other air rushes in, causing winds which move eastward across Indonesia towards Australia. As these winds meet with other winds caused by high pressure systems over the Indian Ocean, they rise and cool, causing the moisture trapped in the air to condense and fall as rain. As long as these conditions persist, Indonesia experiences its rainy season. Once the earth tilts in the opposite direction, the conditions are reversed. Australia experiences its winter and develops a corresponding high pressure system while the Asian mainland heats up and develops a low pressure system. This causes the air to rise over mainland Asia, and as it rises winds are generated from the higher pressure areas over Australia and the Indian Ocean towards continental Asia. These winds blow north and westward across Indonesia and release less moisture than the winds of the rainy season. During these months of the year Indonesia has correspondingly warmer and drier weather. These monsoon winds not only produce the variation of rainy season and dry season across the archipelago; they also generate consistent winds that allow ships to sail back and forth across the Indian Ocean and China Sea. Sea-going merchants have long used these seasonal monsoon winds to sail to destinations in Arabia, India, Southeast Asia, and China. As it was not possible to travel the complete distance from China to India (or vice versa) in one season, most traders would travel to an intermediate trading post, and exchange their wares with others who had arrived from the opposite direction. The area around the Straits of Melaka was ideally suited to serve as such a half-way point for traders from China and India to meet. The traders who traveled throughout Southeast Asia often came to buy and sell various plant and animal products. Spices were one of the most prized items, but camphor, resins, sandalwood, and shells were also widely traded. Indonesia still benefits from its rich natural resources. Some of the most important plant and animal species of the Indonesian islands are noted in the following section. Animal Life: The plant and animal life of Indonesia is extremely rich and diverse. At the western end of the archipelago one can find tigers, elephants, and other animals typical of mainland Asia. The eastern region of the islands contain marsupials and monotremes (egg-laying mammals) similar to those found in Australia. Alfred R. Wallace, a British naturalist who traveled widely in Indonesia during the middle of the nineteenth century, was interested in the distribution of animals throughout the archipelago. He observed that the mammals and birds typical of Australia tended to reach as far west as Lombok, while animals from the Asian mainland seemed to extend their range no further east than Bali and Sulawesi. The dividing line separating these two areas is called the Wallace Line, though it is now recognized that it may be more accurate to think of a transitional zone rather than a sharp line dividing the two areas. The land bridges exposed during the Ice Age were responsible for allowing the animal species to move into their present locations. It is therefore not surprising that the habitats of Asian animal species expanded over the areas belonging to the Sunda Shelf, while the Australian species spread over the Sahul Shelf. The area between the two shelves constitutes the transition zone. Unfortunately, many of the most magnificent of Indonesia's large animals have become very rare, and some are on the endangered species list. In Sumatra it is still possible to find the elephant, tiger, orangutan, and rhinoceros. The elephants in Indonesia are of the Asian variety, and have smaller ears and tusks than the African elephant. The Sumatran tiger is very rare now, and it is thought that the Javanese tiger is probably extinct. Similarly, there are only a few hundred of the two-horned Sumatran rhinos left, while the Javan rhino (with one horn) has even fewer survivors. Poaching is the single biggest threat to the rhino, for its horn is thought to have special magical/medicinal powers and therefore can be sold for an extremely high price, particularly in Chinese communities both inside and outside of Indonesia. The orangutan is also an endangered animal, and exists only in Sumatra and Borneo. Slight variations exist between the orangutan varieties found on these two islands. Orangutans are one of the four great apes. the group of primates most closely related to human beings. Their name comes from the Malay words *orang* ("man") and *utan* ("forest"). Other large mammals found in Indonesia include the tapir, the sun bear (the smallest of the world's bears), the leopard, and several varieties of "flying foxes", or fruit bats, including the world's largest bat (with a wing span of over five feet). While there are several types of deer found across the islands, the mouse deer, or *kancil*, is probably the one closest to the hearts of the Indonesian people. Actually a type of chevrotain rather than a true deer, the mouse deer is only about twelve inches tall at the shoulder. Despite its small size, it has often been portrayed as a hero in Indonesian folktales, relying on quick wits to outsmart its enemies. Among the lizards and reptiles of the archipelago there are several that merit special mention. The famous Komodo dragon, a large variety of monitor lizard found only on a few small and remote islands, is the longest lizard in the world, and can reach ten feet from tip to tail. The world's longest snake, the reticulated python, is also found in Indonesia and can reach almost thirty feet in length. Among the many other species of snakes, some of the most unusual are the so-called flying snakes, which can flatten their body so as to glide somewhat while jumping from branch to branch. **Plant Life:** In addition to its remarkable animal species, Indonesia is home to many interesting varieties of plants. The largest flower in the world, reaching up to three feet across, is the Rafflesia. It is found in Sumatra and Borneo, though its remote distribution and long wait between blooms means that its flower is rather rarely seen. Other more commonly found plants include many different varieties of palm, ferns, and bamboo. There are over 150 species of palm in Indonesia, of which the coconut palm is one of the most important. The dried meat of the coconut, copra, is an important export crop, and the coconut milk made by soaking and pressing the grated meat is an important ingredient in many local recipes. The nut of the areca palm (also called the betel nut) is combined with lime (the calcium-containing substance found in limestone and oyster shells, not the citrus fruit) and rolled in a betel leaf. When chewed, this combination of ingredients acts as a mild stimulant. The sago palm yields an important food source for many Indonesians, particularly in the eastern portion of the country. The lontar palm has leaves which were once used as paper; books were assembled by loosely binding the leaves between two thin, flat pieces of wood. Other types of palm produce rattan, an important export product often used in making furniture. **Sago:** Sago is a starchy substance which is extracted from the pith of the sago palm. This pith is grated and washed with water. After the water is drained a thick starchy paste is left behind. This paste can be eaten or used as an ingredient to bake various types of bread or biscuits. Sago is sometimes exported to other countries where it is often used as an ingredient in puddings and other foodstuffs, but the main importance of sago in Indonesia is as a staple food in those areas not suited to rice cultivation. Bamboo is another versatile plant that has many uses for the Indonesians. There are over 250 types of bamboo, some of which grow 100 feet in height. Despite its ability to grow taller than many trees, bamboo is actually a member of the grass family. Woven bamboo strips are used to make everything from mats and baskets to the walls of houses. Bamboo is also used to make irrigation pipes, cooking utensils, food and water containers, flutes, fishing rods, and a host of other household items. Even in large, modern Indonesian cities today one can see bamboo being used as scaffolding at construction sites. There are approximately 35,000 other plants in Indonesia aside from those listed above. Obviously it is impossible to name them all. However, later sections will mention some of the most important native species, including both the spices for which Indonesia became famous and the rice plant which has become the staple food source for millions of Indonesian. Also important are some non-native species which have been introduced as cash crops or additional food sources, such as rubber, coffee, cinchona (the source of quinine, an anti-malarial medicine), maize (corn), cassava (the source of tapioca), tobacco, and chili peppers. Many of these plants were important to the development of estate or plantation agriculture. **Betel Nut:** The practice of chewing *sireh*, or betel, as it sometimes referred to in English, has long been widespread throughout the Southeast Asian region. Many people today still carry on the habit, even though it turns the saliva a bright red color, and over time can turn the teeth black! While it is often viewed as a rather unrefined habit, somewhat similar to the way Westerners view chewing tobacco, the practice of chewing *sireh* is a very old custom, and one which used to be practiced by people at the ancient courts. Some of the beautiful and ornate containers for keeping the ingredients and tools involved in making the *sireh* are now museum pieces. **Resources and Land Use** **Minerals:** Petroleum products are a major export of Indonesia. In 1989 Indonesia exported about 70% of all the oil it produced, amounting to 500 million barrels with a value of six billion dollars. It is a member of OPEC (the Organization of Petroleum Exporting Countries), and in 1991 produced approximately six percent of that organization's total output. Profits from the export of oil has been a mainstay of the Indonesian economy since the 1960's. (Profits from oil increased 4,000% from 1968 to 1985.) In addition to oil, Indonesia produces large amounts of liquefied natural gas (LNG), and has become the world's largest exporter of this product. In 1990 some 20.6 million tons of LNG were exported, at a value of 3.7 billion dollars. Sumatra is a prime producer of both oil and LNG. Other major mineral resources include coal, copper, nickel, gold, and bauxite (the ore from which aluminum is made). The islands of Belitung and Bangka off the eastern coast of Sumatra have long been known as a source of tin. These other minerals are a valuable asset to the economy, though oil is currently still the major export earner. Yet relying on mineral exports alone is acknowledged as placing Indonesia in a potentially vulnerable situation, and in anticipation of a future decline in oil revenues, Indonesia has recently shown interest in diversifying its economy even more beyond the mineral and gas industries. Timber, tourism, and manufacturing have all grown in importance in recent years. **Agriculture:** Agriculture is an important element in the economy of the nation as well as the lives of most of its people. Though roughly only 20% of the country's gross domestic product (GDP) comes from agriculture, in 1989 over half the work force was involved in this sector. For centuries Indonesians have relied on the fertile soil, enriched by occasional layers of volcanic ash, to provide them with their basic foods. They have developed two major types of agriculture: *sawah* (irrigated field) and *ladang* (dry field). A third type, estate cultivation, was introduced during colonial times. The *sawah* system makes use of irrigated fields, each of which is surrounded by small dikes to keep the water level high enough to submerge the entire field. Water is channeled through bamboo pipes or ditches from field to field, and can be controlled to flood or drain the field as desired. This system generally involves cutting terraced fields onto the sides of a hill or mountain so that the water can be caught in any particular field and then drained into the next lower field. Over the centuries entire mountain slopes have been carefully carved into terraced fields, providing one of the most beautiful and impressive sights in the islands. Rice is the main crop that is grown in the sawah fields. Rice is the staple food of millions of Indonesians, and despite the huge demand for this food, Indonesia has become self-sufficient in rice production in recent years. The rice seedlings are first cultivated in a nursery and then transplanted to a flooded field. Using this method two or sometimes three crops of rice can be produced in a year. Rice can also be grown in dry fields, but the sawah system produces a higher yield per acre. The ladang method involves growing crops in dry rather than flooded fields. In areas where this type of agriculture is practiced on fields that have been cleared from forest land, it is called swidden, or "slash and burn" agriculture. Under this system a plot of forest land is cleared and the undergrowth burnt off. This temporarily enriches the soil by adding the nutrients from the ashes of the burnt vegetation. But after several crops have been grown on the plot, many of the nutrients are consumed. Additionally, heavy tropical rain often washes away some of the topsoil of the exposed land, further diminishing its fertility. Thus after several seasons it becomes time to abandon the plot and clear a new one. If the old plot has not suffered too much erosion, and if it is given enough time to regenerate, the forest will eventually reclaim that area. However, if it is repeatedly reused without enough time between cycles of planting, it can become depleted and prone to total erosion, or it may be overrun with a fast growing type of imperata grass (lalang) which prevents other plants from being able to establish themselves. Slash and burn has been the source of some controversy as a method of agriculture; though it has been widely used for centuries, it has the potential to create environmental damage, especially if used in a confined area. Estate cultivation of crops refers to the system of growing a single crop over a very large area. Rubber, coffee, tea, and sugarcane have all been grown on such estates, as has oil palms, coconuts, and tobacco. This system began under colonial rule as a way to produce cash crops for export. During this time many plantation estates were opened up in Sumatra, where land was plentiful and the population density was relatively low. To make up for the shortage of labor, many Javanese were brought over to work on the estates. THE PEOPLE AND CULTURES OF INDONESIA Indonesia is a land of immense variety. Just as its physical geography includes the extremes of snow-capped mountains and hot tropical rain forests, so too does it cultural geography include a wide range of contrast. There are many dozens of different ethnic groups that reside in the archipelago, and many still retain their own language and set of traditions. Many books describing Indonesia often concentrate on illustrating the life of the Javanese, partly because the Javanese are the single largest ethnic group in Indonesia and partly because there is more information available about them than there is about most other groups. However it is important to realize that the Javanese themselves are outnumbered by non-Javanese, and that there is a wide variety of cultural beliefs and practices in Indonesia today. In the face of this diversity it might appear as though there would be no way to describe accurately the "typical" Indonesian. Indeed one should always remember that the customs and beliefs of one group may not be representative of all of Indonesia. Nevertheless there are several cultural components that are common throughout much of the archipelago. While all ethnic groups have their own distinctive patterns of belief, the following cultural traits may be regarded as widely recognizable characteristics that apply to many of the people of Indonesia. Adat: "Adat" refers to the traditional law and customs of an area. While these customs differ from place to place, it is commonly accepted that there is an appropriate set of adat that guides the actions of members of a particular group. The Indonesians even have a saying "lain desa, lain adat" ("different village, different customs") which acknowledges the variety of beliefs that exist. Adat typically stresses the community over the individual, and provides a set of rules and guidelines by which people can live together in relative harmony. Under Dutch rule adat was recognized as the local law and given the authority to deal with village issues. Adat guides the rituals that accompany important events in life, such as marriage, birth, and death. Often these rituals are maintained alongside those which accompany the group's religion. For example, an Indonesian wedding may have both an Islamic, Christian, or other religious service and a traditional adat celebration. Adat may also influence inheritance customs, village organization, and what is considered socially acceptable behavior. Spiritual traditions: Underlying many of the traditional adat beliefs is a reverence for life and spirituality that was originally expressed through animism, the belief that a life force may reside in all things. Animism acknowledges that people, animals, trees, and non-living things such as rocks, streams, and volcanoes may contain powerful spiritual forces. Just as the world around us is composed of pairs of opposites, such as the sun and moon, light and dark, left and right, north and south, so too can the spiritual forces around us appear as either good or bad. Good spirits may be guardians of a village or represent the souls of the ancestors, and deserve respect and offerings. Bad spirits may cause sickness or ill fortune, and therefore need to be diverted from causing trouble either by receiving their own tribute or by being banished through the exorcism performed by a dukun (a traditional healer and spirit medium). Elements of these ideas are still found in Indonesia today. While there are certainly many Indonesians whose modern scientific or strong religious beliefs leave no room for the existence of spirits, there are many who retain a belief in supernatural forces. Sidewalk vendors sell rings and amulets that are thought to provide protection against evil spirits or to bring good luck. Rituals are followed to ensure a successful harvest and the services of the dukun are relied on to restore the health of an invalid or to rid a house of bad spirits. Owners of the traditional wavy-bladed dagger, the kris, often believe that their blades have a mystical force that can even allow the kris to move by itself. Certain gongs of the gamelan orchestra are thought to have special powers and are treated with reverence; no one steps over the instrument, as this would be disrespectful. Sometimes the traditional beliefs in spirits are blended with other religious traditions, such as the Islamic belief in the existence of jin (spirits), or the Hindu belief in a myriad of gods and goddesses who control different aspects of the natural world such as the sun, the wind, and the sea. Indonesia has a long history of accommodating different sets of beliefs and adapting them to become their own. The belief in spiritual forces is also reflected in the traditional emphasis on meditation, self-restraint, and ascetic practices (i.e. methods of self denial that help one to gain control over one's body and mind) as ways to gather spiritual energy. People still make pilgrimages to certain caves, trees, grave sites, or other places which are thought to be particularly suitable places to meditate and regain energy. Respected spiritual gurus (teachers) pass down the traditions to the next generation of followers. **Communal Society:** Anthropologists and sociologists often look at whether a particular society gives more emphasis to the community or to the individual. A communal society is one in which the good of the whole community is given precedence over that of the individual. Members of a communal society are expected to work for the common good of the whole group, rather than for purely selfish goals. Indonesian traditions often emphasize cooperation and community spirit. For example, a common goal in deciding community issues is to achieve "mufakat" (consensus, unanimous agreement). A good solution is one which everyone agrees is acceptable. This is viewed as more desirable than a solution which is determined by majority vote, which could be unacceptable to up to 49% of the people involved. Achieving this consensus requires "musyawarah" (discussion of an issue until all details are resolved). Harmony and compromise are guiding principles to help the process of musyawarah, and everyone must be allowed to have a say in the final decision. Community projects such as harvesting crops, building schools, and cleaning village roads and drains, rely on the spirit of mutual help and cooperation that is known as "gotong-royong." All people are expected to pitch in with the work and help each other in these communal endeavors. On an individual basis, people are also expected to help each other based on the idea of "tolong-menolong" (reciprocal help). Thus one neighbor may help another at one time and then receive assistance from that same neighbor at a later date. Family obligations are important in a communal society. The selection of a marriage partner generally requires the approval of the parents and may even be solely their decision. The marriage of a younger brother or sister in a family may have to wait until the older brothers and sisters have already married. Respect is given to elder members of the family and the community, and one is expected to look after one's parents in their old age. Relatives may pool resources to help provide for the education of one of the family. In short, many decisions are based on the welfare of the family rather than the desires of the individual. **Polite Behavior and Hospitality:** Indonesians are well known for their tradition of hospitality. Many visitors to Indonesia receive numerous invitations to visit the homes of the acquaintances that they meet. Indonesians themselves often drop by to visit their friends - pre-arranged agreements to meet are not required! People drop whatever they are doing when a visitor comes to their house and strive to make the guest comfortable. Upon entering another's house one is immediately offered something to drink, and often provided with something to snack on as well. But the traditions of polite behavior require the guest not to eat or drink until the host formally offers these items after they have been set down on the table. It may be a few moments before this invitation to begin is given to the guest: nevertheless it is extremely rude to "dig in" before the host has indicated the proper time. Regard for the rules of etiquette and good behavior is considered very important. One should try to be "halus" (refined, elegant, possessing good taste and proper behavior) at all times. Naturally this means avoiding "kasar" (coarse, impolite, unrefined) behavior. The halus person will be able to control his or her feelings, and will be able to appear calm and collected. Outward displays of extreme emotion, especially anger, are considered inappropriate. Regard is always given to the feelings of others. Rural vs. Urban Life: More of Indonesia's population lives in rural areas than in urban centers. While conditions in these rural communities vary greatly from one area to another, it is generally accurate to say that traditional ways of life tend to be stronger in the countryside than in the larger towns and cities. In the rural "desa" (village), life tends to be slower, people tend to know everyone else in the community, and traditional beliefs continue to be practiced. The seasonal rhythms of agriculture are reflected in planting rituals and harvest celebrations. Children help their parents out in the fields and in the house. In the cities life has a quicker pace and a more cosmopolitan atmosphere. In the major cities like Jakarta, Surabaya, or Bandung one can find glittering and luxurious shopping malls, modern movie theaters, trendy discos, and four-star international hotels. Not everyone can take part in this glamorous lifestyle, but it is there for those who can afford it. Many urban dwellers can, however, participate in other aspects of the modern Indonesian town or city. Most large towns have a major central square called the "alun-alun," which often has a mosque on its western side. The main "pasar" (market) is often nearby, and typically offers a wide variety of goods for sale. Separate areas are designated for meats, fish, fruits and vegetables, and other foods. Still other areas house cloth and batik, clothing, household goods, basketry, hardware, and other items. Many of the fruit and vegetable dealers will have outdoor stalls, while other merchants will rent stall space. in large roofed-over enclosures that resemble crowded warehouses bursting with things for sale. Cities also provide other facilities. There are both private and state-run schools and universities. Businesses have their headquarters in town, and often have large factories nearby. Life in the city offers more choices than life in the country. But city living is not always easy: unemployment and low wages force many people to live in makeshift accommodations with poor sanitation and extremely basic living conditions. As in many other countries, the gap between rich and poor is particularly dramatic in the cities. Life in the city presents new challenges for people regardless of their ethnic background. Differences in the urban and rural experience continue to influence the lifestyles of those living in today's Indonesia. **Pancasila:** Another common thread that may be found throughout Indonesian society is the official state creed of *Pancasila*. Created by Sukarno, the first president of Indonesia, Pancasila is the set of five principles that is meant to guide the Indonesian way of life. The five principles are as follows: *Belief in One God:* Indonesians allow freedom of choice in religion but acknowledge the existence of one God. Islam, Christianity, Hinduism, and Buddhism are all recognised as religions which may be practiced. *Nationalism:* Indonesians proclaim allegiance to their country and recall the 1928 conference in which delegates declared their support for the idea of one country, one people, and one language for all of Indonesia. *Humanitarianism:* Indonesians strive to build a just and humane society for all. *Democracy:* *Musyawarah* and *mufakat* (discussion and consensus) form the basis for democratic involvement. *Social Justice:* The weak must be protected and equal opportunities must be provided for the welfare of the people. Every Indonesian learns about *Pancasila* in the schools. *Pancasila* is also promoted throughout the government civil service and is represented on the shield of the national coat of arms, which also features the mythical *garuda* bird and the national motto, "Bhinneka Tunggal Ika," which may be translated as "From Many There Is One" or, more commonly, "Unity in Diversity". *Pancasila* provides a common set of principles for a nation composed of dozens of different ethnic groups. **Major Ethnic Groups of Indonesia** The traditions of Indonesia's different ethnic groups reflect a great variety of customs and belief. It is beyond the scope of this book to describe all of the different groups in detail, but the following brief outlines may provide a hint at some of the features that are typically found in some of Indonesia's largest and best known ethnic groups. **Acehnese:** Inhabiting the northern tip of Sumatra, the Acehnese are famous for their strong resistance to colonial rule and their strong devotion to the Islamic faith. The Acehnese retained their independence from foreign rule for centuries and built a wealthy kingdom supported largely by the production and sale of pepper. Today Aceh is administered as one of three "special districts" in Indonesia (the other two are Yogyakarta and the capital of Jakarta). Among the Acehnese the nuclear family (the two parents and their children) is the primary social unit. However, by tradition the father may often be absent for long periods while he travels to engage in trade and business. He is expected to return home with money earned from his business. This pattern relies on women to do much of the work in the fields while the men travel and trade. As with many areas in Indonesia, modern life has brought changes that modify these traditional roles. Minangkabau: In the middle area of Sumatra are the Minangkabau people. Like the Acehnese, the Minangkabau society encourages men to go out into the world to seek their fortune in trade. This process is called merantau, and has caused the Minangkabau people to spread their influence to neighboring areas, including parts of nearby Malaysia. Unlike the Acehnese, however, the Minangkabau are a matrilineal society, meaning descent is traced through the female side of the family tree. Traditionally women inherited the land and property, and men only gained access to wealth by engaging in business while on merantau. How the Minangkabau Got Their Name: The upturned roofs on the Minangkabau houses and even the twin peaks of the traditional women's headgear remind one of the horns of the buffalo. The reasons for this are said to have originated long ago when the people faced a challenge from an invading army. Rather than engaging in a long and costly war, both sides agreed to decide the fate of the local people by a contest between two buffalo. Seeing the mighty beast from the other side, the local people knew they were doomed to defeat unless they could find some trick to help them. So secretly they kept a baby calf from its mother for a few days before the contest and tipped its tiny horns with razor-sharp daggers. On the day of the contest the huge buffalo of the enemy paid no attention to the tiny, hungry calf, which ran up to the large buffalo, mistaking it for its mother. As the hungry calf lifted its head upwards under the big buffalo hoping to feed, the daggers tore into the belly of the larger buffalo, killing it instantly. The local people retained their freedom and to this day they call themselves "Minangkabau," meaning "Victory of the Buffalo." According to tradition, when a Minangkabau man and woman marry, the woman will usually continue to live in her parents' home. The man will usually visit his wife every evening but will also have a responsibility to provide for his own sister and her children at home. In a similar way the wife's brother will support and protect her and her children. The Minangkabau are also known for having contributed much to modern Indonesian literature. Many of the first Indonesian authors to write modern stories in the national language of Bahasa Indonesia came from the Minangkabau region. This may be due partly to the fact that the Minangkabau language is closely related to the Indonesian national language. **Batak:** Between the Acehnese and the Minangkabau is a region of Sumatra that is home to the Batak people. Unlike the Acehnese and Minangkabau, the Batak were never heavily influenced by Islam. They retained their own distinctive religion based on animism until many converted to Christianity after contact by Dutch and German missionaries. Before this time cannibalism was practiced, though mainly as a ritual form of punishment. Batak society is considered less stratified and less constricted by complex social customs than groups such as the Javanese. Batak families traditionally belong to a *marga*, or clan. Membership in the clan is inherited through the male line of descent. A man must choose a wife from another clan, preferably the one from which his mother came. The marga owns land in common, though today it may no longer serve that function, especially among city-dwellers. Family and marga obligations still play an important part in the lives of many Bataks. **Balinese:** The Balinese are world famous for their highly refined artistic sense and rich cultural heritage. The Balinese are also the only major Indonesian group to retain the Hindu religion. Although the caste system is not as strict in Bali as it is in India, the Balinese still recognize the four basic caste groups. About 90% of the Balinese belong to the commoner or *Shudra* caste, while the rest belong to one of the upper three castes known as the *Triwangsa*. These three castes are the *Brahman*, (traditionally the priestly caste), the *Satria* (traditionally the warrior caste) and the *Vaisya* (traditionally the merchant caste). Caste does not determine occupation and there is little formal restrictions imposed by caste membership. What's in a name? One can tell quite a lot about a Balinese just by knowing the person's name. The Balinese give specific names to their children to signify the order in which they were born. For example, in the Shudra caste, the first born is always named Wayan, the second is named Made, the third Nyoman, and the fourth Ketut. What happens if there is a fifth child? The cycle of names is repeated again, beginning with another Wayan, Made and so forth. Membership in a caste also determines part of one's name. For example, Brahman men will use Ida Bagus as the first part of their name, while Brahman women will use Ida Ayu. Other castes have their own distinctive names, so the Balinese always can tell each other's caste affiliation just by hearing each other's name. The Balinese have a "high" and "low" version of their language. The low version is used in every-day speech among equals, while the high version is used when the speaker wishes to indicate respect to the person being addressed. In addition, the Kawi language from ancient Java is used in rituals by the priests, and some Hindu religious texts may be preserved in Sanskrit. The Balinese use two different calendar systems. The first consists of a lunar year of 355 days with a 13th month added every three years. The second is called the Wuku system, and consists of a year containing 210 days. The wuku year has thirty weeks, each seven days long, and each with its own name. The calendar has several further sets of weeks of different lengths, all of which run concurrently with each other to create a complex set interlocking cycles. The Balinese pay careful attention to pick an auspicious day when planning major events such as weddings. Every Balinese village has at least three temples. One will be dedicated to the founders of the village. At least one other will be the site for religious activities for the community (e.g. weddings, holy day observances, rituals, and offerings) while another will be dedicated to honor the dead. Balinese society is organized around several communal groups, each serving a different function. The banjar is responsible for ordering the community affairs of the village, including weddings, cremations, and certain religious obligations. The banjar typically owns a village orchestra, a meeting hall and a temple. The head of every household is represented in the *banjar*, making it a democratic administrative unit. The *dadia* is a group representing people with a common ancestor. Membership is inherited through the father. The group maintains a temple in honor of the founding ancestor and may also be involved in sponsoring cooperatives and other economic activities for its members. The *subak* is an agricultural group that is in charge of coordinating the distribution of water for the complex irrigation systems that run through the terraced rice fields. Thus the typical Balinese belongs to several community groups and has specific obligations to the *banjar*, *dadia*, and *subak*. **Javanese:** The Javanese are the largest ethnic group in Indonesia, constituting an estimated 45% of the total population. Their homeland is in central and eastern Java, though there are sizable numbers of Javanese in some of the other islands, particularly in the southern part of Sumatra. Because of the heavy population density in Java, the government sponsors a program called *transmigrasi* to help move people to other less populated areas. The Javanese are well known for their emphasis on polite and refined behavior. It is important to maintain a calm, pleasant outward appearance and to show the proper degree of respect for one superiors. Many Javanese words have several different forms, and each speaker must choose the form that demonstrates the proper level of politeness and formality to match the social level of the other person in the conversation. The highest degree of Javanese cultural evolution is represented in the traditional court life. At the Javanese court, or *kraton*, the noble family would sponsor graceful dance performances as well as musical recitals featuring gamelan orchestras. Shadow puppet plays, known as *wayang kulit*, would be held to retell the legends of mythical heroes of the past. Intricate styles of batik cloth were produced, with each carefully handmade piece sometimes requiring several months to finish. Even the Javanese language developed intricate methods of expression that required the speaker to choose different words to use when speaking to people of different social standing, and a special set of vocabulary was reserved for use when addressing the sultan. The typical Javanese village cannot hope to have the same grand sophistication as the royal courts. Nevertheless, there are certain continuities in the culture that extend from the *kraton* to the village level. The *wayang kulit* shadow play is well known even in the small towns and villages, and is often performed as part of a family or community celebration. Javanese speakers can switch back and forth among three major levels of speech depending on their relationship to the other speaker. The traditional woman's costume of batik *sarong* (a long wrapped skirt) and *kebaya* (a tight-fitting long-sleeved blouse) is still commonly worn, though the younger generation in the cities will usually only wear this on special occasions. Most Javanese are Muslim, though there are some differences in the way in which people practice the religion. Those who follow a strict interpretation of Islam are called *santri*, while those who maintain some of the original Javanese religious traditions along with their belief in Islam are called *abangan*. Among the *abangan* it is common for families to hold a *selamatan* (a special ceremony with religious recitations followed by a communal meal) to mark important points in a person's life, such as birth, circumcision, marriage, and death. *Sundanese:* The Sundanese are the second largest ethnic group, and inhabit the western portion of the island of Java. Like the Javanese, the Sundanese have their own special levels of language to indicate varying degrees of politeness between speakers. The Sundanese also have their own court traditions and classical literature. Though there are naturally some similarities with the neighboring Javanese, the Sundanese maintain their own distinctive cultural traditions. For example, the *wayang* stories of the Sundanese are more commonly performed with three-dimensional carved wooden puppets (*wayang golek*) than with the flat buffalo skin puppets (*wayang kulit*) of the Javanese. The Sundanese are often described as more strongly attached to Islam than the neighboring Javanese. This is reflected in the numbers of students enrolled in religious schools called pesantren. However, just as for the Javanese, the Sundanese recognize a distinction between the devout santri and non-santri Muslims. The Sundanese mark important life events with a hajat, the Sundanese equivalent of the Javanese selamatan. Chinese: Though only representing a small percentage of the total population, the ethnic Chinese are an important minority in Indonesia. Chinese are found in many of the major cities throughout the country, and are often involved in business rather than agriculture. Approximately half of the Chinese live in Java, while the rest are distributed in other areas of the country. The Chinese have often been represented in the business world in greater proportion relative to their population than other Indonesian groups, and today many Chinese Indonesians are still involved in commerce. Tensions have sometimes been felt between the Indonesian and Chinese communities, and stereotyped images of the wealthy Chinese still cause some resentment. Most of the Chinese in Indonesia trace their roots to southern China and are originally of Hakka, Hokkien, or Cantonese ethnic stock. The Chinese Indonesian population is usually divided into two groups. The tolok Chinese are those who are pure Chinese, and are often first or second generation newcomers who retain a strong affiliation with Chinese culture. The peranakan Chinese are those with mixed Chinese and Indonesian background, and they are more likely to have adopted Indonesian cultural traditions. Many peranakan Chinese speak Indonesian as their home language. Languages and Dialects Indonesia is home to hundreds of different languages and dialects. The exact number of languages in use is difficult to estimate; different sources put the figure any where between 250 to over 600. Almost all of these languages belong to the Austronesian language family, which also includes many of the languages of the Pacific islands. The common background shared by the Austronesian languages is revealed by the number of words which have the same or similar meanings in different languages. For example the word "lima" (meaning "five") is the same in Indonesia's national language, called Bahasa Indonesia, and in Tagalog (used in the Philippines) and in Hawaiian. Despite their similarities, the Austronesian languages used in Indonesia are all different from one another and it would be impossible to expect everyone to learn all of them. Clearly there is a need for a single language that all Indonesians can use to communicate with each other. This need is met by Bahasa Indonesia, which is based on Malay. It is used as the language of government, newspapers, television, schools, and public life. Whenever Indonesians from different ethnic groups meet, they may use the national language to carry on a conversation. While most Indonesians still maintain their own ethnic group's language for use at home, the number of people able to speak Bahasa Indonesia as a second language keeps growing. Between 1970 and 1980 the number of people speaking Bahasa Indonesia grew from about 40% to about 60%. Indonesia has been very successful in promoting its national language. Bahasa Indonesia is a relatively easy language to learn. It has no tenses and verbs are not conjugated, though there is a system of affixes which must be mastered to learn the language in its formal variety. Bahasa Indonesia has evolved from a trading language that has a long history of use throughout the islands, and has absorbed words from many different sources. Dutch, Javanese, Portuguese, Arabic, Sanskrit, and English words have all found their way into Bahasa Indonesia. Many of the major regional languages employ a special vocabulary that forces one to take account of one's own social standing and that of the other speaker. Javanese, Balinese, and Sundanese all have this type of system. The complexity of the Javanese language and its built-in recognition of social hierarchy are often given as some of the reasons why it was not chosen as the national language. Bahasa Indonesia provides a simpler and more egalitarian way of communication. Javanese: A Language of Many Levels. Approximately 45% of all Indonesians speak Javanese as their first language. It is a complex language in which one must choose the correct level of speech based on one's relationship with the listener. Factors such as age, gender, and social status influence this relationship, and all must be considered whenever one engages in conversation. It is impossible to use Javanese and not indicate whether one is putting oneself at a higher, lower, or equal position to that of the other speaker. There are three basic levels of Javanese that are commonly used. The low form, ngoko, is used between friends or by adults to children, and is considered direct and familiar. The high form, kromo, indicates respect and is used when addressing someone of higher rank. It is considered elegant and polite but requires an excellent command of the language; imagine how embarrassing it would be to mistakenly include a low status ngoko word in the middle of an otherwise beautiful and refined kromo speech! Between the high and low levels is madyo Javanese. This may be used when wishing to talk politely to someone of similar status. Even the Javanese admit that it can be difficult to know exactly what level of speech to use in every situation. Patterns of Religious Beliefs The national philosophy of Pancasila (mentioned above) recognizes Islam, Christianity, Hinduism, and Buddhism as major religions practiced in Indonesia. Religious freedom is accepted, though everyone is expected to believe in the existence of one supreme God. Islam is by far the most widely practiced religion in the archipelago, making Indonesia the country with the largest number of Muslims in the world. Islam: Close to 88% of all Indonesians follow the Islamic religion. Islam had become well established in Indonesia by the 15th and 16th centuries. Indian and Arabic traders played a significant role in helping spread the religion to Southeast Asia, much of which had previously adopted Hinduism or Buddhism. Muslims believe that there is but one God, Allah, and that the prophet Mohammed was His messenger on earth. Mohammed is never worshipped or considered as a divine being; he is regarded as the person through whom God revealed his teachings to the world. In Java there is a belief that Islam was introduced to Indonesia by the *Wali Sang* (Nine Saints). These saints are often represented as possessing magical and mystical qualities, and pilgrimages are still made to their graves. The *Wali* are also sometimes credited with introducing the *kris* (Indonesian wavy-bladed dagger), the *wayang* (shadow puppet) and the *gamelan* (percussion orchestra) to Indonesia, though historically these are all known to have existed in Indonesia before the coming of Islam. The *Wali* are thought to have founded the original *pesantren*, places of religious instruction where young people go to learn how to read the Arabic alphabet and recite the holy Qur'an. The *kyai* (religious teacher) will guide the students in learning about Islam, including both the Qur'an and the Hadith (the sayings and traditions of the prophet). Much emphasis is traditionally placed on memorization and recitation of the holy book. The *kyai* is a particularly respected member of the community, especially if he has made the holy pilgrimage to Mecca. In the early twentieth century a reformist movement known as *Muhammadiyah* was founded. It established new schools called *madrasah* that integrated the traditional religious instruction with secular subjects such as math, history, and geography. This modern outlook was viewed as a challenge by some of the more traditional *kyai* in the *pesantren*. This more conservative element supported their own religious organization known as *Nahdahul Ulama*, which is still active today. Islam has been a unifying force that forms a common link for Indonesians from many different ethnic groups. During the nationalist movement prior to independence it was often used a symbol of solidarity. Yet despite the Muslim majority in Indonesia, the country is not an Islamic state. Freedom of religion is preserved and relations between different religious groups have not resulted in the same tension and even violence that has occurred in India, Sri Lanka, and the Philippines. Devotion to Islam is particularly apparent during the fasting month of Ramadan. Muslims are not allowed to eat, drink, or smoke from sunrise to sunset during the whole month. Families break the day's fast at sundown and wake up while it is still dark to have an early meal. At the end of the month of fasting comes the celebration of *Lebaran*, also known by the Arabic term *Idul Fitri*, when everyone asks forgiveness from each other for any wrongdoing committed in the last year. It is a time of great festivity; special foods are served and family members receive and wear new clothes. People hold open houses for visits from friends and neighbors. It is the time of year when everyone wants to return home to be with family. **Christianity:** Despite centuries of European contact, Indonesia has never had a large Christian population. The Portuguese attempted to promote Catholicism in the 16th century, and Catholic communities still exist in some of the eastern islands of Indonesia, such as Roti, Timor, and Flores. When the Dutch replaced the Portuguese as the major European power in the area they were not particularly concerned with missionary activity. However, over time they did win some converts, and Protestant communities are found in parts of Maluku, northern Sulawesi, and the Batak region of Sumatra, as well as in many major towns and cities. The total number of all Christians is less than 9% of the population. **Hinduism:** Hinduism was once the religion of many of the most powerful Indonesian kingdoms. Today Hinduism is practiced by only about 2% of the population, and is restricted mainly to Bali (and parts of Lombok where many ethnic Balinese live). The Hinduism of Bali is somewhat different from that practiced in India, and the caste system does not have as much influence in the life of the Balinese as it traditionally has for most Indians. The Balinese call their religion *agama tirta* (the religion of water), perhaps reflecting the importance given to the holy water that is blessed by priests and used in many rituals. The visitor to Bali is immediately struck by the thousands of temples that can be found all over the island. Gods and goddesses are thought to descend from the heavens to the temples to visit the earth on holy days and receive food, offering, prayers, and performances of music and dance. Offerings to gods and spirits can be found everywhere, and are made daily. Often these offerings take a highly artistic form; food will be fashioned into colorful towers, flowers will be placed in intricate arrangements, and highly choreographed dances will be practiced to perfection. The Balinese recognize Sanghyan Widi as the supreme God who manifests Himself in a variety of different forms. The traditional Hindu trinity, known in Bali as *Trisakti*, consists of Brahma, the creator, Vishnu the preserver, and Siva, the destroyer. Additionally, many other gods and goddesses are acknowledged that represent the divine spirit in its many different manifestations. **Buddhism:** Approximately one percent of all Indonesians acknowledge Buddhism as their religion. Buddhism originated in India and spread to Indonesia at about the same time as Hinduism. There are several different forms of Buddhism but the central teachings of the Buddha are common to all. The Buddha taught that there are Four Noble Truths. They may be represented as follows: * Existence is full of sorrow. * Desire is the cause of this sorrow. * Desire and sorrow can be stopped through enlightenment. * The way to enlightenment is contained in the Eightfold Path. The Eightfold Path guides one to a pure way of life. It teaches one to practice right belief, right intention, right speech, right action, right livelihood, right effort, right thinking and right meditation. If properly followed, the Eightfold Path offers the individual a way to escape the cycle of sorrow. Each individual is responsible for achieving enlightenment, or nirvana. Meditation may be practiced at any time by anyone. Theravada Buddhism still maintains the emphasis on the individual's personal quest for enlightenment, while Mahayana Buddhism, a later development, includes the belief in bodhisattvas who will assist others in obtaining nirvana. Though Buddhism today is practiced by only a small proportion of its population, Indonesia is home to the largest Buddhist temple in the world. Built in the 9th century, Borobudur is a masterpiece of religious architecture. Members of the Buddhist community go there to celebrate important holidays such as the Waisak festival commemorating the enlightenment of the Buddha. **Music, Arts, and Crafts** Indonesian culture has produced many outstanding types of art forms. Gamelan music and the *wayang* puppet theater are well-known and distinctively Indonesian cultural traditions. Various court and folk dances have evolved through the centuries, ranging from slow and refined to quick and energetic. Batik cloth is known worldwide and has inspired modern fashion designers. Traditional crafts such as metalwork have reached a high level of sophistication in the production of the *kris* (dagger). These are just some of the arts that a visitor to Indonesia will encounter. **Gamelan:** The term "gamelan" refers to the various types of percussion orchestras used by the Javanese, Sundanese, Balinese, and Madurese. The word "gamelan" originates from the Javanese word "gamel," meaning "hammer." The choice of term becomes clear when one sees that the gamelan orchestra is dominated by gongs and xylophone-type instruments, all of which are struck with hammers. In addition to the sets of gongs and metal plates which constitute the majority of the orchestra, a gamelan will contain a drum whose beat serves to lead the group. It may also have parts for the *suling* (flute), the *rebab* (a bowed string instrument) and the human voice. The gamelan players rarely use written music; performers learn their parts through practice and specific pieces are preserved from one generation to the next by constant rehearsal and performance. Gamelan music can involve complicated cascades of rhythm. Generally the largest instruments with their deep, resonant sounds play at a slow pace to punctuate major sections of the piece, while the next smaller set of instruments establish the main melody and the smallest, highest-pitched instruments provide faster-paced ornamentation and variations on the melody. Gamelan styles have evolved distinctive patterns in various parts of Indonesia. Javanese style gamelan tends to have a slower, stately and some would say mystical quality to its music. This matches the elegant and refined court dances which it sometimes accompanies. In contrast to this measured style, the Balinese gamelan compositions are often characterized by fast, sudden, shimmering crescendos that alternate with softer sections. Gamelan music is performed on a variety of occasions. It may be performed by itself as a musical concert. It may also produce the musical accompaniment to court dances or religious festivals. It is also used to provide a musical component to the wayang shadow play. Its captivating sounds have even served as an inspiration to a number of modern Western composers. Wayang: The term wayang, a Javanese word meaning "shadow," is used to refer to a form of theater using puppets. Wayang, like dance dramas, often portrays traditional stories, legends and religious tales. Aside from providing popular entertainment, wayang delivers religious and moral instruction and teaches good behavior. The traditional form has adapted to modern life by including commentary about current events. Even government information campaigns have utilized the wayang as a way to educate the public. Several different forms of wayang exist in various parts of Indonesia. The most famous is probably the wayang kulit of Java. This form uses flat, intricately designed leather puppets with moveable arms attached to sticks. The dalang (puppeteer) sits cross-legged behind a large white screen and manipulates the puppets while he tells the story. A lamp is used to light the screen from behind and to cast shadows of the puppets onto the screen. The audience sitting in front of the screen only sees the moving shadows and hears the dalang's voice. The dalang must be able to maintain different voices for all the characters in the drama. This is quite an accomplishment, since a traditional wayang presentation lasts all night and involves scores of different characters. A dalang's collection of puppets may reach as high as two hundred. Despite the fact that the audience cannot see them directly, all the puppets are richly decorated in bright colors. The wayang golek of west Java uses three dimensional wooden puppets with moveable heads and arms. There is no screen, so the audience can see the puppets directly (as well as the dalang). Wayang wong uses human actors in the roles otherwise filled by puppets. The actors' make-up and movements imitate that of their puppet counterparts. Wayang topeng is similar to wayang wong, except that the actors wear stylized masks to give them an even stronger resemblance to the puppets. Dance: One of the main purposes of Indonesian dance is to tell traditional stories and legends. These stories often portray the clash between good and evil. Dance is also used in rituals for important events such as births, funerals, weddings and harvests. There are many different types of dance in Indonesia. The Javanese courts are home to the refined bedoyo-serimpi tradition, with its elegant costumes and stylized movements. Many Balinese dances proceed at a more energetic pace. Some of the more popular Balinese dances are the barong, legong, baris, kecak, and sanghyang. The Barong dance portrays the age-old clash between good and evil. The Barong is a mythical creature which resembles something like a cross between a lion and a dragon, and represents the forces of good. His opponent is the evil witch Rangda. A group of men attack Rangda with their krisses, but Rangda uses her black magic to make the men turn their krisses on themselves. In this dance real krisses are used and the dancers who are supposed to attack Rangda fall into a trance and dig their krisses into their chests. In their trance state the dancers are not harmed and the krisses do not pierce their flesh. The dance ends with the Barong freeing the men from the evil influence of Rangda. Priests are on hand with holy water to help bring the dancers out of their trances. The legong is a highly stylized dance that is always performed by young girls. It tells the story of a king who abducts a young maiden and is forced to fight the girl's brother. The baris is a dance that portrays the development of a young boy into a fearless warrior. The kecak dance has become famous for its large male chorus that assumes the role of the monkey army described in the legend of Rama and Sita. The sanghyang is The rebab is a string instrument that is held in an upright position while the musician is seated on the floor. It is played with a bow and is usually used in gamelan music. performed by a pair of young girls who both enter into a trance and perform a complex set of movements in perfect unison. Amazingly, the dancers keep their eyes closed for the entire dance! Many Indonesian dances are accompanied by gamelan music and make use of elaborate and colorful costumes. The dances are often demanding and dancers may need years of training to gain the level of skill required for the performances. Dance dramas are a popular form of entertainment. One of the most spectacular is a re-enactment of the Ramayana that is performed at the ancient temple ruins of Prambanan in central Java on summer nights of the full moon. The Story of the Ramayana: The Ramayana is one of the most popular and widely known stories in Indonesia. It is frequently retold in wayang performances and in dance dramas. The Ramayana originated in India and is thought to have been written by the Indian sage Valmiki in the 3rd or 4th century B.C. The full version has 24,000 verses. Naturally most performances present only a small portion of the entire story. The following version outlines the main events. Once there lived an old king named Dasarata who wanted to hand over his kingdom to his eldest son, Rama. But the king had earlier given his word to his second wife, Kekayi, that she could ask for and receive two wishes at any time. Kekayi took the opportunity to use these wishes to help her own son. Her first wish was to have the king banish his son Rama to the forest for fourteen years. The second wish was to have her own son put on the throne as the new king. The old king was horrified to hear these requests, but was bound by his word to do as she asked. Amidst great sorrow Rama was sent away to the forest. Rama was accompanied by his wife, Sita, and his brother, Laksmana. The three of them lived in the forest for thirteen years. Then one day a wicked giant named Ravana caught sight of the beautiful Sita, and devised a plan to capture her. One of his helpers magically turned himself into a golden deer. Sita was so captivated by the sight of the beautiful deer that she asked Rama to go off to capture it. Rama followed the deer and shot it with his bow and arrow. When the arrow hit the creature it was transformed back into the evil helper of Ravana. In its dying breath it cried out for help, disguising its voice to sound like Rama. Upon hearing this cry for help, Sita and Laksmana feared that Rama was in trouble, and Laksmana ran off to help him. Sita was then alone in the forest. Ravana appeared and carried her off to his island kingdom of Langka. On the way he had to fight the noble garuda bird Jatayu, which tried to help Sita but was wounded so badly that it was barely able to fly to Rama and inform him of his wife's dangerous plight. Rama traveled towards Ravana's castle, meeting Hanuman the monkey king along the way. Hanuman and his monkey army joined forces with Rama. Once they reached the coast, the monkeys jumped on each other's back in an arch formation to make a bridge all the way to the island of Langka. Rama and Hanuman crossed over to Ravana's fortress and a tremendous fight followed. Finally Rama and Ravana met face to face, and Rama slew him with an arrow let loose from his magic bow. Rama and Sita were re-united and returned to their original home. The people rejoiced at their sight and welcomed them warmly. Rama was installed as king with Sita as his queen, and all of the country prospered under their rule. Batik: The art of making batik is associated with the royal courts of Indonesia. The traditional method, called *batik tulis*, involves tracing a pattern onto a length of cotton cloth. A *canting* (a pen-like device that holds molten wax) is used to apply wax to those areas of the pattern that will not require a particular color. Once the wax has been applied, the fabric is dipped into a vat of dye, which colors all areas except the waxed portions. Traditional organic dyes include indigo blue and soga brown, though today modern imported dyes are used. The cloth is dried and the process is repeated with more wax designs and the application of more dyes. The final product reveals the completed pattern with a variety of colors. It is a complicated process that can take weeks or even months to produce a single piece. A faster way of applying the wax is to use a *cap*, or metal stamp. The *cap* allows a wax pattern to be applied quickly and uniformly to the batik, but does not allow the artistry or the expression of a unique style that is allowed by the *canting* method. Today many batik designs are simply printed directly onto cloth, eliminating the wax procedure completely. This type of cloth is not regarded as real batik. Different styles of batik design have evolved in different parts of Java. Yogyakarta, Solo, Cirebon, and Pekalongan all have their distinctive styles. In earlier times specific patterns were reserved for use by those at court. Batik has long been used for sarongs, and recently has increasingly been used in modern fashion design. Women may wear full length batik dresses and men wear batik shirts to formal occasions. Kris: A *kris* is a dagger, usually with a wavy blade, which may have originally represented the *naga* or serpent. More than a simple weapon, the *kris* is often handed down as a valued possession from father to son. An old custom from Bali allowed a prince to be represented by his kris at his wedding ceremony when marrying a woman of lower caste. Royal *kris* form part of the *pusaka*, or heirlooms that are thought to possess special power. Some say that there are krisses that can fly through the sky by themselves, or turn on evil people. The making and handling of a *kris* often involve great care and attention. The *kris* must be treated with respect at all times. The blade of the *kris* is usually made of steel, and may be decorated with intricate incised patterns. Silver and even gold may be used to decorate the handle and scabbard. Many beautiful examples exist that are inlaid with precious stones and adorned with fine artwork. **Food and Drink** Visitors to Indonesia are sometimes overwhelmed by the great variety of delicious foods to be found. One quickly discovers that in most places rice is the main food and is often eaten three times a day. (The eastern area of Indonesia is less suited to rice cultivation, and there sago may serve as the staple food.) Plain boiled rice is served with a variety of side dishes, including spicy curries, tofu, *tempe* (fermented soy bean cake), cooked vegetables, dried fish, and/or grilled skewers of meat known as *sate*. Rice may also be fried with vegetables, egg, and shreds of meat to make the popular dish *nasi goreng*. *Lontong* are sticks of rice which have been steamed inside banana leaf wrappers. For special ceremonies, yellow rice is served heaped into a tall mountain on the serving platter; its distinctive color is obtained by adding turmeric during cooking. Other popular dishes include *mie goreng* (fried noodles), *gado-gado* (a vegetable salad of beansprouts, cabbage, cucumber, and tomato topped with a peanut sauce) and rendang (a spicy dish of beef simmered in coconut milk). Various types of soups are also common favorites. Accompanying many meals is the spicy condiment sambal, made from crushed chili peppers. Indonesian beverages include thick, sweet, dark coffee (made simply by pouring boiling water on finely ground coffee), tea, and a huge variety of cold drinks featuring syrups, fruits, ice, condensed milk, gelatin pieces, and other interesting ingredients. Alcohol is seldom used, as it is forbidden by the Islamic religion. Some herbal potions are consumed for their medicinal properties. Known as jamu, these remedies are popular in many areas of Indonesia and are used to regain health, strength, and beauty. The traditional jamu lady, with her basket of bottled concoctions strapped to her back, is a common sight as she makes her rounds of the neighborhood. Street vendors selling a variety of goods are common in Indonesia. Pushing their wheeled carts ahead of them, these vendors cook and sell everything from grilled skewers of sate to noodle soup. Each vendor will announce his approach with an easily identifiable sound, such as tapping a metal gong or wooden block, or singing out in a long high-pitched tone. It is easy to eat an entire meal simply by waiting for various food vendors to walk by and sell you the next course. Food stalls called warungs are also favorite choices among Indonesians for good inexpensive food. These stalls may be set up on the side of the road or under the shade of a large tree and offer the perfect place for a quick snack, a cup of coffee, and a place to sit and chat with friends. The warung usually consists of little more than a plain wooden table with benches covered by a plastic tarp, with a tiny corner reserved for the owner to prepare the food and drinks. Despite the simple surroundings, the warungs often provide excellent food at very low prices. More formal eating options include the rumah makan (literally "eating house") or restoran. Chinese restaurants are common throughout the islands. Padang restaurants are also popular all over the country. At the Padang restaurant the diner is brought a heaping serving of rice and a variety of ten to fifteen different dishes, all miraculously balanced on the arms of the skilled waiters. The diner only eats from and pays for those dishes that look appealing. Padang cooking originates from west Sumatra, and is very spicy. Other ethnic cuisines are equally delicious. Eating in Indonesia is a wonderful experience. The Cycle of Life Important life events such as birth, marriage, and death are acknowledged in all cultures of the world. In Indonesia these events are celebrated in a variety of ways, often depending on the local *adat* and the religion of each person. Just as it is not possible to describe all the variations of *adat* that exist in Indonesia, it would also be impossible to adequately represent all the variations that exist in marriage ceremonies, death rituals, and other rites. The following descriptions are meant only to give an indication of some of the major types of celebrations, with examples drawn from some of the well-known ethnic groups. Birth: Even before birth it is common to find ceremonial observances aimed at the mother-to-be and her child. Throughout Indonesia there are many variations on what is called the *tujuh bulan* ("seven month") ceremony for pregnant women. The woman is often given a ritual bath, and may be given special food to eat. In some areas the woman is wrapped in seven pieces of cloth. These cloths are carefully saved for use in the "turun tanah" ceremony of the baby (see below) and later to wrap the body at death. The Balinese hold special ceremonies 12 days, 42 days, and 3 months after the birth of a child. After 210 days (equal to one year by the Balinese calendar) there is a special "turun tanah" celebration in which the baby is allowed to touch the earth for the first time. Prior to this moment the baby is always carried by the mother or other family members. The Batak will take the baby out to "see the sun" seven days after birth to be seen by the rest of the village. The mother will make a special kind of rice cake with sugar and spices to be offered to friends and family. The Javanese place many different objects in front of the child, (such as a pen, a book, gold) and attempt to determine something about the future character of the child by observing which object the baby chooses. *Selamatan* celebrations are held when the child's hair is cut and when it receives its name. A Minangkabau baby girl will be given gifts of gold. **Adolescence:** Several types of ceremonies may mark a child's ritual passage into the adult world. In Islamic society a young boy typically is circumcised between the ages of seven and fourteen. This event is celebrated with a *selamatan* and the invited guests may bring gifts to the boy. In Bali both boys and girls undergo a tooth filing ceremony. Sharp pointed teeth are thought to be fit only for animals, so the Balinese file down the points of the teeth to produce a more esthetically pleasing smile. **Marriage:** Weddings are celebrated with lavish receptions attended by hundreds of guests. The couple often sit on high-backed formal chairs on a raised platform for everyone to see. Other rituals associated with marriage include a ritual bath for the Javanese or Sundanese bride given at home before the official ceremony. This is followed by a procession to the bride's house, the Islamic *nikah* (wedding contract ceremony) and a *selamatan*. In Bali weddings may take a different form. The "proper" way to propose marriage involves formalized courting and gift giving and generally costs a large amount of money. A second, cheaper and more common alternative is to elope. The young man will abduct his bride-to-be and the couple will run off together. A small ceremony is held for the couple to make the marriage official. Meanwhile, the woman's family (which is often well aware of the identity of the groom and of what has happened) must maintain the appearance of being greatly worried or angry. A few days later the couple returns and asks forgiveness, and life returns to normal. Death: Funerals are commonly attended by large numbers of family, friends, and associates. It is considered a necessary sign of respect for a lost friend or acquaintance, even if it means taking off from work and getting on a long bus ride to go to the hometown of the deceased. Islamic tradition requires a body to be buried within twenty-four hours of death. The body is bathed, wrapped in white cloth, and finally taken to the cemetery where it is buried facing Mecca. Prayers and selametan ceremonies are held to observe the 7th, 15th, 40th, 100th, and 1000th days after death. In Bali the corpse is bathed and buried in preparation for its eventual cremation. The soul is not considered truly free until the material body is destroyed. For this reason the cremation ceremony is viewed as a joyous occasion which provides the final release to the soul of the departed. The body is carried into a large sarcophagus (each caste has a distinctive shape) and then burned in a funeral tower. The ashes are carried to the sea or to a river and a final ceremony is held 12 or 42 days after the cremation. The cremation ceremonies are elaborate affairs and families may have to wait for several years while they save up enough money to stage the event. Summary: Indonesia is home to a vast array of cultural and geographical diversity. Its land holds an enormous wealth of mineral resources as well as a great array of interesting animal and plant life. Its people represent a diverse mix of ethnic groups, each with its own unique and rich culture. It is remarkable that a country of such variety should be so successful in unifying its people. The people's commitment to the spirit of compromise and acceptance have given strength to the motto "Unity in Diversity." EXERCISES I Multiple Choice: 1) Indonesia is composed of more than this number of islands (choose highest correct answer): a) 135 b) 13,500 c) 1,350 d) 35 2) Which of the following countries is not a direct neighbor of Indonesia within island Southeast Asia: a) the Philippines b) Singapore c) Cambodia d) Malaysia 3) The major Indonesian islands known as the "Greater Sunda Islands" include all of the following except: a) Sumatra b) Borneo c) Tidore d) Java 4) Monsoon winds have been important in Indonesia because they: a) influence high and low tides b) help people sail within Southeast Asia and even to India and China c) influence the wet and dry seasons d) answers b and c 5) Which of the following Indonesian animals are endangered species: a) Javan rhino b) Sumatran tiger c) orangutan d) all of the above 6) The dried meat of the coconut is called: a) sago c) betel c) copra d) lontar 7) The single largest ethnic group in Indonesia are the: a) Sundanese b) Javanese c) Balinese d) Acehnese 8) Most Balinese are: a) Hindu b) Muslim c) Christian d) atheists 9) Which of the following languages is used as the national language: a) Javanese b) Bahasa Indonesia c) Sundanese d) English 10) The shadow puppet performance is called: a) wayang b) gamelan c) kecak d) batik tulis II Fill in the blanks: In western Indonesia the islands of Sumatra, Java, and Madura form part of the _______ shelf, while to the east the island of New Guinea forms part of the _____________ shelf. Between these two areas lies the _________________ _____, which separates the habitats of the animals from the Asian mainland and the Australian continent. Indonesia's many ______________ provide both a danger to people and a beneficial source of nutrients to the soil. Fertile soil and irrigation are two key components of the ____________ system of agriculture, which has been used for centuries to produce rice in terraced fields. The ladang form of agriculture, also known as ________________, or as ____________and ___________, (because it involves clearing new fields) has also been used in many parts of Indonesia. Indonesia has two major seasons: the __________ season and the __________ season. The rhythm of the seasons is important in the lives of those involved in agriculture, which in 1989 still employed more than _____% of the Indonesian workforce. III Questions for Debate: Carefully think through all sides of the following issues. Your teacher will assign you to or let you choose one point of view in a class debate. 1) Indonesia has one of the largest areas of tropical rainforest in Southeast Asia. These forests are important reserves of biodiversity and shelter a great number of valuable and endangered species. The timber and wood products from these forests are also a major source of income for the country. Should outside countries or agencies have the right to determine or influence how Indonesia uses these forests? Should foreign aid donors allow and/or encourage Indonesia to use a "debt for conservation area" swap that lets Indonesia "pay back" foreign loans by establishing rainforest preserves? Who would benefit from such a scheme? 2) Review the five principles of Pancasila, Indonesia's state philosophy. Would such a system work in your country? Discuss why or why not. For further discussion: The world has many systems of government. Is it possible to create a universal set of principles of government that is acceptable to everyone? IV Essay Questions: 1) Based on the information in chapter one, discuss the similarities and differences of Indonesia and the United States of America. Begin your discussion with a comparison of the national motto of each country, "Bhinnekat Tunggal Ika" and "E Pluribus Unum." 2) Indonesia actively promotes the use of its national language in the schools, media, and government, though many of its citizens continue to use a regional language in the home. What are the benefits of this policy? Should the U.S. make English its sole official language or should it allow the use of other languages in schools and on government forms? 3) What is the "Ring of Fire?" How has it affected the geography of Indonesia? What consequences does it have for Indonesia's people? V Creative Writing: 1) Imagine you have been sent to Indonesia to photograph wild animals for a magazine article on endangered species. Describe your adventures, including the animals you will look for, the climate conditions, and the type of terrain in which you will work. 2) Read the Ramayana story in this chapter and retell it in your own words by writing a script with dialog for all the characters. This can be used as a skit for you and your classmates to act out in class. VI Map Knowledge: On the map below, identify and label the following: 1-7) Each of the ASEAN countries (underline the name of each country) 8) China 9) India 10-14) Each of the Greater Sunda islands 15) The Wallace Line The story of human societies in Indonesia stretches thousands of years into the past. In fact, remains of one of the early forms of hominids (human-like creatures) that lived over a million years ago have been found on the island of Java. Discovered in 1890 by the Dutch archeologist Eugene Dubois, this form of *Homo erectus* came to be known as Java Man. Later discoveries confirmed a variety of other early hominid populations extending up to 35-40,000 years ago, including Solo Man, named after the river in central Java near the site of the excavated remains. Examples of early *Homo sapiens* (true modern human beings), called Wajak Man, have been found in Java dating from 12-13,000 years ago. But very little is known of these people, and many scientists believe that Indonesia's population today is descended from waves of immigrants who came from China and Indochina (the area comprising Laos, Cambodia and Vietnam). However some authorities have recently re-examined the possibility that a branch of *Homo sapiens* may have evolved independently in Indonesia and instead of dying out simply interbred with the foreign immigrants. Answers to this debate will have to come from future archeologists. This chapter will focus on the early Indonesian societies that developed after the waves of immigration from the north had distributed people all over the archipelago. It is important to realize that evidence of these early societies is scarce and must be reconstructed from a variety of sources. Because of the difficulty of piecing together all the early evidence, many writers have simply started their histories of Indonesia with the better documented era of history beginning after European contact. Other writers have looked at society in Indonesia before European contact, but may have gone too far in characterizing Indonesian kingdoms as simply a blend of Indian and Chinese influences. Because foreigners have been attracted to Indonesia for centuries and because Indonesia has adapted to influences from many countries, some historians have overlooked the local traditions of Indonesia and emphasized only the effects of outside traders and rulers. It is important to balance the story of Indonesia's history to include the original beliefs and traditions of the local people, as well as the customs that may have been adopted from abroad. This chapter will start by examining the types of evidence available for reconstructing Indonesia's early history. The influence of foreign contact with China and India will be investigated, as will relations with other neighbors such as the Philippines and the Malay Peninsula. Finally, we will trace the evolution of some of the most powerful early Indonesian empires. **THE SOURCES OF EARLY INDONESIAN HISTORY** Historians have traditionally concentrated on analyzing written records to reconstruct or comment on past events. But what can we do when there are very few written records, or in some cases, none at all? In these situations we must become detectives, searching for clues to unravel the mysteries of the past. When did the religions of Hinduism and Buddhism reach Indonesia, and who were the people who brought these new beliefs? What happened 1500 years ago to a mysterious kingdom on the island of Borneo, now known from a few stone inscriptions? How far did the ancient empire of Srivijaya extend its power and influence? What were the relations between the different ethnic groups within Indonesia, as well as between Indonesians and the people of neighboring countries? These are the types of questions that students of Indonesian history try to answer using a variety of different kinds of evidence. Linguistic Evidence When examining the links between the different ethnic groups in Indonesia one of the important clues to examine is language. Within the Indonesian archipelago there are hundreds of different languages. Some languages are confined to only one of the more than 13,000 islands, and sometimes even on one small island there are many different dialects or languages to be found. Yet the vast majority of these languages are all related to each other and belong to what is called the Austronesian language family. The few Indonesian languages that do not belong to this family are found far to the east on the island of New Guinea and in north Maluku. The Austronesian language family is not limited to Indonesia. For example, the Philippine languages are also part of the Austronesian family. So is Malay, which is the source of both the Malaysian and Indonesian national language. This linguistic similarity indicates the common cultural base that underlies all the people of island Southeast Asia. There is also an area of what is now southern Vietnam where an Austronesian language was spoken. This was the kingdom of Champa, which was an important power in early Southeast Asian history. As we shall see later in this chapter, there is evidence of court relations between Champa and some of the Indonesian kingdoms on the island of Java. Can language tell us anything about the history of a people? Examining the similarities and differences among the various Austronesian languages may provide some information about certain characteristics of the early speakers of these languages. For example, if all the modern languages descended from the early form of Austronesian language contain similar sounding words to represent a particular thing, we can guess at the original form of the word as it was in the early version of the language. For example, the word for the number five in many of today's Austronesian languages (such as Malay, Tagalog, and some Pacific island languages) is "lima"; thus we can guess that the early Austronesian form of the word "five" was also probably "lima." Not only can we guess at the probable form of the word as it existed in the early language (i.e. how the word was pronounced), we also know that the idea or thing described by that word must have existed in that early society. Using this theory and comparing many Austronesian languages as evidence, we can learn about some aspects of life in early Austronesian-speaking societies. The words that existed in the early Austronesian languages tell us that early Indonesian society was familiar with fishing and the domestication of animals. The people practiced wet rice cultivation and were organized in village communities. They were familiar with outrigger canoes and the use of certain metals. **Early Inscriptions and Chronicles** Although written Indonesian materials from before the tenth century are scarce, some early written remains have been found. Most commonly these remains are in the form of stone inscriptions, usually commissioned by the local ruler. Unfortunately, the inscriptions are not always easy to translate, and sometimes information is incomplete due to missing pieces or the difficulty in reading letters that have been worn nearly smooth by long exposure to the elements. It is also difficult to accurately date some of the inscriptions. Nevertheless, stone tablets have provided valuable information to give us the names of some of the early kings as well as the types of events that they felt were worthy of commemoration, such as battles, irrigation schemes, or religious events. Even the type of script used in writing the tablets provides some useful information: many are written in alphabets that originated in India, suggesting that Indian religious leaders or traders may have introduced literacy to some of the local Indonesian societies. Sometimes virtually all we know about a kingdom comes from a few stone tablets. For example, one of the earliest recorded Hindu kingdoms in Indonesia is known almost entirely from four inscriptions dating from around AD 400 which were unearthed at Muara Kaman on the Mahakam river in Kalimantan. From them we know that a prince named Kudungga had two sons, one of which founded the dynasty that ruled at Muara Kaman. Kudungga's successors, Acvavarman and then Mulavarman, have Indian names. This along with the fact that the inscriptions are written in Sanskrit and refer to certain Indian religious practices makes it clear that the Muara Kaman kingdom was directly influenced by contact with Hindu India. But the fate of Mulavarman and his kingdom is lost in the jungles of Borneo. More complete information is available from early chronicles. Two of the main Javanese chronicles are the *Pararaton*, or the Book of Kings, and the *Nagarakertagama*. These sources were written at a much later date than the inscriptions mentioned above. The version of the *Pararaton* that is available to us dates from the sixteenth century, though it tells the story of earlier times. The *Nagarakertagama* was written in 1365, and only a single copy of it has been found so far. Though it deals primarily with Javanese history, the single version that has been located was found during the late nineteenth century on the neighboring island of Lombok. These and other early historical writings can give a good deal of information about what life was like long ago in the age of early Javanese kingdoms. Yet it must be remembered that the authors of these texts were not modern historians but rather poets or story-tellers writing tales that sought to perpetuate the legends of the past and glorify the particular king who had commissioned the writing to be done. Mystical powers and divine attributes were part of the authority of the early kings. Thus we find mention of myth and magic interwoven with fact. It takes a good deal of skill, and some educated guesses, to separate the "truth" from the rest of the legend. Nonetheless, our knowledge of the great empire of Majapahit would be considerably less if we did not have the information from these court chronicles. **Ethnographic Evidence: Studying Present-day Societies** An alternate source of information about the past can be obtained from studying the present. Some relatively isolated groups of people in Indonesia have maintained a way of life that is thought to be very similar to that of their ancestors many centuries ago, and thus may represent certain characteristics of Indonesian society from a time predating our written records. Such groups are commonly referred to as still living in the Stone Age, though this term has been used rather loosely by popular reporters. However, some of the tribes living in Irian Jaya, Kalimantan, or off the coast of Sumatra still practice a lifestyle that is largely untouched by modern ways. By studying their societies we may gain valuable clues about life in the past. For example, the Sakuddei tribe of Siberut (one of the Mentawai islands off the western coast of Sumatra) live in small communities of about ten families, in what has been described as a classless society. They have no single clearly defined leader, but rather make important decisions through a process of discussing an issue until a consensus is reached. Elders of the village command a special respect in this process, but everyone, not just the elders, participates. This process of reaching a mutually acceptable course of action is familiar throughout Indonesia, and in the national language is called *musyawarah*. They subsist by cultivating taro and sago, as well as by hunting, fishing, and raising chickens and pigs. The Sakuddei believe that all things possess a spirit, or life-force that is independent of the physical body or object with which it is associated. People, animals, plants and even stones have their own spirits. In this system of belief, often called *animism*, it is important to be aware not only of what a person's physical being says and does, but also of what that person's spirit or soul is feeling and doing. Similarly it is unwise to treat an animal or even a tree or stone with disrespect lest one disturb their spirits. Certain people, animals, or objects may have especially strong spirits or powers. The Sakuddei believe that when a person's body becomes old or injured, the soul goes to look for the ancestors; if the ancestors accept the soul, the person's body will die. The world is full with the spirits of the ancestors, as well as those of the living. The ancestors are worthy of respect and attention, since their spirits may interact with those of the living and since all souls of the living will eventually be reunited with those of their ancestors. On the other side of Indonesia in Irian Jaya live many different tribes that have had relatively little contact with the outside world: some still practiced head-hunting up to recent times. The Dani tribe only became known to the outside world in 1938. The Marind-Anim is another tribe of Irian Jaya whose way of life also embodies much of what may have been typical for other early Indonesian societies. The Marind-Anim cultivate yams and taro as well as bananas and some other crops. They hunt, fish and use dugout canoes. They do not produce metal objects, and their knives are made from bamboo or bone. Like the Sakuddei, the Marind-Anim are animists, believing all things possess a life-force or spirit. Also important is their link with the ancestors of their clan. Decisions are made primarily by the elders of the community, and there is no formal hierarchy of power. This and other evidence of different ethnic groups suggest certain features that may have been common to early Indonesian society. Animism, reverence towards ancestors, and respect for the elders of a community are some of these widespread cultural values that have shaped society throughout much of Indonesian history. Legends and Folk Tales Is there truth in a folk tale? Are legends simply fantasy or can they tell us something about the society in which they are found? Of course many legends contain colorful and fanciful details that modern readers treat as fiction, but some useful information can be gained by studying them. For example, the story of Ken Angrok features a *kris*, or wavy-bladed dagger, that has a curse cast upon it which seals the fate of the next seven rulers of the kingdom of Singhosari in east Java. While some may not choose to accept the story of the curse as fact, the legend nevertheless gives us some idea of the identity of the rulers of Singhosari as well as the power struggles that may have led to each king's rise and fall. The legend of Ken Angrok: Once long ago in the lands near Singhosari there lived a man named Ken Angrok. He possessed special powers and great strength, for he was part god and part human. But as a young man Ken Angrok followed a way of crime, living as an outlaw until a Brahman priest met him and taught him how to use his magical abilities to gain even higher powers. At this time he met the queen of Singhosari, a beautiful woman named Dedes, and he immediately fell in love with her. He was determined to kill her husband, the King of Singhosari, so that he could marry Dedes and become king himself. Ken Angrok went to a master sword-maker and ordered a kris to be made for him. While the sword-maker was putting the finishing touches on the kris, Ken Angrok became impatient, and grabbed the kris into his own hands. Eager to test his new weapon, Ken Angrok plunged the kris into the side of the sword-maker, who with his dying breath put a curse on Ken Angrok and the kris, saying that seven kings would die from that one kris. Ken Angrok hurried back to Singhosari to be close to Queen Dedes. But he cleverly lent his kris to a friend, who showed off the beautiful dagger to everyone. Then Ken Angrok stole the kris back from his friend and murdered the king. When the slain king was found with the kris lying next to him, everyone assumed that it was the friend who had murdered the king, for everyone had seen him wearing the kris for days. And so it was that the friend was executed as a traitor, while Ken Angrok married Queen Dedes and became the new king. But Ken Angrok was not content with being king of Singhosari alone. He won a war against King Kertajaya of nearby Kediri, and thereby expanded his realm. But fate caught up with him. Anusanatha, a son of Queen Dedes and the old king of Singhosari, discovered that it was Ken Angrok who had murdered his father. He found the very same kris that had been used to kill the old king and gave it to a friend to kill Ken Angrok. He then killed the friend and became the new king himself. He held the throne from AD 1227 to 1248, yet he too was subject to the curse of the kris. One day Anusanatha was killed by Tohjaya, the son of Ken Angrok, who had somehow obtained the kris. But Anusanatha's son, Rangga Wuni, sought revenge against Tohjaya and killed him. And so it was that each in their turn died by that kris, until seven rulers of Singhosari had died and the curse was fulfilled. Rangga Wuni's son obtained the throne in 1268. His name was Kertanagara, and he was to be the last king of Singhosari. Other myths or legends give information about religious beliefs, social organization, political alliances, folk beliefs, community values, and ancestor worship as well as about other kings and kingdoms. While judgment must be used in deciding which individual elements of a legend may be based on fact, this does not prevent viewing the study of legends as a very useful source of information about the past. **Accounts from Foreign Traders and Rulers** Around AD 160 the geographer Ptolemy briefly mentioned the Indonesian islands. He was the first Westerner to do so, though a Greek sea captain, who authored the book *Periplus of the Erythrean Sea* some time between AD 40 and 75, had traveled as far as India, and had recorded trading ships operating there that may well have come from Indonesia. From these and other accounts it seems clear that the Indonesians had already been trading with India and beyond some 2000 years ago. Spices were the main object of trade, and Indonesian ships and outriggers carried this cargo to India and to the island of Madagascar near the east African coast. Early Indonesians had even established colonies in Madagascar, where Austronesian-based languages are still used today. From there the spices were transported to the east coast of Africa and on up to the Mediterranean to be sold to the Romans. Pliny the Elder mentioned this trade, making special note of the amount of cinnamon which was obtained through this route. Various spices were in great demand in the Roman empire and the Indonesian islands provided a large share of the spices that were imported there. Accounts from Indian and Chinese merchants, monks and scholars also provide us with information about Indonesia in early times. For example Fa Hsien, an early Chinese pilgrim, stopped in Indonesia in AD 413-414 on his way back from a journey to India. He described the hardships endured on the long sea passage, when his ship sprang a leak during a storm and he and the other passengers were saved only after tossing much of the ship's cargo overboard. He also noted that there were many pirates in the Southeast Asian seas, making the journey even more dangerous. Before pressing on to China, Fa Hsien stopped in a land that he called Ye-p'o-t'i, which scholars believe was located in Java or Kalimantan. While Buddhism was known in this land, Fa Hsien felt that few people were interested in it or knew much about it. Other travelers soon followed. An Indian prince named Gunavarman sailed from India to Southeast Asia at about the same time as Fa Hsien made his trip. Gunavarman was also a Buddhist monk, and after stopping off in Java, he sailed on to China. Buddhism was an important religion in both India and China at this time, which explains why pilgrims made the long journey between the two countries. While some used an overland route, others increasingly sought to make the voyage by sea. This meant passing through the Straits of Melaka, which soon became controlled by the great kingdom of Srivijaya, centered on the southeastern coast of Sumatra. Srivijaya also became a center of Buddhism, and later Chinese pilgrims often stopped in Srivijaya to further their studies of Sanskrit and Buddhism before moving on to India. I-tsing was one such scholar: he stayed in Sumatra for several years in the course of his travels from China to India during the late seventh century, and he recommended that others do the same. From his account it is clear that the kingdom of Srivijaya had already developed into a major center for the study of Buddhist texts. He records that over one thousand monks were engaged in studying Buddhism in the capital of Srivijaya. I-tsing copied so many religious texts that he had to return to China to get more paper and ink (paper was probably not used then in Srivijaya, since books were written on the leaves of the lontar palm). Imperial Chinese records also indicate that trade began to increase with Indonesia from the fifth century AD onwards. Spices such as pepper and cloves were often brought as tribute from Indonesia to China, along with camphor, sandalwood, ebony, resins, and other items. In return the Indonesians received silk, porcelain, and other Chinese goods. Meanwhile India exchanged its cotton textiles for Indonesian spices and forest products. European accounts of Indonesia date from a later time period. Portuguese and Spanish explorers came to the region in the early sixteenth century, followed by the Dutch and the British nearly one hundred years later. Some of the records are mostly concerned with trade and navigation, but others describe the type of society that these Europeans encountered. It must be remembered that the Europeans placed their own, often incorrect, interpretations on what they saw. The Europeans were often intolerant of or misinformed of other culture's beliefs and practices, and often characterized non-Christians as ignorant and immoral. Despite this, some European accounts can give us valuable information about the societies of that time. In eastern Indonesia, in the fabled spice islands of Maluku, Antonio Galvao recorded a number of interesting observations about local life and customs. Galvao was the Portuguese governor of Maluku who was based on the island of Ternate from 1536 to 1540. There he noted the practice of ancestor worship and priests who performed ceremonies and communicated with the gods. Carvings of wood and stone were made to honor the spirits. Individual communities were independent of each other and people often spoke different languages from one village to the next. Important decisions were made by a council of elders, and the concept of reaching a decision by consensus was firmly in place. Knowledge and traditions were passed down by ballads and rhymes from generation to generation rather than written in books. The common people ate sago and lived in small two room houses with bare earth floors, cane-strip walls, and thatched roofs. From all of these accounts we can gain important insights into the early history of Indonesia. Our knowledge of early trade patterns, the adoption of Buddhism, and details of village life are greatly enriched by the accounts of Indian, Chinese, and European written sources. **Weighing the Evidence** What picture can we draw of early Indonesian society? Using all the sources mentioned above we can get a good idea about some of the important aspects of Indonesian life at that time. Though details vary from island to island, some of the themes that seem to be common throughout much of the archipelago are as follows. Early religious beliefs included a strong commitment to animism. A great reverence for all living things and for the forces of nature was evident in the belief in spirits that were thought to dwell not only in humans but in animals and the rest of the natural world as well. The continued existence of a spirit once a person died gave rise to the desire to honor and please the spirits of deceased family members, from which ancestor worship developed. A special spiritual force could be found in certain important people and at certain important places. A person who could harness this force for him or herself could become a priest or respected leader. In time this idea was adapted as various Indian religions were brought to the islands. In the Indian religious tradition it was felt that one could harness spiritual energy through meditation and through certain ascetic practices. These ideas were adapted to local beliefs as Hinduism and then Buddhism made their way to Indonesia. While Buddhism seems not to have been very widespread in the early fifth century according to the Chinese pilgrim Fa Hsien, by the late seventh century it flourished as the court religion of the powerful Sumatran empire of Srivijaya. The Buddhist scholars there were so respected that the Chinese came to study with them. Political organization seems to have originally existed in the form of a council of respected elders operating at the village level. Building consensus for any plan of action was considered very important, and everyone had the right to contribute to the discussion as well as the obligation to work for a solution that could be accepted by all. As Indian religion and philosophy were increasingly integrated into local societies, the Indian concept of the ideal king influenced local leaders as they consolidated power and developed their own kingdoms. Social values included a respect for the elders and for ancestors. People were brought up to believe that they must help each other. This idea of mutual help and cooperation, known as *gotong-royong*, is still strong today. People of the village came together to join in the harvest or to coordinate water allocation to all the paddy fields of the area. Traditions were passed down orally from one generation to the next. Economically, life centered around food production or trade. Rice was a major crop grown in many areas, while sago served as a staple food source in the drier areas. In some communities hunting and gathering or shifting agriculture (swidden) was the main source of food. Trade often took place between communities situated at the mouth of a river and those further upstream from them. The upstream communities could exchange their forest products for imported goods that were available from the river-mouth community as a result of their trade with foreign merchants. Gradually foreign traders appeared more frequently along the coasts, seeking spices, rare woods, camphor, and other products. Indonesians soon were active participants in this ancient trade in luxury items. They became linked in a trading network that extended halfway around the world from China to India, Arabia, and Europe. The nature of their increasing involvement with foreign lands is described in the following section. **EARLY FOREIGN CONTACTS** The spices of Indonesia have been sought by traders from many nations. Some of the accounts of these traders have been presented above. This section will focus on providing a fuller account of Indonesia's relations with these foreign countries. **China** China is home to one of the oldest civilizations on earth. Throughout much of its history it has viewed itself as the "Middle Kingdom," an advanced society with little need to interact with the outside world. However, it has also undergone periods of territorial expansion as well as times when it has looked overseas for purposes of trade. Rulers of China have often combined the desire for foreign trade with their belief in the superior position of China by basing their foreign relations on a system of tribute. Foreign powers were expected to give lavish gifts to the Chinese emperor as a show of respect and honor, and, in some cases, to ensure Chinese protection of their kingdoms. The emperor would then present his own gifts to the foreign kings in recognition of the tribute that had just been given to him. Thus the tribute system was really a formalized way to ensure an exchange of goods between the two countries. China's relations with the various kingdoms in Indonesia were no exception to this system. Many early Chinese records show evidence of tribute payments from Java, Sumatra and other parts of the archipelago. While the Indonesian kingdoms acknowledged the high position of the Chinese emperor, this does not mean that they were in any sense directly ruled by China. The Indonesian kings maintained their own authority over their lands and participated in the tribute system with China as part of their foreign relations. Recognition by China as a trading partner (i.e. tribute-giving state) helped give legitimacy to the Indonesian trading ports and kingdoms, and this encouraged other foreign merchants to trade there. While Han dynasty pottery dating from the second century AD has been found in parts of Indonesia, there are few written records of trade between China and Indonesia before the fifth century. From that point on there are increasing references to trade (in the form of tribute missions) between the two countries. The Indonesian tribute often included spices such as cloves, nutmeg, and pepper, and forest products such as sandalwood and camphor. Later, gold and tin were added to this list. In return the Chinese exchanged silken goods, copper coins, porcelain, and other luxury items. During the seventh and eighth centuries Tang dynasty records emphasize the missions sent from the Srivijayan empire located in Sumatra. The Sung dynasty (which followed the Tang and ruled during the tenth through thirteenth centuries) also records relations with the Srivijayan empire, and states that Srivijaya ruled over fifteen countries. These fifteen countries were probably smaller states in other parts of Sumatra, the west part of Java, and on the Malay peninsula. This shows how powerful the Srivijayan empire had become. Another reason that China maintained contact with Indonesian kingdoms (and Srivijaya in particular) had to do with religion. We have already seen how several Chinese monks had visited Sumatra on their way to or from India to study Buddhism. Some Chinese also visited Java for the same purpose. For example, Hwui-ning traveled to Java in 664 to translate Buddhist texts with the Javanese scholar, Jnanabhadara. Buddhism had by this time become established both in China and on Java and Sumatra. But the source of this religion lay further to the west, and leads us to India, the source of many important cultural influences in Indonesia. India Whereas the relationship between Indonesia and China had primarily been based on trade and tribute, the connection between India and Indonesia was much broader. India's religions, philosophy, and political systems provided a model which many Indonesian societies chose to adapt for their own use. India was the birthplace of two of the world's great religions, Hinduism and Buddhism. Like China, India was an ancient center of civilization, with a rich heritage and long cultural tradition. Early contact between the islands of Indonesia and India led to a long-lasting cultural association whose influences can still be seen today. In fact Indonesia's national symbol, the Garuda bird, is a mythical creature whose origins lie in Indian legend. Indian influence came in a number of forms. It seems that merchants, priests, and other important visitors from India were encouraged to come to the Indonesian islands. This peaceful means for the introduction of Indian ideas and beliefs allowed Indonesian kingdoms to adopt a number of Indian concepts into their court. Indonesian kings were attracted to the Indian ideals of glorious and semi-divine rulers surrounded by a court of nobles and Hindu or Buddhist priests. This Indian influence is typified in the Srivijayan rulers who assumed Indian names, wrote in Sanskrit, and adopted Hinduism (and later Buddhism). In addition to political ideas, Indian art, religion, and folklore were all adapted by the Indonesians and integrated into their existing culture. Monuments such as the great temple of Borobudur demonstrate this integration of Indian and Indonesian culture. In the temple there are hundreds of stone panels carved with pictures showing both scenes from Indonesian daily life and from the life of the Buddha. The stone carvings are based on Indian art styles, but show distinct differences which demonstrate the influence of the local artists. The tradition of *wayang* shadow-puppet plays is another example of the blending of Indian and Indonesian cultural traditions. While many of the most popular stories of the wayang come directly from Indian religion, the *dalang*, or puppet-master, has long been expected to improvise and to integrate popular Indonesian themes and concerns into his performance. Economic ties also bound India to the Indonesian islands. Indian merchants traveled to the Straits of Melaka to purchase Indonesian spices, Chinese silk, and other luxury goods. The Indonesians in turn bought Indian textiles and goods which were brought by the Indian traders from as far away as the Arabian peninsula. The Indonesians served as important middle-men in the trade between China and India. Madagascar, Malaysia, and the Philippines Though Indonesia's relations with China and India were very important, Indonesia did not limit herself to dealing exclusively with those two countries. As a people with a strong sea-faring tradition, Indonesians did not let the waters surrounding their islands isolate them from other areas. From early times people from the Indonesian archipelago made contact with other areas across the seas. To the west, Indonesians traveled as far as Madagascar long before any Europeans made the journey across the Indian ocean. Many of Madagascar's people today are descendants of those Indonesian settlers of the island, and still speak an Austronesian-based language. To the east, contact and trading relations were established with the Philippine islands of Mindanao and the Sulu archipelago. As mentioned earlier, the peoples of Indonesia and the Philippines share a common linguistic and cultural heritage. The changing political boundaries over the centuries have not stopped frequent travel and trade among the people in eastern Indonesia, Borneo, and the southern Philippines. Even today these southern areas of the Philippines maintain a distinctive tradition that sets them apart from the rest of the nation. They remain mostly Muslim, like their neighbors in Indonesia, while the rest of the Philippines is mostly Christian. To the north, Indonesian kingdoms maintained contact with the societies that developed in the Malay peninsula and in the areas of present-day Cambodia and Vietnam. Of greatest importance was the relationship with the Malays living across the Straits of Melaka from Sumatra. In many ways, Sumatra (especially the province of Riau) and the Malay peninsula (especially the state of Johor) formed a single cultural unit, sharing the same language, religion, customs, and even rulers throughout much of their history. The Riau-Johor area that straddles the Straits of Melaka has been an enduring link between the modern nations of Malaysia and Indonesia. It is also the home area of the Malay language that became the basis for the national languages of both countries. Only the outside influence of British and Dutch colonizers separated the two regions and ensured that they would belong to different countries. Some of the earliest evidence of links between Sumatra and the Malay peninsula dates from the first great Indonesian empire of Srivijaya. **EARLY INDONESIAN EMPIRES** Having looked at the relations that Indonesian societies maintained with their various neighbors, it is time to more closely examine the different kingdoms that grew up within the Indonesian archipelago. All of the early great Indonesian kingdoms were built by Hindu or Buddhist kings. Because both of these religions originated in India, these early Indonesian kingdoms have been called "Indianized" states. But while Indian religion and culture influenced the Indonesian kings, these lands were independent and did not fall under Indian rule. This section will describe the empires of Srivijaya, Mataram, and Majapahit. Both the Sumatran kingdom of Srivijaya and the Javanese kingdom Majapahit could be said to represent a golden age in Indonesian history, when the power of the king spread from the central *kraton* (palace) across the sea to other lands and when the court became a center for literature, religious study and the arts. **Srivijaya** Srivijaya was built on trade. The thin but important line of trade that linked the Middle East, India and China was a source of great wealth to the traders who were daring enough to take part in it. Long distance trade was a risky business, and merchants had to be ready for pirates, long uncomfortable sea journeys or hard overland treks that could lead through dangerous and unfriendly lands. Several routes were available in the early days of East-West trade. One led from the Arabian peninsula overland through Baghdad and Samarkand to Peking (Beijing). This was the Silk Route that Marco Polo was to follow centuries later. The other early route led from the Persian Gulf and Red Sea ports by sea to the Bay of Bengal, where traders could choose to make the long overland journey north to China or continue by sea to the narrowest point of the Malay peninsula, called the Isthmus of Kra. Here they would transport their goods overland until they reached the other side of the peninsula, where they would again set sail and head for China. On this route to China they would usually stop at the port of Oc Eo which belonged to the powerful kingdom of Funan (located around the Mekong Delta area of what is now the southern part of Vietnam). Rising in the first century AD, Funan was one of the first "Indianized" states to form in Southeast Asia, and became one of the most important trading ports in the region. For several centuries Funan was the main link between Indian and Chinese trade. But by the sixth century its power diminished and it was taken over by the kingdom of Chenla. China began to look elsewhere to conduct its trade. The Chinese were reluctant to use the old overland route through Asia, since in the fourth and early fifth centuries a Mongol invasion from the north had disrupted this route and had caused many Chinese to move south. As they looked further south for an alternative trading port the Chinese encountered the emerging kingdom of Srivijaya. Several factors helped make Srivijaya grow to become one of the most powerful kingdoms in Southeast Asia. With its capital of Palembang situated just up the Musi river from the Straits of Melaka, Srivijaya was in a perfect position to take advantage of the sea route linking China with India. Rather than heading for the Isthmus of Kra, traders could sail through the Straits of Melaka and avoid making the laborious overland passage across the Malay peninsula. Soon most of the China-India trade passed by the eastern coast of Sumatra, and stopped at Srivijaya on the way. Srivijaya's location close to the southern tip of Sumatra meant that it could also control ships that chose the less popular but still possible route around the western side of Sumatra and up between Java and Sumatra through the Sunda Straits. Map 2.2 Srivijaya Srivijaya's closeness to Java also allowed it to take part in the Java Sea trade that brought spices from the east of Indonesia to Javanese ports. These spices were eagerly sought by both the Chinese and the Indians. By dominating the western end of this Java Sea spice trade Srivijaya managed to gain a competitive advantage over the other trading ports that had grown up in Sumatra. Another factor that strengthened Srivijaya's power to dominate its Sumatran neighbors and attract foreign shipping was its relationship with the orang laut, or sea people. The orang laut were skillful sailors who lived in coastal communities on either side of the Straits of Melaka. Sometimes described as being more at home on sea than on land, these people were also feared for their reputation as pirates. By enlisting the cooperation of the orang laut, Srivijaya was able to build a strong navy for itself and control the piracy problem that might otherwise discourage foreign traders. With the orang laut on their side, Srivijaya had the power to force all foreign ships coming through the narrow straits to stop at Palembang to pay taxes to conduct their trade. Srivijaya also became a favored trade center by sending tribute to the Chinese. Tang dynasty chronicles contain the first records of such tribute missions, dating from AD 670. After receiving these missions, China eventually responded by acknowledging Srivijaya as a preferred port of call. This ensured that all Chinese trade would pass through Srivijayan ports and gave Srivijaya the prestige of association with the great Chinese empire. This recognition attracted other foreign merchants to trade there as well. As a result, Srivijaya quickly grew rich and expanded its territory. One of the first kingdoms it sought to take over was its old rival, the kingdom of Melayu on the Batang river north of Palembang. Less than twenty-five years after sending its first tribute to China, Srivijaya had conquered Melayu and many other strategic areas near the Straits of Melaka. As it grew in wealth and prestige, more and more areas came under its control, until eventually its authority spread to include most of Sumatra; the area of present-day Malaysia and Singapore; the island of Bangka (and other smaller islands in the Straits of Melaka), and Sunda (the western portion of Java). It is hard to describe the exact limits of Srivijaya's territory, because most kingdoms in those times were not defined by precisely measured boundaries but by the amount of authority a king could command over other lower chiefs and rulers. Typically the chiefs in the territories near the king's capital would have no choice but to follow the king's commands, including the payment of taxes or tribute, the provision of soldiers for the king's army, or the building of roads or canals. But the chiefs in the more distant areas of the kingdom might have more independence in conducting their own affairs, even though they might also acknowledge the superior position of the king and pay tribute. Thus it is more accurate to describe the limits of a kingdom by the amount of power the king had to influence people and events. This power was naturally stronger at the center of the kingdom and weaker at its farthest edges. The king of Srivijaya may have had some influence as far away as Borneo and even Sri Lanka, but the core territory was centered in Sumatra, the Malay peninsula, and western Java. Srivijaya's wealth continued to grow. An Arab trader of the ninth century claimed that the ruler of Srivijaya was so wealthy that every day he would go to the shore and throw a gold bar into the waters as a way of acknowledging that the sea was the source of Srivijaya's prosperity. The power of each king was measured by how many gold bars could be retrieved from the sea after his death. Indians accounts of the eleventh century describe the large amount of gold in Srivijaya's royal treasury. And in the thirteenth century, when Srivijaya's power had already begun to fade, a Chinese official wrote: "from Africa and from India, from Arabia and the Spice Islands, from China and Cambodia, the royal merchant fleets of Srivijaya bring the wealth of the world." This wealth was based on Srivijaya's ability to take part in the great east-west trade that passed through the Straits of Melaka. Srivijaya maintained its part of this trade through a number of factors. It used its influence with the orang laut to control piracy and make the Straits safe for trading ships (of course these same orang laut made sure that all vessels stopped at Srivijaya on their way through the Straits: any merchants attempting to bypass Srivijaya would be pursued and attacked). The markets of Srivijaya operated on a fixed rate of exchange for all basic items and the weights used for measurement were considered fair, so merchants felt comfortable that they would not be cheated. The main port of Palembang was set up to be convenient for visiting traders, and provided storage facilities, supplies, and accommodations. Many goods were available for trade, including those from India and China as well as spices from eastern Indonesia and local woods and resins obtained from the inland forest areas further up the river. All of these features helped make Srivijaya the main trading center of Southeast Asia. Srivijaya continued to be a powerful trade center up to the thirteenth century. After that it was overshadowed by rival kingdoms centered in Java. While Srivijaya had always been centered in Sumatra, its rulers did at one point hold considerable power in Java. This brief but important period of history took place under the rule of the Shailendra dynasty. Shailendra Shailendra means "King of the Mountain," and during the late eighth century the Shailendras were kings of the mountains of Java. The Shailendras were also responsible for building one of the most amazing Buddhist temples to be found anywhere in the world. This temple is called Borobudur, and can still be visited today. Who were the builders of this magnificent monument? We know that the Shailendra rulers were Buddhist kings who reigned over central Java from about AD 760 to approximately AD 863. (It is interesting to note that the Shailendra period in Java lasted almost exactly 100 years, for Indonesian legend has long held that a dynasty will usually last for one century before power is turned over to a new set of rulers.) The Shailendras may have had some connection with Cambodia, where the rulers of Funan had already used a name that also meant "king of the mountains." Some evidence suggests that the rulers of Cambodia paid tribute to the Javanese Shailendras. The Shailendras had succeeded in consolidating power in central Java and had provided an environment in which Mahayana Buddhism flourished. Yet they faced competition from the rulers in east Java, and in the middle of the ninth century their power had declined to such an extent that they withdrew from Java. But this did not mean the end of the Shailendra dynasty. A young Shailendra prince named Balaputra went to Sumatra and became the king of Srivijaya. Thus the Shailendras were able to switch their home base to Sumatra. Meanwhile, in Java, the kingdom of Mataram was able to expand into the territory left behind by the departing Shailendras. Mataram The Mataram dynasty had actually started before the Shailendras came to power in Java. King Sanjaya had founded the dynasty and sponsored the building of the Hindu temples on the Dieng plateau in the first half of the eighth century. Sanjaya was the first ruler of the Mataram dynasty, but after his death the Shailendras came to power in Java, bringing with them Mahayana Buddhism. But during the middle of the ninth century the descendants of Sanjaya began to challenge the rule of the Shailendras. By the beginning of the tenth century they had reasserted themselves as rulers of Java, and had built the huge Prambanan temple less than fifty kilometers from the site of the Borobudur temple. Prambanan, the largest temple complex on Java, was built as a Hindu temple, in contrast to the Buddhist temples of the Shailendra dynasty. Several Mataram kings ruled over central Java during the early tenth century. However, under King Sindok the seat of power was moved to the east, and both the Borobudur and Prambanan temples were deserted and eventually covered with volcanic ash. **Dieng Plateau:** The Dieng plateau is situated on Mt. Prahu (2,093 meters) in central Java. The top is actually a volcanic crater that has filled up and leveled off over time; in places steaming vents and bubbling mud and waterholes still remain, and in 1979 150 villagers died from poisonous gases that escaped from underground passages. The plateau is home to Sembungan, the village with the highest altitude in all of Java, and to the Semar Cave, believed by some to be the dwelling place of the famous character from the wayang stories, the clown-god Semar. Many small temples were built on the plateau in the early eighth century, and the area is still thought to possess spiritual power. It is said that president Suharto himself has come to meditate at the Semar Cave. The move to the east of Java signaled the beginning of a period during which several dynasties rose and fell, each centered in a different capital. King Sindok was succeeded by his daughter, who ruled as queen, thus demonstrating that not all of Indonesia's early rulers were men. A later descendent of Sindok launched an attack against Srivijaya around AD 990. Srivijaya retaliated and early in the eleventh century seems to have had led a mission against Java that devastated the court and killed the ruling family. The historical records are scanty about what actually happened in Java, but the period from AD 1000-1016 was described as one of great chaos and confusion. The ruler who restored a sense of order in Java at this time was named Airlangga. Airlangga was the son of a Javanese princess (the grand-daughter of King Sindok) and Udayana, the king of Bali. After the Sumatran invasion Airlangga succeeded in reuniting the kingdom of east Java. He may have been helped indirectly in this process by an Indian attack of AD 1025 on Palembang and other areas in the Straits of Melaka that dealt a serious blow to the Srivijaya dynasty. Though Srivijaya recovered from the attack, its prestige had been dealt a severe blow, and it no longer tried to threaten Java. In fact, a Srivijayan princess later married Airlangga, thus establishing a more friendly relationship between Srivijaya and east Java. Airlangga was known as a man of great learning and wisdom. Under his reign the arts flourished, and several important pieces of Javanese classical literature date from this period. Airlangga was also known to have great spiritual powers. In his youth he had engaged in meditation and religious learning, and he devoted himself to strengthening his moral and spiritual power during the years that he had been forced to spend in hiding before being able to gain the throne. Later, after he had become king and had restored the unity of east Java, he retired in order to further his religious studies. Before his death he divided his kingdom into two parts so that his two sons would not quarrel as to who should become king. Legend states that he sought the advice of Lord Bharada about how to split his territory. Bharada flew through the air with a jar of water, and the area where the water fell from the jar became the river Brantas, the boundary line between the two kingdoms. Kediri lay to the west of the Brantas, while Janggala lay to the east. Kediri soon became the more powerful of these two kingdoms, and Janggala faded into insignificance. The fertile plains of the Brantas river valley provided rice for the kingdom and the increasing trade in the north Javanese ports brought wealth. Kediri remained an important kingdom for nearly two hundred years until the ruthless Ken Angrok conquered it in the mid thirteenth century. (The legend of Ken Angrok and the rulers of Singhosari has already been mentioned in a previous section.) Ken Angrok thus restored single rule to east Java and re-united the territory to the former boundaries of Airlangga's realm. Ken Angrok ruled as the head of the Singhosari kingdom from 1222 to 1227. The last ruler of Singhosari was King Kertanagara. He was so confident of his power that when a delegation from Kublai Khan arrived asking that Singhosari pay homage to China he cut the faces of the Chinese envoys and sent the delegation back to China empty-handed. This insult resulted in a Chinese expedition that was sent to punish Kertanagara. But by the time the expedition had arrived in Java in 1293, King Kertanagara had been killed by a rival from Kediri, King Jayakatwang. The Chinese forces decided to punish this new king. They were helped by Vijaya, who was the son-in-law of Kertanagara. and also the great-grandson of Ken Angrok. Vijaya considered himself heir to the throne and saw this as a good opportunity to get rid of Jayakatwang. After Vijaya and the Chinese had succeeded in defeating Jayakatwang, Vijaya turned his army against the Chinese in a surprise attack. The Chinese retreated and Vijaya claimed the throne, starting the rule of the Majapahit empire. **Map 2.3 Early Historical Sites of Java** Majapahit During its first fifty years the Majapahit dynasty grew in power and successfully overcame a series of revolts. After this turbulent beginning the empire blossomed into what has often been called the "golden age" of Indonesian history. In 1350 Hayam Wuruk (grandson of Vijaya) came to the throne, and under his rule Majapahit expanded its influence and developed into a center of wealth, power and prestige. Working with Hayam Wuruk was his able prime minister, Gadjah Mada. Through a series of military and diplomatic expeditions this pair was able to extend the limits of Majapahit's influence throughout Java, Bali, and Madura. Majapahit also oversaw the installation of a prince in the kingdom of Melayu in Sumatra, thus extending its influence even further afield. Court chronicles claim an even wider territory for Majapahit that includes almost all of the area of present-day Indonesia. However it is unlikely that many of these other islands were in any way under the direct rule of Majapahit. Yet the fame of Majapahit was widespread, and Hayam Wuruk was able to maintain relations not only with many of the principalities within Indonesia but also with the kingdoms of China, Cambodia, Vietnam, and Thailand. The court chronicles that describe the kingdom of Majapahit contain elaborate descriptions of the hunting parties of the king, the great number and beauty of the king's many wives, and the great tribute sent to the king by his loyal followers. While the king enjoyed these privileges, his trusted prime minister maintained order in the land, and laid down a set of rules of administration. The capital of Majapahit grew into an imposing city, with high brick walls surrounding it and many pavilions, plazas, and courtyards inside. The glory of Majapahit lasted only about a hundred years (just as had the reign of the Javanese Shailendras). Gadjah Mada died in 1364. So great were his contributions to the empire that one of modern Indonesia's best universities is named after him. Hayam Wuruk maintained his position as king, but after his death in 1389 the influence of Majapahit faded quickly. In its place a new force came to be felt in Java and the other islands of Indonesia. Muslim merchants played an increasingly important role in the inter-island trade throughout the archipelago, and with them came the development of new centers of power in which Islam, not Hinduism or Buddhism, was the main religion. EXERCISES: I Multiple Choice: Choose the best answer to the following questions. 1) The early Chinese travellers Fa Hsien and I-tsing both mentioned the presence of this religion in Indonesia: a) Islam b) Christianity c) Buddhism d) Shintoism 2) All of the following products from China were exchanged for Indonesian goods except: a) porcelain b) silk c) nutmeg d) copper coins 3) Indonesia borrowed elements of which of the following items from India a) religion b) language c) art d) all of the above 4) Indonesians were involved in long distance trade with other societies a) as early as 2,000 years ago b) only during the glory days of the Majapahit empire c) starting about 200 years ago d) Indonesians were never involved in such trade. 5) The Chinese viewed the Indonesian kingdom of Srivijaya as a a) good place to study Buddhism b) a source of items for trade c) center of production of porcelain d) a and b 6) The Riau-Johor area formed a link between parts of the following two countries: a) Indonesia and the Philippines c) Indonesia and Brunei b) Indonesia and India d) Indonesia and Malaysia 7) The Srivijayan empire was centered in a) Java c) Sumatra b) Bali d) Sunda 8) The great Buddhist temple of Borobudur was built during the reign of the a) Majapahit dynasty c) Shailendra dynasty b) Mataram dynasty d) kingdom of Funan 9) King Airlangga is generally regarded as a) a wise ruler who restored order to eastern Java c) the person responsible for expanding the Javanese empire to include all of Bali and Sumatra b) a ruthless and aggressive leader who ruled by threat of force d) b and c 10) The golden age of the Majapahit empire is associated with the rule of a) Ken Angrok c) King Vijaya b) Hayam Wuruk d) King Kertanagara I Fill in the blanks: 1) Most languages spoken in Indonesia belong to the _________________ language family. 2) The belief system claiming that all things possess a spirit or life-force is called ________. 3) The legend of ________________, who used a special kris to kill a rival and become king, provides some information about the rulers of Singhosari. 4) Linguistic evidence confirms that long ago Indonesian traders travelled to ________________, an island off the coast of Africa. 5) Antonio Galvao, a Portuguese Governor of Maluku during the mid sixteenth century, recorded observations about local life and customs on the important eastern Indonesian island of ________________. 6) Early Chinese trade with Indonesia was often based on the system of ________________, in which gifts were given to the Chinese leaders in exchange for protection and Chinese trade goods. 7) Some inscriptions from the kingdom of Srivijaya were written in the Indian language called ________________. 8) Srivijaya's location next to the ________________, an important trade route that allowed merchants to sail from China to India, was an important factor in the Sumatran kingdom's rise to power. 9) The rulers of central Java during the late 8th and early 9th century were known as the ________________, whose name means "King of the Mountain." 10) The kingdom of ________________ was the most important kingdom of east Java between the fall of Kediri in the mid thirteenth century and the rise of the Majapahit dynasty near the start of the fourteenth century. III Match the Columns: In the blank space by each number in the left hand column write the letter of the item from the right hand column that provides the best description. 1) __ Wajak Man A) An important Javanese chronicle from the mid fourteenth century describing court life in the Majapahit dynasty. 2) __ Nagarakertagama B) Known as "sea people," this group of sailors was crucial in allowing Srivijaya to gain control of the Straits of Melaka. 3) __ Wayang C) Reigning over central Java for about 100 years, this dynasty is best known for its legacy of important Buddhist monuments. 4) __ Srivijaya D) An early example of Homo sapiens that lived in Java 12,000 - 13,000 years ago. 5) __ Orang Laut E) Prime Minister under Hayam Wuruk during the height of the Majapahit empire and known as an excellent administrator and leader of state, one of Indonesia's finest universities is named after him. 6) __ Shailendra F) The more important of the two kingdoms that arose when Airlangga divided his kingdom between his two sons. Later conquered by Ken Angrok. 7) __ Mataram G) The last king of Singhosari, he dared to defy Kublai Khan, which led to a Chinese military expedition to Java in 1293. 8) __ Kediri H) A mighty empire with its capital in Palembang that dominated Indonesia's international trade for centuries. 9) __ Kertanagara I) Originally founded by King Sanjaya, this dynasty sponsored the construction of the great Hindu temple of Prambanan. 10) __ Gadjah Mada J) The shadow puppet play, often using plots based on Indian religious traditions. IV Creative Writing: 1) In the late 13th century Marco Polo travelled with his father and uncle to China, where he was to stay for 17 years. During this time he served in the court of Kublai Khan and visited many areas in Asia that paid tribute to China. In 1292 he spent several months in Sumatra, thus becoming the first European to visit Indonesia. Imagine that you are Marco Polo. Write an entry in your journal describing your trip from China to Sumatra. Give examples of the type of trade that existed between the two areas. Include another entry for events from the next year, 1293, detailing what you have heard of the Chinese involvement in the affairs of the Javanese kings Kertanagara, Jayakatwang, and Vijaya. 2) You are an anthropologist doing fieldwork with the Sakuddei. Describe your observations of the daily life and the beliefs of these people. V Interpreting History: (Your teacher may assign this as a group project.) This chapter described some of the sources available to historians. Historians must sift through all relevant evidence and put together their own version and interpretation of events. To gain experience in this process, write your own brief history of an event. Choose a major event such as a legal dispute or trial, an important piece of legislation, an assassination or murder case, or an international incident. Gather information on this event from at least two of the following sources: * a textbook or encyclopedia * magazine or newspaper articles from the time of the event * interviews with at least two people who remember the event * documentary program (video) A) Write your own notes summarizing the information from each of the sources that you use. B) Write a one or two page history of the event. C) Review your notes and sources and write a one or two page essay explaining why you included or excluded certain information from your official history. Give your evaluation of the reliability of each source. Did you have any bias (positive or negative) about the case? Did this affect your presentation? Can history ever be complete and objective? D) Submit your notes, your history paper, and your evaluation essay. VI Essay Topics: 1) Summarize the different types of sources available for the study of early Indonesian history. Describe which type (or types) of sources you would emphasize if you were writing a history of Indonesia and explain the reasons your choice. 2) Compare and contrast the kingdoms of Srivijaya and Majapahit. VII Map Knowledge: On the map below, identify and label the following: 1) The capital of the Srivijayan empire (name the city) 2) The site of the famous Buddhist monument built by the Shailendras (name the site) 3) The center of Ken Angrok's kingdom (name the kingdom) 4) The Sunda region of Java 5) The island of Bangka 6) The Bay of Bengal 7) The Isthmus of Kra 8) The South China Sea 9) The Straits of Melaka 10) The capital of Funan (name the city) CHAPTER 3 THE DEVELOPMENT OF THE SPICE TRADE AND THE COMING OF ISLAM With the fading of the Majapahit empire the islands of Indonesia once more began to develop on independent paths. It is important to remember that "Indonesia" as a united country with distinct boundaries and a single government simply did not exist during the fifteenth through nineteenth centuries. Instead there were many independent kingdoms and sultanates, which were sometimes at peace and sometimes at war with each other. This was the same type of situation that existed in many European areas at that time. For example, what are now the independent countries of Germany, Italy and the Netherlands used to consist of many smaller territories each ruled by princes, dukes, kings, or other heads of state. The Rise of Melaka As the power of the Majapahit empire diminished, a new center of influence arose. Legend states that a prince from Palembang (the old center of the Srivijayan empire) left Sumatra and established a new city on the other side of the Straits of Melaka. Around the year AD 1400 this prince, whose name was Parameswara, founded the city that came to be known as Melaka. Located on the Malaysian peninsula, Melaka had a good port and, just like Palembang before it, was well situated to take advantage of the trading ships that passed through the straits. When Parameswara came to Melaka, he found little more than a sleepy fishing town. But along the coast there were many groups of orang laut, the sea people, who often engaged in piracy by preying on passing ships. By enlisting these orang laut on his side, Parameswara quickly developed a powerful naval force that could force passing ships to come to his port and pay customs fees. Initially the passing trade ships may have been forced to stop in Melaka, but the merchants aboard these vessels soon realized that there were advantages to making voluntary visits there. Melaka had developed good facilities for the traders, including warehouses, lodging, and officials that provided fair and efficient administration. Melaka was situated close to the pepper-producing island of Sumatra and within easy access of Java. It was also a convenient midway point between India and China. Soon Melaka became a major international trade center. To safeguard their success, the rulers of Melaka kept close control of the nearby waters. They also sought protection against the powerful Thai kings who controlled much of the Malay peninsula. To balance this Thai threat they sent missions to China to obtain the goodwill and protection of the Ming emperors. The Chinese were even more powerful than the Thai, and received recognition from many of the Southeast Asian states. The Chinese allowed Melaka to retain its independent operation as a successful trade center in exchange for missions of tribute. These missions were sent to the Chinese court in Beijing on a regular basis. Precious gifts were presented to the emperor, who demonstrated his wealth and power by giving his own lavish presents in return to the Melakan rulers. This system of mutual gift giving was really a form of trade which worked to the advantage of both sides. The success of Melaka depended largely on its ability to take advantage of its strategic location along one of the world's major trade routes. A whole network of trade linked Europe, Arabia, India, Southeast Asia, and China in a complex web of commerce. **The World of Southeast Asian Trade** Melaka served as one of the central exchange points for a trade network that extended as far west as India, Arabia, and Europe and as far east as China. Arab traders exchanged goods with European merchants, especially those from Venice. Metals, glass, beads, woolen cloths, and dyes were brought from Europe to the Middle East. The Arabs brought these European goods to Aden, Hormuz, and Cambay (on the northwestern coast of India) along with their own gold, rosewater, pearls, and carpets. Indian traders would obtain these products from the Arabs in exchange for spices, resins, and other items brought back from Indonesia. The Indians obtained Indonesian goods largely in exchange for their own high quality Indian textiles. The Chinese also purchased Indonesian goods, and financed this through sale of their silks, brocades, iron, and porcelain, as well as copper coins. Melaka was the central meeting ground where the Indian, Chinese, and Indonesian merchants met to exchange wares. Chinese and Indian goods would then be brought back to Indonesian ports where they were bartered for spices, foods (including rice), resins, fragrant woods, camphor, horses, and other items. Though Melaka had virtually no products of its own to sell, it was well suited as a meeting ground for the Arab, Indian, Chinese, and Indonesian merchants. The rulers of Melaka established a well ordered commercial center with all the necessary facilities for international trade. Additionally, Melaka was geographically situated as an approximate midpoint between China and India. The monsoon winds provided regular seasons for sea travel to and from Southeast Asia, and Melaka was as far as the merchants from India and China could sail in one season. Because Melaka was the final port of call for these foreign traders at the end of the monsoon winds, the islands of Indonesia, lying just to the south, were called "the lands below the wind." Sumatra was especially known as a producer of pepper, as well as a source for resins, honey, ivory, and gold. Borneo was another producer of forest products, such as honey, wax, rattan, and camphor. Java was a major rice producer, and also was a source of pepper, tamarind, and local textiles. Further east, the Lesser Sunda Islands were known for their own local types of cloth as well as for horses (Sumba) and sandalwood (Timor). The spice islands of Maluku were the producers of mace, nutmeg, and cloves. Nutmeg: Myristica fragrans Nutmeg and mace come from the same plant. The seeds of the plant are what we call nutmeg, while the lacy flesh surrounding these seeds is mace. Both parts are used as seasonings. To help coordinate all this trade each major trading port usually had a "shahbandar". His job was to take care of all the ships that entered the harbor. He would greet the captain of each ship that arrived and help arrange for the crew's lodging. He would also supervise the unloading of the cargo and would help arrange temporary storage facilities. Another of his duties was to ensure that the proper customs duties were paid based on the value of the cargo. In short, the shahbandar helped arrange all the logistical details to make sure that visiting merchants could trade with ease in an orderly fashion. Melaka's importance as a trade center was reflected in the fact that it had not one but four shahbandars. One dealt with the Gujerati traders of India. A second was assigned to merchants from other areas of India as well as those from Burma and the north of Sumatra. A third helped the Chinese traders while the fourth served the Indonesian merchants from southern Sumatra, Java, and all the islands further to the east. The division of duties among Melaka's four shahbandars reflected the division of the main trade routes that passed through Melaka. One line of trade extended from Melaka to Burma, Bengal, and the rest of eastern India while an even longer line extended to the west coast of India and on to the Straits of Hormuz on the Arabian peninsula. In the opposite direction trading relations existed between Melaka and China. Melaka and the spice islands of Maluku formed another network of trade, with stops on the north coast of Java, southern Sulawesi, and some of the smaller eastern islands between these two end points. In addition to these four major shipping routes there were extensive trading networks within Indonesia. Borneo traded with Java and Melaka, and sometimes directly with the Chinese. The Minangkabau of central Sumatra also brought goods to Melaka. The Bugis of southern Sulawesi were well known as a seafaring peoples, and actively engaged in trade along the spice route from eastern Indonesia to Melaka. These trade routes allowed buyers and sellers from all over Asia to meet and come into contact with one another. This contact eventually helped to spread certain elements of culture in addition to the exchange of trade items. Especially important in the history of Indonesia was the increase in the use of the Malay language and spread of the Islamic religion. **The Spread of Malay** The Malay language was used by the native population on much of the Malay peninsula, including the port of Melaka. It was also used, with some local variations, on the east coast of Sumatra. In fact some of the oldest written examples of early Malay come from stone inscriptions found near Palembang dating from AD 683-686. Malay seems to have been used by the people Srivijaya, and this empire's extensive trade contacts served to extend the range of Malay to other trading ports of the region. With the rise of the port of Melaka, this process was repeated and expanded. The trade route from Melaka to Maluku was usually traveled by Malay or Javanese merchants who would stop from port to port, exchanging goods along the way. For example, Indian fabric purchased in Melaka might be sold in Java for rice or in the Lesser Sunda islands for locally made cloth. As a string of trading ports developed on the north coast of Java and along the eastern islands leading to Maluku, sailors, traders, and local residents in these areas relied more and more on the use of Malay to communicate with each other. Malay was also a widely used language among the group of Indonesians who had adopted Islam. It provided a unity among the various Indonesian Muslims who came from different parts of the archipelago, such as Aceh, Melaka, the north coast of Java, or Makassar. Religious teachings written in Malay could be shared and were widely understood within this Muslim community. As Islam spread across the archipelago, the Malay language became even more commonly used. **The Spread of Islam** Islam had been present in a few parts of Indonesia as early as the thirteenth century. When Marco Polo visited Sumatra in 1292 he noticed that the northern town of Perlak was already inhabited by Muslims. Approximately fifty years later the Arab traveler Ibn Battuta also visited the northern part of Sumatra, and found that the ruler of Samudra was a Muslim. However, most of Indonesia at this time was still under Hindu-Buddhist rule. Up until the end of the fourteenth century only a few pockets of Islam seem to have existed, and Sumatra and Java were the only areas of Indonesia to have had an active Muslim presence. By the fifteenth century this began to change. Teachings of Islam Islam is one of the major world religions. Along with Judaism and Christianity, Islam is a monotheistic religion, (meaning that it teaches a belief in only one supreme God). In fact, Islamic stories also feature some of the same characters that appear in other faiths. For example, Adam, Noah, Abraham, Ishmael, Solomon, and Jacob all appear in the Qur'an, the holy book of Islam. Islam maintains that there have been a number of prophets who have appeared on earth, and acknowledges Jesus as one of these prophets. However Mohammed is viewed as the last prophet, the one who received God's true teachings. At the most basic level, all one must do to adopt the Islamic faith is to repeat that "there is only one God, and Mohammed is his messenger." This declaration of faith in one God and the belief that Mohammed was his prophet is the single most basic guiding principle in Islam. It is followed by the "five pillars of Islam." These five requirements guide many aspects of the Muslim's life, from activities that are repeated many times a day to special journeys that may happen only once in a lifetime. The "five pillars" require that one pray five times a day, give alms to the poor, refrain from eating pork and drinking alcohol, fast from dawn to dusk during the month of Ramadan, and, if possible, make a pilgrimage to the holy city of Mecca at least once in one's life. Mohammed was born in Mecca (in what is now Saudi Arabia) around the year AD 569. He eventually became a merchant, married and raised a family, and devoted time to religious contemplation and meditation. According to tradition, he received a revelation while meditating in a cave on Mount Hira. There the archangel Gabriel appeared before him and revealed to him the word of God. These teachings of God were collected and formed the basis for the holy book of Islam, the Quran. It is important to note that Mohammed did not claim to be God or ask to be worshipped. To this day, Muslims do not worship Mohammed, but rather regard him as a prophet. To the Muslims there is only one God, who is known by the Arabic name of Allah. After Mohammed received his revelation in AD 610 he started to spread the word by giving sermons. Soon he had many followers, and by the time of his death he had established a community of believers who carried on his teachings. The religion of Islam spread quickly: 150 years after Mohammed's revelation Islam had established itself throughout Persia, the Middle East, North Africa, and even into Spain and Portugal. Later the religion spread to the Indian subcontinent and from there it eventually reached Indonesia. The rise of Melaka during the fifteenth century provided a major push in the expansion of Islam throughout the archipelago. Melaka was founded by a Hindu-Buddhist king, Parameswara, but exposure to foreign Muslim traders soon helped change the official religion to Islam. The Sejarah Melayu, or Malay Chronicles, maintains that Islam came to Melaka when its third king, Raja Tengah, had a dream. In the dream Raja Tengah was instructed in Islamic ritual and the Arabic language, and foresaw the arrival of a holy man from across the sea. The next day a Muslim holy man arrived, and the king embraced Islam and made the holy man his teacher. The king changed his name to Muhammad Shah and the rest of the court also adopted Islam. While most historians do not doubt that Muhammad Shah was indeed a Muslim, one theory suggests that Islam may have become the official religion at an even earlier date, and that the first king of Melaka, Parameswara, may have himself converted to Islam toward the end of his rule. Regardless of the exact year that the ruler of Melaka adopted Islam, it is certain that Islam was quickly accepted soon after Melaka became a major trading port. This conversion probably helped make Melaka even more popular as a trading port, for most of the Arabs and Indians were Muslim and even some of the Chinese had adopted this faith. Muslim traders were happy to do business in an area hospitable to their own kind, where mosques were available and where Muslim customs were practiced. As Melaka became increasingly important as a hub for international trade, the Muslim community grew and spread outward along the major trade routes through the archipelago. The spice trade that existed from Melaka across the north of Java and on eastward to Maluku became a major avenue for the spread of Islam. In 1477 Demak became one of the first major north Javanese coast (pasisir) ports to officially adopt Islam. Soon many of the other pasisir trading ports such as Cirebon, Surabaya, and Gresik also converted to Islam. Even the spice islands themselves were exposed to Islam, and the rulers of Ternate, Tidore, and Bacan had all adopted Islam by the end of the fifteenth century. The new religion of Islam was often first adopted at the major contact points along the trade route. Individual rulers of the north Javanese trading ports may have found that adoption of the new faith brought increased prosperity by encouraging other Muslim traders to come to their ports. Islam was seen as a powerful and dynamic force whose popularity was rapidly expanding. Thus the rulers of the ports may have felt that converting to Islam would allow them to take part in this new power and add to their own influence. Once the ruler had decided to convert to Islam, the ordinary citizens of the area would usually follow his example, although the process could take some time. Naturally there were different levels of interest and adaptation to the new religion. Some adopted Islam wholeheartedly and followed the teachings of the Prophet Mohammed very closely. Others followed a looser interpretation of Islam that allowed them to continue to retain some of their old religious or spiritual beliefs. Some historians have suggested that in Java there were three broad categories that could be seen within the Muslim community. The santri tended to be the group that was most concerned with understanding and following all the elements of Islam. These were the people who prayed five times a day, went to the mosque on Friday, and sent their children to Islamic schools to learn how to read Arabic script and recite the Quran. The santri were more strict in their observance of Islamic teachings. Many of the traders of the northern Javanese trading ports were included in this category. In contrast to the santri, there also were Javanese who retained some of their original animistic or Hindu-influenced beliefs. These people were called abangan, and were often found among the farms and villages of inland areas. They still called themselves Muslims, but were not so strict in their interpretation of the Islamic teachings. Among this group there was a strong belief in spirits and an attraction to the Hindu gods and goddesses which was maintained after conversion to Islam. For example, in case of illness, a member of the abangan category would probably consult a dukun, or spirit doctor. The role of the dukun predates Islamic times in Indonesia and relies on a belief in the power of magic and the forces of spirits and supernatural beings. After the introduction of Islam some dukuns incorporated Islamic elements into their treatments, but they would not be considered orthodox by the santri. The abangan group consisted mostly of Javanese from the inland regions away from the north coast. A third group, known as the priyayi, evolved from within the Javanese nobility. Heavily influenced by the Hindu-era achievements in the areas of philosophy, artistic refinement, and social etiquette, the priyayi converted to Islam but were less likely to be as strict in their interpretation of Islamic principles as were the santri. However, as the heirs to the Hindu-Buddhist legacy of the Javanese aristocracy, the priyayi were less likely than the abangan to practice animistic beliefs and rituals. In short, the priyayi could be defined largely as members of an upper social class whose belief in Islam was balanced by an interest in maintaining a lifestyle and culture that had evolved under Hindu rule. Influence from these three groups may still be seen in Java today. While the overwhelming majority of the population is Muslim, there is still a large degree of variation in how strictly the religious teachings of Islam are interpreted and practiced. As in other parts of Indonesia, some cultural components from the Hindu era continue to be very popular, such as the stories of the Mahabharata and the Ramayana as depicted in wayang, or shadow puppet shows. The World of Indonesia in the Sixteenth Century As the influence of Islam continued to grow in the archipelago, several kingdoms emerged as centers of power. Some of the more well known areas of Indonesia that were continuing to develop at this time include Aceh, Java, Bali, Sulawesi, and Maluku. While historical sources remain scarce for many of these areas during the sixteenth century, it is possible to reconstruct some of the more important developments. Aceh was one of the earlier parts of Indonesia to convert to Islam. During the second half of the fifteenth century Aceh had accepted this new religion, and by the sixteenth century it had begun to extend its influence from its position on the northernmost tip of Sumatra further to the south. Gradually it brought neighboring areas under its control, including Deli, Pedir, and Pasai. These conquests helped to spread Islam at the same time as Aceh's territory expanded. By the end of the sixteenth century Aceh had control over much of the pepper producing area of Sumatra, bringing it wealth and influence as trade in pepper and other spices continued to grow. In Java several kingdoms grew in importance. Along the northern coast, or pasisir, were the kingdoms of Demak, Jepara, Tuban, and Gresik. These northern kingdoms were quick to adapt to outside events, perhaps because they were situated on the coast where contact with foreigners was more frequent and because they were often involved in trading networks which extended far beyond the Java Sea. These northern kingdoms were among the first areas of Java to accept Islam. Map 3.2 Pasisir (North Coast) Java Of these northern ports Demak was at first the most important. It was able to expand and take over the inland kingdom of Kediri, which was the last remnant of the Majapahit empire. Demak's king, Raden Patah, provided the initial power for this territorial expansion. He reigned from around AD 1500 - 1518 and was responsible for capturing the pusaka, or royal heirlooms, of the Majapahit kingdom. In the tradition of Java, the pusaka of a kingdom contain great amounts of power, and anyone who owns the pusaka may inherit their special force. Upon his death in 1518, Raden Patah was succeeded by his son, Pati Unus, who had been responsible for a large but unsuccessful attack in 1512 against the Portuguese in Melaka. Pati Unus only reigned for three years, after which his brother, Tranggana, assumed the throne. Assisting Tranggana was Sunan Gunung Jati, a powerful man who extended the territory of Demak far to the west. Sunan Gunung Jati captured Banten and Cirebon from the Sundanese Hindu empire of Pajajaran. Gunung Jati ruled over Banten while one of his sons ruled in Ceribon. Gunung Jati also captured Sunda Kelapa, the site of present day Jakarta, from the Pajajaran empire. While Gunung Jati was busy gaining territory in the west of Java, Tranggana was doing the same in the central and eastern parts of Java. But in 1546 Tranggana died in an unsuccessful military campaign, and the heyday of Demak's power was at an end. By the second half of the sixteenth century, Demak's importance had dwindled. As Demak's power faded, the nearby city of Jepara grew in influence, particularly under the reign of Queen Kalinyamat. One of her most ambitious undertakings was an assault on Melaka in 1551, which was then under Portuguese control. Though this attack and a later siege of Melaka in 1574 proved unsuccessful, the fact that it was able to challenge the Portuguese authority showed that Jepara could control considerable military power. This power depended largely on its ability to operate a large naval force. Jepara was noted for its ship-building and aside from being able to produce ships of war it also built trade ships capable of transporting up to 400 tons of rice. Gresik was another of the northern ports that grew in importance at this time. Gresik had been an important international trading center as early as the fifteenth century. Later, in the sixteenth century, a Portuguese observer was so impressed by its wealth that he called it "the jewel of Java." Gresik and Surabaya developed into major trading ports that took advantage of the busy shipping lanes transporting spices and other goods between Melaka and eastern Indonesia. In central Java the kingdom of Mataram re-emerged to once again take over the role of the major inland kingdom, and named itself the successor to Majapahit. According to legend, Senapati was the founder of this new dynasty of Mataram. Senapati's life is surrounded by myth: according to ancient tales Senapati was supported by Nyai Loro Kidul, the Goddess of the Southern Ocean. Tradition states that Nyai Loro Kidul was a princess who refused to marry the man that her father had chosen for her. For this defiant act she was transformed by her father's curse into a spirit who was banished to live under the sea. Here she ruled as queen of the Indian ocean from her underwater palace. Senapati spent three days with her, after which the goddess promised to support him with her spirit army. Senapati then proceeded to expand the territory of Mataram with a series of military encounters. From this time the Mataram dynasty is said to have retained the special protection of Nyai Loro Kidul. In the western portion of Java, Banten maintained its position as a powerful Islamic kingdom with ties to the pepper-producing areas across the straits in southern Sumatra. For some time the neighboring kingdom of Pajajaran continued as the Hindu-Buddhist stronghold of the Sundanese in the area south of present-day Jakarta. But in 1579 Pajajaran was conquered by Banten, signaling the end of the major Hindu-Buddhist kingdoms in Java. While more areas of Java were converting to Islam, Bali maintained its Hindu way of life. Indeed, many Hindu princes, philosophers, artists, and others from the courts of Java who were displaced by Muslim rule came to Bali to seek refuge, and helped contribute to a flowering of Hindu Balinese court life. Bali became a safe haven for what was left of the great Hindu empires of Java. While Bali maintained a rich cultural heritage and became famous as a land of great artistic achievement, it was not a major producer in the spice trade. This was in some ways an advantage to Bali, for it meant that foreign powers were slow to interfere with it. Not until the nineteenth century were there major disturbances caused by European intrusions. Sulawesi became important as a trade center, and served as an alternate place of business for some of the merchants who left Melaka after its fall to the Portuguese. In the southern part of Sulawesi there existed two major ethnic groups, the Makassarese and the Bugis. Both were well known for being daring warriors and skilled sailors. They were also quick to seize the opportunity to study the weapons and the tactics of the Portuguese in order to increase their own military power. The two groups were rivals within Sulawesi, with the Makassarese centered in Gowa and the Bugis centered in Bone. During the sixteenth century the Makassarese managed to become the dominant force throughout southern Sulawesi. Maluku was the heart of the spice-producing region of Indonesia. The area of Maluku includes many different islands, including those which were the original home of cloves, nutmeg, and mace. The fact that these three spices were grown nowhere else in the world gave Maluku a very important monopoly of one part of the profitable spice trade. The two most important islands of this area were the rival kingdoms of Ternate and Tidore. While these two islands are quite small, they were major centers of influence within eastern Indonesia, and most of the surrounding islands were allied to one of the two. The kings of both islands kept fleets of kora-kora war boats (large outrigger craft powered by as many as 100 rowers) to maintain their power. Both Ternate and Tidore had converted to Islam before AD 1500, but some other islands of the region maintained their traditional spirit-based beliefs. Cloves: Eugenia caryophyllus or aromatica Cloves grow on trees of the Myrtaceae family. The buds are picked while small and laid out to dry in the sun. Oil can be extracted from cloves and used for medicinal purposes. The staple food in this region was sago. Rice had to be imported, and was usually only eaten by those at the court. The cloves of Ternate and Tidore were exchanged for rice, cotton cloth, and other goods that were brought in by Javanese traders. Spices, sago, forest products, weapons, and local textiles were all trade items from within eastern Indonesia that were exchanged for one another or for rice, silk, porcelain, and other items that were brought in from outside the region. For foreign traders the main lure of Maluku was the opportunity to obtain rare and valuable spices. Indeed, the purpose of Magellan's famous journey (which was the first to sail all the way around the globe) was to "discover the spicery in the islands of Maluco." European Participation in the Asian Trade Routes While Islam was still spreading through the archipelago a new force appeared that would influence the development of the area. Just as the Chinese and Indians had already played a role in shaping some of the events in the Southeast Asian region, so too did the European explorers and traders now begin to play a part in the foreign and domestic affairs of various Indonesian kingdoms. In the early sixteenth century the Southeast Asian trade network was flourishing: Melaka was at the height of its power, Aceh was emerging as a major port on the northern tip of Sumatra, the pasisir ports of Java were expanding their influence, and the eastern islands of Tidore and Ternate were maintaining their position as the dominant forces in Maluku. Into this thriving web of trade came an expedition from halfway around the world. In 1509 the first Portuguese ships sailed into Melaka. The local traders had never seen Europeans before, so they called the Portuguese "white Bengalis". What caused the Portuguese to arrive in Melaka at that moment in time? The answer involves an explanation of some of the economic, scientific, and religious developments that were taking place in Europe during the 15th and 16th centuries. Economic Motives: Europe had long been involved in one part of the spice trade that originated in Maluku. But Europe was at the very other end of the spice route, and was the last link in a long chain of trade stations that stretched westwards from Asia. Most spice entered the European market at Venice, which served as a central distribution point for the further sale of spices throughout Europe. The merchants of Venice obtained the spices from Arab merchants who acted as middlemen. These Arabs had probably bought the spices in Cambay from Indian merchants who had purchased them in Melaka. The Melakan traders in turn had bought the spices from Javanese traders who had traveled to Maluku to get them. With so many different people buying and selling along the way, it is no wonder that the final price of spices was extremely high by the time they had reached the European market. If a European trader could get to Maluku directly to buy the spices, the price would be much cheaper, and therefore the profit that could be obtained would be much greater. **Pepper:** *Piper nigrum* Pepper grows on long vines that climb and wrap around other plants. The berries grow in bunches, and are picked before they are ripe. They are then dried in the sun to become the familiar black peppercorns that we use for seasoning. It is clear that the European spice seller could make a much larger profit if he could eliminate the middlemen involved in the supply of spices. But why were the Europeans who bought the spices willing to pay such high prices anyway? While we often think of spices as an optional extra to add a little flair to cooking, the early Europeans had a much greater practical use for spices. In the days before refrigeration, meat could only be preserved by drying, smoking, or curing it with spices. Spices were especially important in the days before cattle farmers kept stocks of fodder large enough to feed all of their herd for the entire winter, when the snow covered the pastures and restricted the amount of available grass. The farmers would have to slaughter many of the cattle at the beginning of winter (to prevent the cows from simply starving to death later during the long cold months without fresh supplies of grass). The meat from these cows would have to last for the whole winter season, and spices were the only way to keep it from going completely rotten. Obviously any meat that was not fresh and which had not been preserved well would not taste very good, and this spoiled taste could be overcome somewhat by cooking it with more spices. Spices helped to season the meat and to keep it from decaying. Spices were not only used to preserve and season meat. Many medicines were made from cloves, nutmegs, cinnamon, and other spices that made their way into the European market. For example, clove oil was prized for its antiseptic properties and for its usefulness in treating toothache. Other spices were thought to cure headache, promote appetite, and aid digestion. In addition to medicines, spices were often used for perfumes and cosmetics. Thus the early Europeans viewed spices as an essential ingredient used for many of their daily needs, including the meat that they ate, the medicines that they took, and the cosmetics that they used. Because of their many useful properties and because of their rarity, these spices could be sold for high prices. It was said that even if five out of six ships were lost on a spice expedition, the money from the sale of the cargo of spices from the sixth ship would still provide an overall profit on the trip. Profit was a powerful incentive to prompt the Europeans to find a way to Asia to buy the spices directly from the source. Scientific Advances: Other reasons for the European expansion during the "Age of Exploration" can be traced to developments in the scientific study of geography, astronomy, navigation, and shipbuilding. During the early fifteenth century, European knowledge of Asia was extremely limited, and no European had ever sailed all the way to Asia. This began to change when Vasco da Gama succeeded in sailing past the Cape of Good Hope to arrive in India in 1498. European geographical knowledge improved as more explorers managed to make the journey to various points in Asia. New advances in shipbuilding and navigational equipment helped make it possible for more adventurers to make the journey from Europe. to Asia by sea. The Portuguese developed a strong, fast, and maneuverable ship called the caravel. The caravel had lateen rigging (triangular sails) which allowed it to tack with the wind, and its carefully crafted construction made it sturdy enough to withstand long ocean voyages. The development of better compasses and use of the astrolabe (a device to determine one's bearing by checking the position of the stars) made it easier to navigate at sea. All these factors helped the Europeans undertake longer sea journeys that eventually included trips to India and then to Southeast Asia. Religious Motives: The Islamic world had expanded rapidly during the 12th-15th centuries, and the Europeans had interpreted this advance as a threat to their own religion (Christianity). For several centuries the Europeans and the Arabs had been at war with each other, and the Arabs had succeeded in establishing themselves in Spain and Portugal for a long time before finally being pushed back to north Africa. Religion had been a dominant factor in this continual warfare known as the Crusades, and it continued to be a major influence to the Europeans who began to have wider contact with the Muslim world as they started to trade directly with India and Melaka. The Portuguese dominated the early European voyages to Asia. They were motivated not only by the potential profit to be gained from the spice trade but also from the desire to halt the spread of Islam and to promote the spread of Christianity. The Portuguese were determined to oppose the Muslim community wherever they could. This strong religious motivation played an important role in influencing the actions of the Portuguese as they sent more and more expeditions to Asia. Economic and religious motives both made the Europeans eager to reach Asia. New scientific advances helped make it possible for them to do so. This combination of factors led to the development of a more active European role in the spice trade. While the European presence in Southeast Asia was at first little different than that of any other foreign traders, over time it developed into a colonial system that deeply influenced the development of the area. Portuguese Presence in Southeast Asia. By the end of the fifteenth century Portugal possessed a powerful naval force. In 1488 Bartholomew Diaz had rounded the Cape of Good Hope, proving that it was possible to sail around the southern tip of Africa and reach the Indian Ocean. Ten years later Vasco da Gama sailed to Goa in northwestern India, paving the way for the Portuguese to take control of the port at a later date. Goa had been a Muslim city, but the Portuguese replaced the Muslim ruler with a Hindu one who let the Portuguese have a monopoly in trade there. This was an important victory for the Portuguese, since Goa was one of the main trade centers along the spice route. The capture of Goa was a critical step in the Portuguese attempt to dominate the shipping lanes all the way to the Spice Islands. The Portuguese decided that the best way to gain access to spices and other valuable trade goods was to establish a string of fortified ports at strategic points along the trade route. Angola and Mozambique were already under Portuguese rule, and provided the Portuguese with supply stations on their way to and from India. Hormuz and Goa were the next to come under Portuguese control, providing safe ports of call for Portuguese trade ships while at the same time hampering the ability of rival Arab merchants to continue trade in the area between India and the Arabian peninsula. For the Portuguese the next target was the center of Southeast Asian trade, Melaka. In 1509 Diogo Lopes de Sequeira arrived in Melaka. He and his crew were well received by the Sultan, but tensions soon developed, fighting broke out, and the Portuguese had to flee from the city. Although the Portuguese had failed in this attempt to establish a trading post in Melaka, another Portuguese expedition would soon follow. This time it was led by Alfonso d'Albuquerque, the man who hoped to establish for Portugal a complete monopoly over the entire spice trade. D'Albuquerque arrived in Melaka in 1511 with eighteen ships and over 800 sailors and soldiers. His first attempt to take the city failed, but a second attack succeeded. The Sultan of Melaka was able to escape to the island of Bintan and the Melakan royal family later established itself in Johor. The Portuguese were now masters of the port of Melaka. But while Melaka had been the jewel of the Southeast Asian trade route for the preceding one hundred years, its importance soon declined under Portuguese rule. Melaka's prosperity had depended heavily on the business of Muslim traders who now avoided the city after the Portuguese conquest. The Portuguese hatred of Islam drove away the very source of prosperity that had made Melaka so rich. The Portuguese dream of easy profits from the spice trade proved more difficult than first expected. **Map 3.3 Portuguese Trade Stations** Opposition to the Portuguese in Melaka was frequent. From their position in Johor the former ruling family of Melaka continued to resist the Portuguese by launching a number of attacks. Other local kingdoms also tried to dislodge the Portuguese from Melaka. Pati Unus, the Sultan of Demak, sent a large naval force to Melaka in 1512-1513. His fleet was beaten back by the Portuguese, and many ships were lost. More determined attacks came from the sultanate of Aceh in northern Sumatra. Aceh had long been a strong center for Islam in Indonesia, and therefore had little desire to see the Portuguese presence continue to grow in the region. A combined attack on Melaka from Aceh and Johor took place in 1547, but failed to defeat the Portuguese. The Acehnese tried again in 1568, this time enlisting the help of Turkish ships and gunners. In 1574 the Acehnese combined forces with the armies of Jepara for another attack. Out of the twenty-five separate attacks that were directed against Portuguese Melaka, fourteen came from Aceh. Despite all these attempts to gain control of the city, none succeeded in forcing the Portuguese from Melaka. Though the Portuguese held on to their position in Melaka, they found that most of the Muslim traders no longer made Melaka the center of their operations. Instead they moved their business to other ports in Indonesia such as Aceh, Banten, and Makassar. Aceh was well situated to take advantage of trade entering the Straits of Melaka or moving down the west coast of Sumatra (thus avoiding the Portuguese at Melaka). Banten could also take advantage of the trade that was diverted from the Straits of Melaka to the west coast of Sumatra and through the Sunda Strait. Makassar was closer than either of these to the source of cloves, nutmeg, and mace produced in Maluku, and soon developed into a major trade port for the spice trade. By 1600 many Malays from Melaka were established in Makassar, as were Indians, Chinese, and Arabs. In this way the fall of Melaka to the Portuguese stimulated the development of new trade centers within Indonesia. In their quest for spices the Portuguese were not content to stop at Melaka. As soon as they had taken Melaka the Portuguese set sail for the eastern islands of Maluku. They reached Banda in 1512 and soon arrived in Ternate, one of the two most powerful kingdoms in Maluku. The Portuguese made an agreement with the rulers of Ternate, and built a trading post for their operations. They also established an outpost in Ambon, and sponsored the planting of clove trees on both Ambon and Buru. By 1522 they had built a fortress in Ternate, and were determined to try to enforce a monopoly of the spice trade by controlling the sources of production. In reality the Portuguese never succeeded in establishing a monopoly of the spice trade. Although they had posts in Aceh, Banten, Makassar, Timor, and Ternate, the Portuguese did not have the ability to completely prevent all other traders from selling spices. In some areas the Portuguese were particularly weak, and participated as just one of many foreign traders. For example, the Portuguese never controlled Aceh, although they were allowed to do business there. Aceh remained an important independent force that was said to have exported up to five times the amount of pepper that the Portuguese were able to ship out of Indonesia. **Sultan Hairun** The rulers of Ternate had initially welcomed the Europeans to their island. More traders meant more profit for the sultan and for the community. But over time relations deteriorated as the Portuguese proved to be both unreliable and ruthless. Sultan Hairun was one ruler of Ternate who managed to carefully counter the Portuguese presence in his land by strengthening alliances with Ambon and other neighboring islands. Hairun was able to delay the construction of the new Portuguese fortress on Ambon, and tried to prevent the conversion of more people to Christianity on the nearby islands. In 1569 Hairun was able to encircle the Portuguese fortress and force the Portuguese into accepting a revised trading agreement that would give him higher prices and a larger share of the spice crop to sell. The Portuguese were unhappy with Hairun's growing power. Determined to cut his wealth and influence, the Portuguese began falsifying trading accounts in order to underpay Hairun. Tension mounted as Hairun uncovered this scheme. Hostilities seemed likely. Peace was maintained, however, and both sides came to an agreement. Both sides swore an oath of friendship, the Portuguese using the Bible and Hairun using the Quran. The next day the Portuguese invited Sultan Hairun to a banquet in their fortress. When Hairun entered the compound he was murdered. The Ternateans were outraged at this terrible act. Hairun's son, Baabullah, vowed to rid the Portuguese from the island. Baabullah became the next sultan, and enlisted the aid of Tidore and Bacan in fighting the Portuguese. Those Portuguese still in the fortress in Ternate were kept under siege for five years before they finally surrendered and left the island. Baabullah had temporarily succeeded in his vow to expel the foreigners. But soon the Portuguese were back, and after making an alliance with Ternate's traditional rival of Tidore, they again established themselves on Ternate. Baabullah died in 1585, and Ternate found it increasingly difficult to maintain itself as an independent kingdom free from foreign intervention. The Portuguese had succeeded in their dream of establishing a string of fortified trading posts all the way to the spice islands. But their initial position of strength did not last long. The Indonesians soon learned how to adopt the naval tactics and use of cannon that had given the Portuguese an advantage in sea battles. Copies of Portuguese manuals on military techniques and gunnery were studied and translated into local languages by the seafaring inhabitants of Sulawesi. Local traders found ways to evade the Portuguese and continue their trade in spices. Even the Portuguese relationship with the local rulers of Ternate soon deteriorated to the point where they were trapped inside their outpost, unable to leave their fortress for five years. While the Portuguese faced significant external difficulties, they also had problems within their own command. Many of the Portuguese governors used their position for personal gain, and corruption soon became widespread. An assignment to one of the outposts in Indonesia was seen as dangerous and risky: usually those who went were adventurers motivated by the possibility of building their own fortune through whatever means possible. Cruel and brutal methods were often employed in dealing with the local inhabitants. One prominent exception to this pattern was Antonio Galvao, who served as governor from 1536 - 1540. His period of rule was characterized by a more humane and just approach. Unfortunately his successors were no better than the previous administrators. In fact some of the governors sent to Maluku were arrested by the Portuguese themselves and sent back to Goa as prisoners. Francis Xavier, co-founder of the Jesuit Order, was another visitor to Maluku during the Portuguese period. He arrived in 1546 and spent the next two years in Ambon, Ternate, and Halmahera. He had already spent some time in Melaka, where he had started to learn Malay and to translate the Ten Commandments and a few other religious writings. His work as a missionary had some success, but Xavier was so discouraged by the poor behavior of the other Portuguese that he decided that he could better spend his effort as a missionary elsewhere. The Portuguese were the most important of the European intruders within Indonesia in the sixteenth century. While they were able to use their naval power to gain possession of a string of outposts leading up to the spice islands, by the late sixteenth century they were unable to maintain their dominance in the area. Other European nations were rapidly gaining power and posing new threats to the Portuguese sea-borne empire. Other Early European Presence in Indonesia: The Portuguese jealously guarded the way to the spice islands. They tried to keep the navigational information necessary to make the trip from Europe a secret. But other Europeans signed up as crew members on some of the Portuguese ships, and gradually knowledge of how to get to Indonesia spread to other nations. For example, Jan Huyghen van Linschoten was a Dutchman who had lived for many years in both Lisbon and Goa, where he gathered as much information as he could from other sailors and traders. After he returned to Holland he organized this information into two books: shortly after the first book was published in 1595 the first Dutch expedition to the "East Indies" (Indonesia) was launched. Yet even before this time the Spanish had already found their own way to the spice islands. Spain was Portugal's rival in Europe for many years. It is ironic that one of the most famous voyages made by the Spanish was led by Ferdinand Magellan, who was actually a native of Portugal. Magellan's expedition was the first to sail all the way around the globe. Though Magellan was killed in the Philippines, the rest of his crew continued the voyage. In 1521, shortly after Magellan's death, the remainder of the crew found their way to Tidore, where they met with the local ruler before moving on to return to Spain. The Spanish returned to Tidore in 1527. Out of seven ships that left Spain to sail around the coast of South America to reach the spice islands, only one boat arrived. However the Portuguese in nearby Ternate quickly defeated the remainder of the Spanish crew. The Spanish and Portuguese continued fighting in the region for many years, despite an earlier agreement which was supposed to have divided the area into separate zones for each country. The Treaty of Tordesillas, signed in 1494, divided the world into two equal spheres of interest, one for the Spanish and one for the Portuguese. The division line started along 46° 37' west longitude. Unfortunately the Spanish and the Portuguese could not agree on where the corresponding boundary line on the other side of the world was to be found! This other line should have been 180 degrees from the starting boundary, thus putting it in the eastern part of the Indonesian archipelago. But due to limitations of geographical knowledge, neither side could agree on where this boundary line lay, and since neither side knew the exact longitude of the Maluku islands, they both claimed the right to take over the area. Finally, in 1529, the treaty of Saragossa made it clear that Maluku was in Portuguese territory. The Spanish eventually retreated from Maluku, and concentrated their efforts on the Philippines. In 1580 the kingdoms of Portugal and Spain were united under King Philip II. Theoretically this meant cooperation between the Portuguese and Spanish in their Southeast Asian endeavors, but in reality a large amount of rivalry continued. This turn of events allowed the Spanish to come back to Maluku. While they returned to Tidore and other nearby islands, the Spanish were not strong enough to establish themselves there for very long. In 1579 the English sea captain Sir Francis Drake arrived in Ternate. Sultan Baabullah greeted Drake warmly, especially when he found out that the English were enemies of the Portuguese. Drake was allowed to conduct trade and left with a cargo of five tons of cloves. He also carried a letter addressed to Queen Elizabeth expressing a desire for further trade and help against the Portuguese. Other British ships followed. Sir Thomas Cavendish was the next Englishman to sail through the Indonesian islands. He was followed by James Lancaster, who arrived in Ternate in 1592. Lancaster captured several Portuguese ships on this trip, and later returned to Indonesia on a trading mission sponsored by London merchants. By this time the Dutch also started to send ships to Indonesia. The Dutch were already established as important merchants in Europe. By 1590 the Dutch had already crossed the Atlantic to go to South America and the West Indies. When the Portuguese port of Lisbon was closed to Dutch and English traders in 1594, the Netherlands and Britain were given good reason to extend their trade directly to the spice islands. Lisbon had been a major distribution center for the spices that the Portuguese brought back to Europe, so when the Dutch and English were no longer able to do business there, they tried to go directly to the source of the spices. Furthermore, neither England nor the Netherlands were on very friendly terms with Spain or Portugal. Holland had been fighting for its independence from the Spanish and was therefore more of a rival than a partner to the traders from the Iberian peninsula. Religious differences also tended to make the largely Protestant Dutch and English unlikely to cooperate with the mostly Catholic Portuguese and Spanish. The first Dutch expedition to the Indies was led by Cornelius de Houtman. In June, 1596, the four Dutch ships under his command arrived at the port of Banten. Seeing the Dutch as a potential ally against the Portuguese, the Sultan of Banten received the newcomers warmly and allowed them the right to trade. But relations deteriorated when a Javanese merchant was murdered, and de Houtman and his crew quickly departed. The expedition continued along the northern coast of Java and on to the nearby island of Madura, where the Dutch killed the Madurese king as he was sailing out to their ships to meet them. Further contact along the Javanese coast brought little in the way of trade, and the remaining crew was so weary that they set a course for home with only a little of the huge shipment of spices they had hoped to obtain. Financially the voyage was not a great success, and in human terms it was even worse: of the 248 crew that started the trip, 145 had died before even reaching Indonesia, and only 89 survived to return to Europe. And at most ports of call the Indonesians had received such a poor impression of the Dutch that they would be hesitant to welcome them back for trade. Despite the rather dismal outcome of this first Dutch voyage, the merchants of Holland were happy to prove that they could reach the Indies and have a direct part in the spice trade. In 1598, after de Houtman had returned to the Netherlands, no less than five separate Dutch expeditions set sail for Indonesia. Of the 22 ships involved in these expeditions thirteen sailed via the Cape of Good Hope and nine went via the Straits of Magellan. Only one of the ships that took the route around South America reached the Indies, while twelve out of thirteen ships that used the African route arrived safely at their destination. Naturally the Dutch chose to use the African route in their future trips to Indonesia. One of these five expeditions was a fleet of eight ships under the command of Jacob Van Neck. His was the first Dutch voyage to reach the spice-producing islands of Maluku. The Dutch visited Ambon, Banda, and Ternate, where they obtained a cargo of spices that would bring a 400% profit for the expedition upon their return home. Lured by the prospect of profitable trade, the Dutch scrambled to overtake the Spanish, Portuguese, and English traders. The Dutch were about to become the major European presence in Indonesia for the next three and a half centuries. Summary: Long before the presence of any European traders in Southeast Asia, there had developed in Indonesia a series of major local and international trade networks. Chinese, Indian, Arab, and Indonesian merchants all participated in this trade, and often met to exchange their wares in Melaka. As Melaka adopted Islam and as Muslim traders increased their presence in the archipelago, the religion of Islam soon spread to the major ports of Indonesia. The sixteenth century witnessed a growing European participation in the trade of Southeast Asia. For the Indonesians, this often simply meant one more set of traders who joined the already diverse group of foreign merchants in their lands. The Portuguese could never fully implement the trade monopoly that they desired, though their attempts to prevent others from participating in the spice trade certainly affected many Indonesian spice traders and producers. The Portuguese were also not successful in driving back the dynamic growth of the Islamic religion. Only a relatively few areas of eastern Indonesia were converted to Christianity, while Islam continued to establish itself throughout much of the rest of the archipelago. The Portuguese capture of Melaka had a major effect on the flow of trade in the Southeast Asian region. Ironically for the Portuguese, the great prosperity of Melaka quickly diminished after they took over. Muslim merchants took their business elsewhere, contributing to the rise of Aceh, Banten, and Makassar. Most Indonesian states continued to maintain their independence during the Portuguese era. Aceh grew into a powerful force in Sumatra, often challenging the Portuguese across the Straits of Melaka. The pasisir states of Java developed into important trade centers as did Banten on the west coast of Java. Further inland, at the end of the sixteenth century, the kingdom of Mataram began to rise in the place of the old Majapahit empire. The Portuguese maintained trading posts in some of these areas, but did not attempt to colonize any of these kingdoms. The Portuguese presence was felt more strongly in Maluku, but even here they faced frequent opposition and could not always control the trade of all of the spice islands. Exercises: I Multiple Choice: Circle the letter of the option that best answers each question. 1) Melaka was founded by Prince Parmeswara around a) 1300 c) 1400 b) 1350 d) 1511 2) Which of the following was not a major factor in helping Melaka become an important trade center a) good relations with Chinese merchants and the Chinese court b) the help of the orang laut c) its ability to grow and export cloves, nutmeg, and mace d) strategic location and good facilities 3) Between 1400 and 1500 Melaka developed into a major trading port visited by merchants from a) Arabia and India b) China and Indonesia c) Europe and Indonesia d) a and b 4) Which of the following was a major reason for the expansion of Islam in Indonesia a) the visits of the Arab traveller Ibn Battuta b) the adoption of Islam by the rulers of Melaka, and Melaka's growth as a trade port c) the growth of Bali as a safe haven for Javanese culture d) the widespread use of wayang to depict stories from the Mahabharata and the Ramayana 5) Which of the following groups in Java would be most likely to follow Islamic teachings, principles, and guidelines strictly and thoroughly: a) santri b) abangan c) priyayi d) b and c 6) Which of the following ports were located on Java's pasisir, or north coast: a) Pedir and Pasai b) Demak and Jepara c) Tuban and Gresik d) b and c 7) Sulawesi is home to which of these ethnic groups: a) Makassarese b) Bugis c) Sundanese d) a and b 8) Spices such as pepper, clove, and nutmeg were in high demand in early European society for all of the following reasons except: a) to cure and preserve meat b) for use as pigments in artists' paints c) for use as medicine d) for use in cosmetics 9) A major aim of the initial Portuguese expansion into Asia was the desire to a) colonize all of Southeast Asia b) monopolize the spice trade c) cooperate peacefully with the Spanish d) compete with British traders who were already in the area 10) Based on their early experience in trying different routes to Indonesia, most Dutch captains opted to use a) the route around Africa b) the route around South America c) the Northwest Passage d) whichever route the winds were blowing in II Match the Columns: Early Southeast Asia was a major center for international trade. Match the following products with the area from which they come. Write the letter of the option in column two next to the number of its corresponding item in column one. Use each letter only once. 1) ___ Borneo 2) ___ Sumatra 3) ___ Timor 4) ___ China 5) ___ Melaka 6) ___ Venice 7) ___ Java 8) ___ Maluku 9) ___ Arabia 10) ___ India A) silk B) textiles C) glass D) carpets E) rice F) sandalwood G) honey, wax, rattan, and camphor H) pepper I) cloves and nutmeg J) no major local products -- more important as a trade center III Essays: 1) Outline the spread of Islam through Indonesia and describe the different ways in which it was adapted by local communities. 2) Describe the motivation for the Europeans to participate in the spice trade and outline their strategy for getting involved. 3) Why did Melaka become an important trade center and how did it function? IV Chronology: Rearrange the following events in the order in which they happened. (Place the letter from the first event next to number one and so forth. If possible, add the date or dates for each event.) A) Demak leads the north Javanese coast ports in adopting Islam. B) Francis Xavier arrives in Maluku. C) Islam first observed in Indonesia by a Westerner. D) The first Dutch expedition reaches Indonesia. E) Melaka founded by Paremesuswara. F) Vasco da Gama sails to India. G) The Portuguese arrive in Maluku. H) Pajajaran, the last of the major Hindu-Buddhist kingdoms of central and western Java, is conquered by Banten. I) D'Albuquerque takes Melaka for the Portuguese. J) The power of the kingdom of Demak fades while that of Japara grows, as symbolized by Queen Kalinyamat's first major assault on Melaka. 1) __________ 6) __________ 2) __________ 7) __________ 3) __________ 8) __________ 4) __________ 9) __________ 5) __________ 10) __________ V Creative Writing: 1) Magellan's voyage is known in history as the first to sail all the way around the world. Yet Magellan himself was killed half way through the voyage and thus never circumnavigated the globe himself. However, Magellan had brought with him a slave whom he called Enrique. While his exact birthplace is unknown, Enrique probably came from the Maluku region of Indonesia. Magellan met him in Melaka (before undertaking his round the world journey) and brought him back to Europe via the India/Africa route. Enrique then accompanied Magellan on the historic voyage to circle the globe. The ships sailed past South America to the Philippines, where Magellan was killed. When the rest of Magellan's crew reached Maluku, Enrique had reached his homeland again, thus becoming the first person ever to have travelled by ship all the way around the world. Imagine that you are Enrique. Describe your adventures and trace the route that you took during your travels. 2) The year is 1425. You are a shahbandar in Melaka and you are busy dealing with the crowds of foreign merchants who have come to your port. Describe a typical day in your life, including details of your job, your interaction with foreign traders, the types of goods available for sale in the market, and the sights and sounds of the bustling port city. CHAPTER 4 THE AGE OF MATARAM AND THE VOC The Development of Indonesian Societies 1600-1800 With the increasing European presence in the Indonesian archipelago came new challenges for the local rulers. But while it is important to realize the impact of the Europeans on the local society, it is also important not to overemphasize or over-generalize their role in the everyday lives of the inhabitants throughout the islands. Because the Dutch started their involvement in Indonesia around the beginning of the seventeenth century and ended their colonial presence in the middle of the twentieth century, it has been common to speak of 350 years of Dutch rule in Indonesia. Yet the Dutch presence was not uniform throughout the archipelago. The Dutch became well established in Java and Maluku during the seventeenth century, and their presence had a direct effect on the politics and economies of those areas. However, in many other areas, such as Kalimantan or Irian Jaya, there was little effective Dutch administration until the beginning of the twentieth century. Some areas, such as Aceh, fiercely fought to retain their independence and were able to resist Dutch control until just a few decades before the Dutch themselves were forced out of the islands. In order to try to maintain a balanced view of this period of Indonesian history it is necessary to try to include the perspective of all of these different areas. This chapter will begin with an overview of the societies in four important areas of Indonesia -- Java; Sunda and its neighbors in southern Sumatra; Aceh; and Makassar. Naturally this only gives a sample of what was happening in Indonesia at that time, since there were scores of separate states and societies with various levels of independence. It will be necessary to describe the interactions of the local rulers with the Dutch and other foreigners, but the emphasis will be on looking at each area from within rather than from just the Dutch perspective. In order to explain the Dutch involvement in these separate societies and to give an overview of the Dutch presence in Indonesia, the second half of the chapter will explain the Dutch motives and goals, and will focus on the areas where they had the most impact on the lives of the Indonesians. Java at the Beginning of the Age of Mataram Chapter three provided a brief description of the mythical beginnings of the second age of Mataram. According to this version, the powerful leader Senapati made a pact with the Goddess of the Southern Seas, and with her help founded a powerful dynasty. Is this story mere legend or was there really a person called Senapati? Who was he and where did he come from? As with many legends, there appears to be some historical basis for this story. There are records showing that a man referred to as Senapati undertook a number of military campaigns to increase the size and power of his kingdom. The story begins in the 1500's when two competing kingdoms, Pajang and Jipang, vied for power in central Java. Adivijaya, the ruler of Pajang, gave away the district of Mataram to Kyai Gede Pamanahan as a reward for killing his rival, the ruler of Jipang. Kyai Gede's son was known as Senapati Ingalaga. Senapati (the name itself means "general") inherited Mataram from his father and added to its territory through a series of conquests. Senapati's first son, Krapyak, succeeded him but was beset by problems within his kingdom and by rivalry with his own brother (Senapati's second son), who controlled the powerful kingdom of Demak. Krapyak tried to take over the port of Surabaya but failed. In 1614 Krapyak was in turn succeeded by his son, who became the powerful ruler known as Sultan Agung. Agung was able to regain the glory of the kingdom from Senapati's time, and even extended its territory by finally capturing Surabaya. This was accomplished in 1625 only after a five year siege of the city, which probably would have lasted even longer had Agung not diverted the city's water supply by damming the Kali Mas river. Loro Kidul, Goddess of the Southern Seas. Legend states that when Senapati was a young man he used to go fishing in the river. One day he was offered a very large fish by the other men who were fishing at the river, but he ordered the fish to be set free. Later the same fish came to him and carried him on its back all the way down the river to the southern sea. In response to this unusual occurrence, Senapati began to pray. His prayers were so powerful that the winds grew stronger, the ocean began to churn and the waves crashed upon the shore. Loro Kidul came out from her underwater palace to investigate the cause of this disturbance. She approached Senapati and said "Prince, your prayers have been heard. Please quiet your heart and let the winds and the waves subside, for I must protect these seas. Be joyful, for you shall become the ruler of Java, as will your sons and grandsons after you." Senapati was of course happy to hear these words. And when he looked up he was happier still, for the Goddess who spoke these words was so beautiful and graceful that he could not stop himself from falling in love with her. He followed her into the sea back to her palace, where they lay in her private chamber for three days and three nights. At the end of this time he asked her to marry him but she refused, explaining that she preferred to be queen of her domain, where no one gave her orders, than to be married. But though the Goddess would not marry him she offered to support him in all he did. "If ever you need me," she said, "just look up to the southern sky and call for me. I shall come to your aid with all my sea-spirits. But now you must return to your land." Senapati walked over the waves back to the beach. He was greeted by an old Muslim sage and together they returned to Mataram. From then on Senapati was aided in his endeavors by the beautiful goddess, and he succeeded in expanding his kingdom far and wide throughout Java. It is interesting to note that to this day thousands of Indonesians believe that there is still a special relationship between the royal house in Yogyakarta and Loro Kidul. And visitors to Java's southern beaches are still cautioned not to wear green, the favorite color of the Sea Goddess, for fear that she will take them down to her watery palace beneath the waves. At least one hotel on the southern coast reserves a special room for the Goddess and will not allow it to be occupied by other guests. People there will tell you that the Goddess has visited that room on more than one occasion. Agung's empire included all of Java except for Banten in the west (in the region of Sunda) and Blambangan in the very east of Java (across the strait from Bali). It also included the island of Madura just to the north of Surabaya. Agung had succeeded in uniting almost all of Java at the time of the Dutch arrival in Indonesia. Later he attempted to continue the expansion of his empire by attacking the Hindu kingdom of Blambangan in eastern Java and by trying to evict the Dutch from their position at Jakarta. While much of Agung's wealth came from import and export taxes generated by the trade of the north coast ports, the kingdom of Mataram was still primarily based on the rice production of the interior. Political, religious, and economic power lay concentrated in the hands of the king. At the political center of his kingdom was the kraton, or palace, where he received tribute and ruled with unquestioned authority. Sunda and Southern Sumatra At the beginning of the seventeenth century the kingdom of Banten in the western part of Java (Sunda) was one of the few areas of Java that had not been taken over by Sultan Agung of Mataram. Banten had a well developed trading port with an international community of merchants. In addition to the Chinese, Indian, and Arab traders who did business there, the English and the Dutch both established trading lodges in Banten at the very early stages of their involvement in Indonesia. For the first half of the seventeenth century the English and the Dutch were simply two additional players in the already cosmopolitan make-up of the city. Only later, in the 1680's, were the Dutch able to take advantage of internal disputes regarding succession to the throne in order to gain control over the area. The main source of Banten's wealth was its trade in pepper. China had long been a major importer of Indonesian pepper. Europe was also a growing market for pepper: as early as 1570 as much as 2,000 tons were being imported annually. Pepper was popular as a remedy for everything from indigestion and lack of appetite to gout and loss of memory. In addition to pepper, a wide assortment of other goods flowed through the port of Banten. Indians, Malays, Arabs, and Chinese came to the city to take part in the great bazaar to be found in the main marketplace. There merchants exchanged all types of goods, including rice, fish, salt, sugar, spices, honey, ivory, gold, tin, sandalwood, resin, silk, satin, and porcelain. These products came from all parts of the archipelago, including Sumatra, Madura, Sulawesi, Maluku, the lesser Sunda islands, and Kalimantan, and even from ports beyond Indonesia as far away as China. While pepper remained the major export of Banten, it was by no means the only product traded there. Pepper production and trade were not limited to Banten. Across the straits in southern Sumatra were two other pepper-producing areas, Palembang and Jambi. These two areas were traditional rivals, with Palembang usually having the upper hand. In the early 1600's, though, Jambi was regarded by some as the richest of the southeastern coastal kingdoms of Sumatra, though its importance was later once again overshadowed by Palembang. Map 4.2 Sumatra Both Palembang and Jambi relied on the collection of pepper from the inland (upriver) areas and its sale at the downriver ports by the coast. The nature of this cooperative and mutually beneficial relationship was reflected in legends depicting an upriver woman marrying a king from the downriver region. In reality the courts of both kingdoms were based at downriver locations, and local women from the inland (upriver) areas were often given in tribute to the king. Relations between upriver and downriver (i.e. inland and coastal) areas were kept in balance, contributing to the welfare of both communities. Traditional means for maintaining good relations between the inland and coastal populations included building family ties by marrying off a daughter from one area to another, bestowing a title on a trusted ally, and allowing a fine or debt to remain unpaid for a long time, even for generations, if conditions made it impossible for quick payment to be made. Long-term trust was built by maintaining a common knowledge of each other's rights and obligations. Family ties were very important, and were viewed as the ideal form of relationship. After all, who could one trust if not a family member? Even trade was ideally carried out among those who maintained some type of prior family relationship. Trade was viewed more as an exchange of gifts that cemented relations between the giver and receiver rather than as a purely monetary transaction undertaken solely for economic gain. The arrival of the English and the Dutch into this system in the early 1600's set the stage for a certain amount of miscommunication and cultural misunderstanding. The Dutch merchants were accustomed to viewing trade purely as an opportunity for profit and had developed accurate accounting techniques that would account for every last penny. They also came from a background that emphasized the authority of legal documents and the literal interpretation of written treaties and agreements, as well as the concept that everyone -- friend, family, or stranger -- be treated alike in law and trade. The mismatch in cultural practices between the Europeans and the Indonesian is clearly illustrated in the difficulties that arose out of a contract that the Dutch had negotiated in 1642 with the ruler of Palembang. This contract gave the Dutch exclusive rights to trade all of the pepper produced by Palembang, though due to a temporary glut in the market the Dutch did not try to enforce this treaty until 1655. When tensions developed from the sudden resurfacing of the Dutch demands for monopoly more than a dozen years after the original contract had been signed, the ruler of Palembang eventually tried to smooth things over in 1658 by attempting to adopt the Dutch envoy as his son, even giving him a special kris and an official title. While the establishment of "family ties" between the two sides would have helped the situation greatly from the Indonesian perspective, the Dutch envoy belittled the gesture, eventually causing hostilities to break out. The Dutch envoy and many of his crew were killed, and the Dutch retaliated in 1659 by attacking Palembang and defeating its ruler. The ruler of Jambi took advantage of the fall of Palembang. As an ally of the Dutch, the ruler of Jambi was given cannons and boats from the defeated forces of Palembang, and was also able to pick the new ruler of Palembang, who, of course, was sympathetic to Jambi and even addressed the ruler of Jambi as "father." The court of Jambi continued to grow in stature, partly as a result of marriage links to the royal families of Makassar, Inderagiri, Banten, Johor, and even Mataram. The leader of Jambi assumed the title of "sultan" and was no longer regarded as a dependent of the Javanese court of Mataram. Pepper had brought wealth to the region, and this wealth and power were reflected and reinforced by growing links to other prominent Indonesian kingdoms. Aceh While Palembang and Jambi vied for power in the south of Sumatra, there was clearly only one kingdom that dominated the north of the island. During the seventeenth century Aceh was able to gain control of most of the northern half of Sumatra as well as sizable amounts of the Malay peninsula. During the sixteenth century Aceh had been able to resist the coming of the Portuguese, and had frequently threatened the Portuguese stronghold at Melaka. After a period of internal intrigues at the end of the 1500's a strong leader emerged who would come to be known as the greatest of Aceh's rulers. His name was Sultan Iskandar Muda. Iskandar Muda became sultan in 1607 and under his reign the armies of Aceh were able to capture Deli and Aru on the island of Sumatra, as well as the neighboring west coast island of Nias. Pahang, Kedah, and Johor on the Malay peninsula were also conquered. After all these victories Iskandar Muda attempted to take Melaka, but met with no more success than had his predecessors. Yet he had built a sizable army, complete with infantry, artillery, cavalry, and even elephant corps, as well as a large navy equipped with many galleys. Aceh remained an independent and powerful force in Sumatra for many years. Aceh's status grew during Iskandar Muda's reign. Under his rule Islam flourished, and Aceh became known as a center of Islamic learning as well as a departure point for Muslim pilgrims bound for the holy land of Mecca. Wealth accumulated from the trade in pepper and gold, which attracted Chinese and European merchants alike. Gujerati merchants acted as middlemen, and traders from many other lands came to barter for goods. An early English account from 1602 mentions that 16 or 18 ships from other nations were seen when the English entered the harbor, including some from Gujarat, Bengal, and the Malabar coast of India, as well as from Pegu (Burma) and from Patani (Thailand). The Dutch were allowed to trade as individuals along with all the others, but the Dutch East India company was not given permission to do business. This policy helped ensure that the Dutch did not gain control over the area. The English were given preferred status in their trading rights over the Dutch, possibly due to earlier English attempts at fostering good relations. When John Davis had visited Aceh in 1599 (the first Englishman to do so) he had been greeted warmly as a potential ally against the Portuguese. When James Lancaster arrived in Aceh in 1602 he came bearing a letter from Queen Elizabeth I addressing the sultan as "our loving brother." The letter requested the establishment of trade and friendship treaties, which were granted to allow the English exemption from tolls and customs, and the protection of property rights. Iskandar Muda's reign could be said to represent the golden age of Aceh. Iskandar Muda was a powerful ruler who expanded Aceh's territory and international reputation, and who maintained contact with other kings both near and far. He cultivated relations with Turkey and sent letters of friendship to several of the monarchs of Europe, including those of England and France. After his reign ended in 1636 Aceh remained an important power, but did not maintain the momentum of its territorial expansion or its active involvement in affairs around the Malay peninsula. His successor, Iskandar Thani Alauddin Mughayat Syah, was a quieter man who ruled for only five years. He was succeeded by his wife (the daughter of Iskandar Muda), who became the first of four queens who were to rule Aceh from 1641 to 1699. During the seventeenth century Aceh maintained its independence and was able to select its degree of involvement with European traders. Europeans were permitted to partake in Aceh's trade on much the same terms as did all the other foreign merchants. The vigorously independent spirit that inspired Aceh's golden age was kept alive in subsequent generations as the Acehnese continued to resist Dutch control up to the end of the nineteenth century. Makassar The politics and domestic affairs of south Sulawesi were dominated by two major ethnic groups, the Makassarese, centered in Gowa, and the Bugis, centered in Bone. Both groups had reputations as accomplished warriors and experienced seamen, and both considered the other as a rival for control of the southern peninsula of Sulawesi. The Makassarese began to expand their influence in the mid 1500's and by the beginning of the 1600's had become the dominant power in south Sulawesi. Their ruler adopted Islam in 1605, which helped make the Makassarese capitol of Gowa more attractive as a trading stop to other Muslim merchants. Gradually Makassar became an important destination for traders to the eastern part of the archipelago, such as those dealing in sandalwood or spices. Makassar competed with Ternate as a major power in the area. Makassar grew as a trade center and attracted the interest of the Portuguese and later the Dutch, English, Danes, and French. The Makassarese welcomed European and Asian traders to its port, and its very success in keeping its trade open to all made the Dutch realize they had failed in their attempt to maintain a monopoly on the spice trade. In 1637 the Dutch Governor-General van Diemen made a treaty with the sultan of Gowa recognizing the Dutch right to trade in the spice islands. The sultan, however, did not interpret the treaty in the same way as the Dutch, and continued to allow the brisk trade in spices that passed through the hands of other Asian and European traders. The Dutch tried to force Sultan Hasanuddin to restrict all other traders from sailing to the spice islands and to allow only the Dutch to have exclusive rights to the spice trade. The sultan refused to cooperate, saying that God had made the land and divided it among men but that the sea belonged to everyone, and no one could be stopped from sailing to trade with whomever they pleased. The continuing disagreement between the Dutch and the Makassarese over trading rights led to several skirmishes and finally all out war. Towards the end of 1666 the Dutch attacked Makassar with the aid of Arung Palakka, a Buginese general who had already tried to rebel against the forces of Makassar. In 1663 Arung Palakka had moved to Batavia, the Dutch headquarters in Java, but he was quick to take the opportunity of returning to Sulawesi as an ally of the Dutch to join in the fight against the Makassarese. The Makassarese under Sultan Hasanuddin were allied with the English but after three years of fighting were finally defeated by the combined Dutch and Buginese forces. Arung Palakka now became the most powerful man in Southern Sulawesi. Arung Palakka ruled with an iron hand, leading further campaigns to expand his power and authority. To escape his rule many Makassarese and Buginese left Sulawesi at this time, sailing across the seas to various other Indonesian islands and to the Malay peninsula. These bands of roving sea-pirates, as they were often called, were feared for their military skills. Many took over as leaders in their new homes, often through the use of force. After Hasanuddin's defeat the Dutch succeeded in expelling the English and other European traders from Sulawesi. Although this reduced competition, the overall profits from the spice trade were beginning to decline as changing patterns of supply and demand made spices a less valuable commodity. Ironically the long and costly war that the Dutch had waged to gain control over Sulawesi and its spice markets was won at just about the same time that the Dutch were beginning to realize that they needed to look for other products to make a profit. The Establishment of the Dutch East India Company (VOC) It is clear from the preceding section that the Dutch were actively involved in many areas of Indonesia. Though their control in the islands was uneven, their impact was widely felt. Chapter 3 described some of the reasons why the Dutch began sending ships to the East Indies (their name for Indonesia). Profit from the spice trade was their main motive, and the Dutch were energetic and determined in their desire to dominate this trade. So many Dutch merchant ships swarmed to the Indies following de Houman's expedition in 1596 that the next few years came to be known as the time of "wild" or unregulated voyages. These early voyages were sponsored by individual trading companies in the Netherlands. More than 70 companies in the Netherlands tried to get involved in Asian trade. After a few years of intense competition the Dutch companies realized that they could gain more profit if they cooperated with each other. To consolidate their efforts the Dutch established a single master trading company in 1602. The company is often referred to by its Dutch initials, VOC, which stands for the "Vereenigde Oostindische Compagnie," or United East Indies Company. The VOC had a board of 17 directors, often referred to as the "Heeren XVII," (17 Gentlemen) who directed affairs of the company from their headquarters in the Netherlands. However it could take over two years for a message from Europe to reach Indonesia and for a reply to be received back in Europe. This made it impossible for the 17 Gentlemen to make quick decisions about the policy and day-to-day administration of the their outposts in the Indies. Soon they established the position of Governor-General: whoever filled this post became the effective director of the Dutch operations in Asia. The VOC's founding charter gave it an unusually large amount of power for a private trading company. The Dutch government recognized the VOC as its representative in Asia, and allowed it the right to build forts and trading stations, to coin money, to form treaties, to enjoy a monopoly on Dutch trade in the Pacific and Indian ocean regions, to use military force, and to establish colonies. In many ways the VOC acted more like a government body than a collection of spice merchants. In addition to these powers the VOC began life with a huge amount of money -- ten times the amount that the English East India Company had started with when it was established two years earlier. The VOC was not the only European trading company to seek profit in the Indies. As mentioned above, the English started their own East India Company in 1600. The French did the same in 1604 as did the Danes in 1616. The Portuguese, of course, had already been in the area for nearly a century. But by the early 1600's it was mainly the Dutch and English who competed for the European share of the Asian trade. Though the Dutch had the advantage of more money and more ships in the region, the English were able to establish posts in many Indonesian cities, including Aceh, Banten, Jambi, Jacatra (an early name for Jakarta), Jepara, and Makassar. The VOC was ruthless in its pursuit of profit and convinced that monopoly was the best policy to maximize its earnings. By 1605 the Dutch had seized Ambon from the Portuguese and were quickly establishing a foothold in Maluku. Here the English were also actively seeking to form trading posts and make treaties to get control of a part of the spice trade. The Dutch continually interfered with English plans for trade in Maluku until English complaints to the Netherlands resulted in two conferences to try to reach an agreement on fair trading practices. The negotiations finally led to an agreement in July of 1619 under which England and the Netherlands were to cooperate in the Far East. Each side was allowed to keep its old forts and was required to return any prisoners and ships captured from the other side. The Dutch were allowed to buy one half of the pepper and two thirds of the other spices in the region while the English could have the rest. This treaty helped the English temporarily but friction between them and the Dutch soon resurfaced. The Dutch could be dangerous to oppose. In 1619 John Jourdain, the president of the English East India Company, was shot and killed while standing on the deck of his ship under a flag of truce trying to negotiate with the crew of a Dutch ship near Patani. In 1623 ten Englishmen, together with nine Japanese and a Portuguese, were tried and executed for allegedly plotting to take over the Dutch post in Ambon. The English later referred to this incident as the Ambon Massacre, though naturally the Dutch had a different viewpoint, and saw it as a justified action to safeguard their own interests. After this point the English reduced their presence in the area. Though it maintained posts in Makassar, Banten, and Aceh through the later part of the mid 1600's, the English East India Company concentrated its attention on the Indian subcontinent and for the most part left the Indonesian archipelago to the Dutch. It is important to remember that the Dutch were trying to establish control over a huge area of Asia. The Dutch were especially successful in continuing to edge out much of the other European competition in the archipelago, but they did not limit their activities to Indonesia. In 1641 the Dutch took over Melaka from the Portuguese. The Dutch also took over Portuguese interests in Sri Lanka, which gave them access to a large share of the cinnamon market. For a short time the Dutch took control of Formosa (the island of Taiwan) from the Spanish, until they in turn were driven out by the Chinese. The Dutch had posts in India, and also maintained trade with the Japanese at a time when no other Europeans were allowed to do so. The VOC intended to make their headquarters in Java the hub of a wide network of Asian trade stretching thousands of miles from India and Sri Lanka to China and Japan. It was primarily interested in developing a series of trade posts and maintaining its dominant position through its superior naval force. It was not initially concerned with colonizing large areas of land, but this began to change with its increasing involvement first in the spice islands and in Java, and later in the other regions of Indonesia. **The VOC in Maluku** Spices were the magic lure that had drawn the Dutch to Asia. In order to try to impose a monopoly on the spice trade the Dutch went directly to the supply source in Maluku. Within the first ten years of their presence in Indonesia the VOC had made an alliance with Ternate and had begun their occupation of Banda. They had also expelled the Portuguese from Ambon and had negotiated a treaty with the Ambonese recognizing Dutch power there. While the Dutch were determined to impose their authority in the area, the local inhabitants and the other European powers did not sit by passively. A year after the Dutch drove out the Portuguese from Ternate in 1605, the Spanish governor of the Philippines sent an armada of 36 ships to retake Ternate, where the Spanish would remain for the next six decades. Further resistance grew as local forces from around the region of Ambon and Seram formed an alliance under Kakiali, a Muslim leader from Hitu. Support from Ternatean forces in Seram's western region of Hoamoal and from the Makassarese of Gowa helped Kakiali as he resisted Dutch encroachment by smuggling cloves and attacking local pro-Dutch communities. Kakiali was captured by the Dutch and later released in an effort to show good will to end the troubles, but Kakiali and his forces continued their campaign to end Dutch interference in their lands. The Dutch thought they had solved their problems when they paid a Spaniard to murder Kakiali in 1643, but the Hituese resistance forces continued to fight for another three years. Dutch reaction to local resistance was swift and harsh. The Dutch seemed convinced that they had the right to disrupt age-old local networks of friendships and patterns of trade by forcing spice producers to sell only to the VOC. Any attempt to "smuggle" spices by selling to other merchants was seen as justification for the use of force. One particularly grim example occurred on the nutmeg-producing Banda islands. VOC Governor-General Jan Pieterszoon Coen complained that the Bandanese were selling nutmeg to the Spanish on Tidore. In March 1621 the Dutch defeated the Bandanese on Lonthor. Forty-seven local leaders were held hostage, tortured and killed when Bandanese forces resisted Dutch attacks. Thousands of Bandanese who had fled to the hills died of starvation as the Dutch destroyed their villages on the coast. Eventually even those hiding in the hills were rounded up and deported as slaves to other islands. Inhabitants of the nearby island of Run tried to escape when they heard of the Dutch actions, but they were caught and all of their adult men executed. Thus virtually all of the Bandanese were either killed or shipped off as slaves. The empty Bandanese land was divided up among VOC agents and worked with imported slave labor. To ensure that they could maintain a monopoly of the nutmeg trade, the VOC introduced "hongi" raids to other nearby islands to search out and destroy any nutmeg trees that they found. "Hongi" raids consisted of fleets of large cora-coras, or oar-driven canoes, that visited the other islands. By cutting down trees on all the islands except those on which the Dutch had absolute control, the VOC was able to make sure that they had access to the entire source of production. Little thought was spared to the fact that they were depriving the inhabitants of the other islands of a vital source of income. Hongi raids around the Banda islands were greatly feared, and became symbolic of the ruthless tactics of the Dutch. The Dutch continued to consolidate their hold in Maluku. By 1663 the Spanish surrendered their outposts in Ternate and Tidore. Four years later VOC power was formally acknowledged by Tidore. The remaining "leaks" in the VOC spice monopoly were mostly channeled through merchants in Gowa, and the VOC moved in to take control there. As described earlier in this chapter, the VOC joined forces with Arung Palakka against the Makassarese centered in Gowa. By the 1670's the situation in eastern Indonesia had stabilized in favor of the Dutch. Finally the VOC seemed to be working things out according to plan. However, things were not proceeding in quite the same way for the Dutch in Java. There the Dutch were gradually changing their role from merchant to colonial administrator, becoming bogged down in increasingly costly military intervention that gave them control of more and more of the total territory of the island. Java and the VOC During their early days in Java the Dutch kept a trading post on the west coast port of Banten. Friction with the English, who also traded there, and the ruler of Banten eventually prompted the Dutch to search for another place to establish their headquarters. They moved up east along the coast to a sleepy fishing village called Jayakerta. From Sunda Kelapa to Batavia Jayakerta had a good harbor, and had been inhabited for a long time. It used to bear the name of Sunda Kelapa, but by the time the Dutch arrived it had been renamed to Jayakerta (from which the modern name, Jakarta, is derived). The Dutch established a trading post there in 1611 and the English soon did the same. The English and the Dutch were unable to cooperate with each other for very long, either in Maluku or on Java. When the Dutch captured English ships in Maluku, the English took a Dutch ship near Banten in return. In retaliation the Dutch set fire to the English post in Jayakerta, which prompted the English to sail from Banten to Jayakerta with the support of the sultan of Banten to teach the Dutch a lesson. The Dutch fleet at Jayakerta, under Jan Pieterszoon Coen, managed to escape to Ambon to seek reinforcements, while the English remained in the harbor of Jayakerta to lay siege to the remaining Dutch still trapped inside the fort. The English were on the verge of taking the town when forces from Banten arrived and prevented them from doing so. The Bantaneses perhaps did not wish to allow the English to gain too much influence in the area. The English left the scene and the Banteneses continued the siege of the Dutch fort. In May of 1619 Coen returned with more men and attacked the Banteneses. He was successful in driving out the Banteneses forces and liberating the Dutch fort. From the ruins of the burnt out city of Jayakerta the Dutch built themselves a headquarters that they would occupy for more than three centuries. They named their new center of administration Batavia. While the Dutch were establishing themselves in Batavia, Sultan Agung of Mataram was aggressively expanding his empire. Having united most of Java under his rule, Agung began plans to take over the remaining independent areas in the west of the island. Banten was one of the two major independent powers there. Batavia was the second. In 1628 Sultan Agung sent an army to drive out the VOC. After a march of over 300 miles his army arrived outside Batavia and attempted to take over the city, but were beaten back by the Dutch forces. After finally admitting defeat, the retreating Javanese executed hundreds of their own men for failing to win their objective. The next year another force was sent. More troops marched to Batavia and a fleet of ships set sail stocked with food to provide the army with supplies. Unfortunately for the Javanese, the Dutch intercepted and destroyed these supply ships before they could reach the rest of the Agung's army outside Batavia. The Javanese troops were defeated by disease and starvation, and again withdrew without having dislodged the Dutch. **Amangkurat I** Sultan Agung died in 1646, leaving his son Amangkurat I as ruler. Amangkurat I needed to consolidate the empire that he had inherited. Pockets of rebellion and discontent had to be crushed. Amangkurat I was hesitant to trust many of those around him, and resorted to harsh punishments to instill loyalty and dispose of his enemies. At one time he ordered several thousand Islamic leaders to assemble at his court and then had them put to death. However, these actions only served to make him lose support. Amangkurat I allowed trading relations to resume with the VOC. He needed the money that this trade brought to finance his army and to try to maintain control over his kingdom. But he was unable to keep his empire intact, and slowly the local rulers of the areas in the outer reaches of his authority began to break away from his control. Amangkurat I's own son, the crown prince, was also plotting to defy his father and take over the kingdom. The crown prince's mother was a princess from Surabaya whose family had been killed by Amangkurat I. The young crown prince therefore had little loyalty to his father, and began plotting with a Madurese prince named Trunojaya. Trunojaya's father had been killed by Amangkurat I: naturally Trunojaya and the crown prince shared a common desire for revenge. The crown prince promised to reward Trunojaya if he were able to help him become ruler in place of Amangkurat I. In 1675 Trunojaya began an outright rebellion against Amangkurat I. His own Madurese troops were joined by Makassarese fighters who had fled to Madura from Sulawesi following the Dutch invasion of Gowa. The rebellion spread along the north coast and Amangkurat asked the VOC for help. The Dutch sent troops against Trunojaya only after making Amangkurat I promise to pay them for all their expenses. Trunojaya moved inland from Surabaya to escape the Dutch and continued with his campaign. Having tasted victory and having realized that he had a very real chance of becoming ruler of Java himself, Trunojaya was no longer content to be allied with the crown prince. As the end of the century (by the Javanese calendar) came in 1677, many felt that fate would bring an the end to the rule of Mataram. Trunojaya sacked the royal court as Amangkurat I fled to the north coast, where he died. Trunojaya was poised for victory while his old ally the crown prince was left with no money and no army and no kingdom. Amangkurat II The VOC was still willing to continue the fight against Trunojaya. The crown prince proclaimed himself Amangkurat II and agreed to give the Dutch trade monopolies and territory on the north coast and to the south of Batavia in exchange for their support. In 1678 Dutch forces entered Trunojaya's headquarters at Kediri, though Trunojaya managed to escape. The next year, however, he was captured and brought before Amangkurat II, who killed him with a dagger. By 1680 most of the rebellion had been crushed. The only major remaining opponent to Amangkurat II was one of his own brothers, Pangeran Puger, who had been given the royal court by Amangkurat I shortly before his death. Several attempts were required before Pangeran Puger recognized Amangkurat II's authority. Amangkurat II now established his kraton, or royal palace, at Kartasura. Although he had regained his kingdom, he had made many concessions to the Dutch. Hoping to evade some of the terms of the treaty with the Dutch, Amangkurat II began to assert his independence. He welcomed the renegade Balinese soldier Surapati to his court. Surapati had been a slave in Batavia before he volunteered to fight as a soldier in the VOC army. Later he quarreled with the Dutch troops and became leader of a group of deserters. In 1684 his band killed twenty VOC troops, and, realizing that the Dutch were eager for revenge, Surapati left the region to seek protection at the court of Amangkurat II. The Dutch were upset that Amangkurat II was sheltering the fugitive Surapati and that he had failed to provide the trade revenues and territory promised from the time of Trunojaya's rebellion. A VOC force under Major Tack was dispatched to Amangkurat II's court, but was cut down by the combined forces of Amangkurat II and Surapati. Tack himself was killed and Surapati fled the city to establish himself in Pasuruhan in eastern Java. Here Surapati reigned until 1706, when he was mortally wounded by Dutch forces. His descendants, however, maintained their authority in the extreme east of Java through the mid 1700's. Amangkurat II felt threatened by Surapati, who had taken over a portion of his kingdom. The Dutch were reluctant to trust Amangkurat II because of his anti-VOC reputation and his failure to live up to his promises. Nobles from within the court were growing restless and competing with each other for power. Facing troubles from dissent within his kingdom, Amangkurat II died in 1703. **The Javanese Wars of Succession** Ever since Sultan Agung's death the question of who would have enough power to rule over Mataram had been debated among various contestants, often at the point of the sword. Amangkurat I's hold on the kingdom was often enforced through the murder of his opponents. Trunojaya's attempt to seize power had mobilized an island-wide rebellion. Amangkurat II's reign had involved attacks on VOC troops and competition with Surapati, who had forged his own kingdom at the expense of Mataram. Now with the death of Amangkurat II the question of who was to rule Java was again raised. The long period of plotting and rivalry that was to follow led to what is now known as the three Javanese Wars of Succession. The first war of succession began with Amangkurat II's brother, Pangeran Puger, who was eager to resume his claim to the throne of Mataram. The Dutch supported his claim and provided military force to help him push out his rival, Amangkurat III (the son of Amangkurat II). In 1705 Pangeran Puger was installed at the court of Kartasura, where he took the new title of Pakubuwono I. But he paid a high price for the VOC support that had helped him acquire the throne. Pakubuwono I had promised to give the Dutch further land, including Cirebon, Semarang, and part of Madura, as well as trade concessions, such as monopolies on opium and textile imports, restrictions on Javanese shipping, and large quantities of free rice. One of the major forces of opposition came from Amangkurat III, who had fled the court and joined forces with Surapati. In 1708, after three years of struggle, Amangkurat III was captured and deported by the Dutch to Sri Lanka. But resistance continued. In 1717 and 1718 there were rebellions in Surabaya and other areas of eastern Java, as well as in Madura. Pakubuwono I died in 1719, surrounded by disturbances and rebellion. The second war of succession also involved VOC troops assisting one of the contenders for the throne. Pakubuwono I's son, Amangkurat IV, had few supporters among the Javanese. Several of his brothers rebelled against him, as did some of the descendants of Surapati. The VOC troops were kept busy for four years quelling all the outbreaks of resistance. Most of the fighting occurred in the eastern part of Java. Amangkurat IV only reigned for seven years. Upon his death in 1726 (which some say was due to poisoning), Amangkurat IV was succeeded by his son Pakubuwono II. Only sixteen years old at the time, Pakubuwono II began his reign on relatively good terms with the Dutch. He renegotiated the by now sizable debt to the VOC and kept up with the promised payments for a number of years until new events led him to change his relationship with the Dutch. In Batavia tensions and misunderstandings between the Dutch and the Chinese communities had reached a boiling point. After several incidents and many rumors, the Chinese community was attacked and thousands were killed. Fires swept through the Chinese quarter of the town and the VOC did nothing to stop the violence for several days. Bands of Chinese who escaped the slaughter in Batavia started to seek revenge against other VOC posts. An outbreak of terror began to sweep across the north coast of Java, and soon the Dutch were facing open rebellion. This was the situation in 1741 that forced Pakubuwono II to re-evaluate his connections with the Dutch. He could either help the Dutch or join the Chinese against them. He chose to side with the Chinese, but after determined Dutch attacks against the rebelling forces, the Chinese seemed to be on the losing side. Pakubuwono II tried to get back into favor with the Dutch, who only reluctantly agreed to recognize his authority. The rebellion did not stop, however, and many Javanese were joining the Chinese in the struggle. The rebellion was now directed at Pakubuwono II as well as the VOC. In 1742 the revolt forced Pakubuwono II out from his court in Kartasura. With Dutch and Madurese help he was reinstalled as king, but only after giving away control of the north coast to the Dutch. Four years later Pakubuwono II moved his court to a new site named Surakarta. Pakubuwono II still faced pockets of rebellion as well as intrigue and mistrust within his court. When Pakubuwono II followed the Dutch Governor-General's recommendation to cancel a reward that had been promised to his brother, Prince Mangkubumi, he unknowingly started a series of events that would lead to the third Javanese war of succession. Prince Mangkubumi was upset that his reward had been abruptly withdrawn and with the fact that it was the Dutch who had been behind the idea. He left the court and started his own revolt against the king. Prince Mangkubumi and his nephew, Mas Said, attacked Surakarta in 1748. Pakubuwono II fell ill not long afterwards, and just days before his death he turned over control of his kingdom to the Dutch. The rebellion was still active, and the Dutch were not immediately able to take control over all of the kingdom. However they sent troops to help Pakubuwono II's son, who took the throne as Pakubuwono III with Dutch support. The Dutch intended to control Mataram through their influence over Pakubuwono III. By this time Prince Mangkubumi had already installed himself as king in a new court located in Yogyakarta. Mangkubumi's strength grew until his former ally, Mas Said, broke away and became a third contestant for the throne. By this time all three Javanese leaders and the Dutch were tired of the long and costly war. Negotiations finally resolved the issue in 1755 by dividing the kingdom of Mataram into two segments. Pakubuwono III would rule the eastern part of Java from his court in Surakarta and Mangkubumi would rule the central portion of Java from Yogyakarta. Mangkubumi assumed a new name, and was hereafter known as Sultan Hamengkubuwono I. Mas Said was eventually given the small court of Mangkanegoro within the city of Surakarta. Finally the long years of war were at an end. **Map 4.4 Growth of Dutch Control in Java** **VOC Gains and Losses** By the end of the Javanese wars of succession it might appear that the VOC had achieved tremendous success in extending its hold on the archipelago. All of Java and Madura lay under its control. The important spice producing areas of Maluku and the major trading centers of south Sulawesi and south Sumatra also acknowledged Dutch authority. But this expansion had cost the Dutch enormous amounts of money. The wars in Java and elsewhere had been a major drain on the VOC reserves. The promised payments from Javanese rulers had seldom been completely collected. Increasing corruption from within the VOC also drained potential profit from the company as its officials took advantage of engaging in their own personal trade. As early as 1700 the VOC was already 12 million guilders in debt. To raise money the directors implemented two types of revenue earning measures. The first was the collection of "contingencies," which were items of tribute that were to be given to the VOC from the areas under its direct control. The second was the collection of "forced deliveries," which were products that the Indonesians had to grow and sell to the Dutch at fixed prices. Needless to say, it was the Dutch who fixed these prices, always to ensure that they could resell the goods at a healthy profit. In addition to spices, the Dutch now looked for other products that were in high demand. They introduced coffee and tea as major export items, and also branched out to other agricultural items such as indigo (the source of a blue dye) and sappanwood (the source of a red dye). The contingencies and forced deliveries helped add revenue to the depleted VOC treasury, but were not enough to bring the VOC out of its huge deficit. By 1791 the debt had grown to 96 million guilders. The company could no longer afford to pay dividends to its stockholders, and was on the brink of collapse. Events in Europe helped bring the era of the VOC to a close. French forces under Napoleon Bonaparte installed a new pro-French government in the Netherlands in 1795. A year later the 17 Gentlemen of the VOC were dismissed. At midnight on the last day of 1799 the charter of the VOC was allowed to lapse, bringing an end to the once mighty company that had expanded far beyond its means. Summary The VOC operated in Indonesia for two centuries. During that time the local rulers responded in a variety of ways. In some areas treaties were agreed upon and a workable relationship evolved, much like the development of diplomatic relations between two countries. In other areas, such as the spice islands and Java, Dutch intervention was more extensive, and ultimately the Dutch gained control of the land and its administration. In still other areas, such as Aceh, the VOC was never in a position to dictate terms to the local rulers. Dutch influence in Indonesia was clearly not everywhere the same. During this time local leaders came to rise and fall, sometimes taking advantage of alliances with the Dutch to achieve their aims. Arung Palakka was able to use Dutch support to establish himself in Sulawesi. In each of the three Javanese wars of succession the Dutch were used by one of the contending rivals to gain the throne. Dynastic struggles continued in Java much as they had in the past, though the Dutch presence added a new element to the game of power. The empire of Mataram reached its high point under Sultan Agung at the same time as the VOC was beginning its operations in Indonesia. Gradually the Mataram empire eroded as various revolts challenged the legitimacy of its rulers and as more and more of its land was handed over to the Dutch. This process reached its conclusion at the end of the third Javanese war of succession, at which time the empire was divided into two parts. In reality the Dutch were now in control, and administered affairs through the local leaders. A policy of "divide and rule" by the Dutch had resulted in the fragmentation and weakening of the Mataram empire. Exercises: I Multiple Choice: 1) Dutch influence in Indonesia can best be described as a) effective control of all of Indonesia for 350 years b) only important in Java c) early control over limited areas followed by broader control over the archipelago by the early 20th century d) minimal 2) In the early 17th century Banten was a) directly under the control of Sultan Agung of Mataram b) an important trade center c) the primary pepper producer of Maluku d) of no interest to European merchants 3) Under the reign of Sultan Iskandar Muda, Aceh a) cultivated friendly relations with the Portuguese b) welcomed Asian and even English traders c) began to decline in power and importance d) resisted the spread of Islam 4) The Dutch waged war against Sultan Hasanuddin of Sulawesi because a) they feared Hasanuddin's growing military power would be used for an invasion of Batavia b) they feared a powerful alliance between Hasanuddin and Arung Palaka c) Dutch attempts to create a monopoly over the spice trade were bound to fail as long as Sulawesi maintained its own trade in spices d) the Dutch attacked all the Islamic areas of Indonesia in an attempt to promote Christianity 5) The United East India Company (VOC) was a) only one of many Dutch trading companies doing business in Asia during the mid to late 17th century b) focussed exclusively on developing trade within the Indonesian islands c) a powerful private trading group with Dutch governmental authority to make treaties, wage war, and establish colonies d) the only European trading company interested in doing business in Indonesia 6) Jakarta used to be known as a) Sunda Kelapa b) Jayakerta c) Batavia d) all of the above 7) The VOC presence in Maluku during the 17th century a) brought little change to the region b) was characterized by peaceful relations with the local population c) often involved harsh policies and the use of military force d) did not last as long as the English presence there 8) The powerful leader of Mataram who gained control of most of Java and led two major attacks against the Dutch in Batavia was a) Sultan Agung b) Senapati c) Amangkurat I d) none of the above 9) The Madurese prince Trunojaya a) helped plot against Amangkurat I b) was supported by the Dutch c) created his own kingdom in Pasuruhan d) all of the above 10) The three Javanese wars of succession a) all involved Dutch military participation b) ended with the division of the Mataram empire c) resulted in increasing concessions of land, money, and trade rights to the Dutch d) all of the above II Essay Topics: 1) Compare and contrast the lives of Surapati and Trunojaya. 2) Describe how the Dutch presence influenced events in Java during the seventeenth and eighteenth centuries. 3) Compare the Dutch presence in Indonesia under the VOC with the Portuguese presence there during the sixteenth century. III Class Presentations: Of all the people mentioned in this chapter, pick the one who you most wish you could have been. Note all your reasons for choosing this figure and make a short (1-3 min.) presentation to the class explaining your choice and outlining the accomplishments of your character. After all presentations have been made determine which historical figure received the highest number of admirers. IV Match the Columns: Choose the description that best matches each of the famous figures listed below. Place the letter from the correct description in the space provided next to each number. 1) ___ Arung Palakka A) Dutch Governor-General who founded Batavia and who drove the Bandanese from their islands 2) ___ Sultan Agung B) One of three contestants in the third Javanese wars of succession. He later took the name Hamengkubuwono I and ruled central Java from his court in Yogyakarta 3) ___ Jan Pieterszoon Coen C) The leader who united most of Java under his rule in the early 1600's 4) ___ Sultan Iskandar Muda D) The man who rose from being a slave and then a soldier under the Dutch to become a rebel leader who assisted Amangkurat II and who later established his own territory in east Java 5) ___ Sultan Hasanuddin E) The ruler of Mataram who was the son of Sultan Agung. Later his own son plotted against him 6) ___ Kakiali F) The Madurese prince who first assisted and then fought against Amangkurat II 7) ___ Amangkurat I G) The sultan of Gowa who resisted Dutch attempts to restrict Makassar's spice trade 8) ___ Trunojaya H) Ruler of Aceh who took control of many areas in northern Sumatra and on the Malay peninsula but failed in his many attempts to take Melaka 9) ___ Surapati I) The Muslim leader from Hitu who led a resistance movement against Dutch presence in Maluku 10) ___ Prince Mangkubumi J) The Buginese general who assisted the Dutch in their fight against Sultan Hasanuddin V Map Knowledge Identify the places described below and label them on the accompanying map. Write the number of the corresponding question in brackets following each place name. 1) The major kingdom of West Java that resisted Sultan Agung's attempts to rule all of Java. 2) The VOC headquarters formerly known as Sunda Kelapa. 3) The East Javanese empire that maintained its independence despite Sultan Agung's attacks. 4) The major Javanese port that Sultan Agung only captured after a long siege by cutting off its water supply. 5) The kingdom centered in the north of Sumatra that also controlled areas of the Malay peninsula. 6) The area whose entire population was killed or driven off by Dutch attacks led by Jan Pieterszoon Coen. Later known as a site of the dreaded Dutch "hongi" raids. 7) The center of the Makassarese kingdom in southern Sulawesi. 8) The center of the Bugis kingdom (rivals to the Makassarese). 9) The site of the 1623 "massacre" of English and other foreign merchants by the Dutch. 10) The center of the pepper-producing area of southern Sumatra which was attacked by the Dutch in 1659. VI Creative Writing: 1) You are Sultan Iskandar Muda of Aceh. Sir James Lancaster has just visited you at your court and has given you a letter from Queen Elizabeth I of England requesting friendly relations and free trade. Write a reply to the Queen's letter. Aside from answering her requests, include details of your accomplishments as Sultan. You may wish to include comments on the power of your army, the wealth of your court, the extent of the land under your control, and the fame of your capital city as an international trading port. 2) On a cold foggy morning in 1625 you find yourself standing once again on the docks of London. For the past fifteen years you have been working with the English East India Company and you have just returned home. During your time away you worked at the English trading lodge in Banten, sailed with Captain John Jourdain to Maluku, and took part in the siege of Jayakerta against the Dutch. Describe your adventures to the friends and family who have come to meet you. Include details about the rivalry between the Dutch and the English and give examples of how the Dutch seem to be expanding their power. CHAPTER 5 DUTCH COLONIZATION AND THE GROWTH OF NATIONALISM: 1800-1940 Beginnings of the Dutch Colonial Government The death of the VOC did not mean the end of the Dutch presence in Indonesia. The Dutch government assumed responsibility for all VOC possessions and thus formally began to rule Indonesia as a Dutch colony. In some ways things remained much the same for the Indonesians who found themselves either under Dutch domination or under the threat of it. The Dutch were still firmly in control in Java. The presence of Dutch government officials in Indonesia did however lead to a centralization of Dutch administration. The man who spearheaded this process was Herman Willem Daendels. Daendels was sent to Indonesia as Governor-General by the new king of the Netherlands, Louis Napoleon (younger brother of Napoleon Bonaparte). The Netherlands had been taken over by France during the Napoleonic wars, and naturally the new French-backed government in the Netherlands assumed control of all Dutch colonies. The French were still fighting the British, and when Daendels was sent to Indonesia one of his primary missions was to guard against possible British attempts to take over the colony. In an action symbolic of the new change in administration, the crumbling old VOC fort in Batavia was dismantled and its stones used to build a new and sturdier structure further from the port. To further strengthen the Dutch position in Indonesia Daendels sponsored the building of new fortifications, barracks, and an ammunition factory. He recruited and trained Indonesian soldiers to supplement the European army. The defense works of Batavia and Surabaya were greatly improved. One of Daendels' more ambitious projects was to build a highway of some 1000 kilometers across the north coast of Java all the way from Banten to Pasuruan, thus greatly shortening the time it took to cross the length of Java. This reduction in the communication and transportation time was of strategic importance, and helped strengthen Dutch ability to defend Java. However it was achieved only at great cost in human life. Thousands of Javanese were forced to work on the project and many died. Daendels' continual demands on the local rulers for more laborers led to hardship and resentment. Daendels also upset many people by his determination to reform many of the old ways of administering Dutch territory in the archipelago. He cut down on the corruption which had lined the pockets of many Dutch officials and Indonesian leaders. Naturally the people who had benefited from the old corrupt ways were upset to lose this source of revenue. A new legal system was instituted which created separate legal facilities for the Indonesians and non-Indonesians. The Indonesians were to be tried for crimes according to their adat, the local set of rules and customs that guided traditional society. The Europeans were to have Western style courts and follow Dutch laws. Daendels also changed the relationship between the local rulers and the Dutch. Previously the Indonesian rulers had been recognized as leaders of their communities with a certain degree of independence in how they dealt with local matters, and the Dutch agents had been regarded as representatives of a powerful yet separate foreign government. Daendels changed this by making the local rulers officials within the Dutch government. This changed their status within the local community for the worse. By receiving their salaries and positions directly from the colonial administration, the local rulers came to be seen as agents of the hated Dutch. Furthermore the Dutch no longer viewed the local rulers as nobility (with all the respect and dignity that must be paid to people of that rank), but rather as bureaucratic officials. The Dutch residents were now called ministers, and were viewed as direct representatives of the central authority in Batavia. Dutch administration in Java was becoming more direct, more thorough, and, for the Indonesians, more meddlesome. Some local rulers opposed this new state of affairs, though Daendels was quick to reassert his authority over them. Following ill will over Dutch demands for more forced labor units, several Dutch troops in Banten were killed. Daendels, a man with a long record of military service, personally led a Dutch force to take over the city and arrest the Sultan, who was then exiled to Ambon. When a revolt was launched in the outer areas of the regions controlled by Sultan Hamengkubuwono II, it was quickly suppressed and the sultan was forced to step down and let his son (Hamengkubuwono III) assume the throne. Daendels' role as a reformer had irritated many people, and there is still some controversy as to whether his accomplishments should be viewed in a positive or negative light. As his time as Governor-General proceeded his enemies became more vocal. He was also unable to balance the budget of his administration, though he tried to increase revenue through encouraging the forced cultivation of coffee, selling public land, and imposing a government monopoly on the sale of rice. In May 1811 he was replaced by Jan Janssens. The British Seize Control Jan Janssens had previously been stationed in South Africa, which he had been forced to surrender to the British. Within months of his arrival in Batavia the unfortunate Janssens was forced to repeat history by again surrendering his command to the British. A naval force under Lord Minto arrived in Batavia in August of 1811 and in under two months succeeded in taking over control of the island. The British had already taken over territory in the outer Indonesian islands at an earlier date: in 1795 they took Padang on the west coast of Sumatra, and in the following year they took Ambon. The British had gained control of the Indonesian islands with the cooperation of the exiled Dutch King William V, who fled the Netherlands in 1795 when the French invaded his country and installed a new government. William V traveled to England, then at war with France, where he agreed to let the English take over the Dutch colonies for safekeeping. The English agreed that the colonies would be given back to the Netherlands as soon as France was defeated and William V was reinstalled as king. The English chose a talented and energetic young man named Thomas Stamford Raffles to take control of their newly gained possessions in the archipelago. Like Daendels before him, Raffles was ready to reform many parts of the old administration. Raffles also had a deep interest in the language, religion, culture, and beliefs of the Indonesian people, as well as a keen scientific interest in the fauna and flora of islands. Many of his reforms were meant to increase the welfare of the Javanese peasants, though they did not always succeed as well as originally hoped for. One major innovation was the introduction of a system of land rent. Raffles tried to abolish the system of contingencies and forced deliveries of fixed amounts of agricultural products (though for financial reasons the delivery of coffee in the western part of the island had to be continued). In its place each village would deliver to the government an average of two fifths of the produce from its lands (the exact percentage of the crop to be given would vary from one half to one quarter of the total depending on the quality of the land). Farmers would be able to pay the rent in cash or in the form of the actual produce from the land. Allowing non-cash payment was designed to prevent farmers from having to borrow money at the high rates charged by money lenders. Administrative reform was carried out by dividing the land into residencies, each of which were headed by Residents responsible for their area of land and the people who lived there. Raffles continued Daendels' policy of direct colonial administration. Reform was also imposed on the judicial system. Raffles introduced the concept of trial by jury to replace the previous system in which cases were heard by a panel of judges. He also abolished torture as a legal punishment. More humanitarian reform was extended in the form of smallpox vaccinations. Gambling houses were abolished. Measures to limit slavery were imposed by forbidding the importation of new slaves and by imposing a tax for the existing slave-owners. Despite his interest in the welfare of the people of Indonesia, Raffles was not afraid to move with an iron hand to keep his position of authority. When the British attempted to take over the former Dutch post at Palembang, they were informed that they had no authority there, since Palembang had succeeded in becoming independent by killing all the Dutch there before the British took control from the Dutch in Java. Ironically, while the English were preparing to invade Indonesia, Raffles had indeed urged the sultan of Palembang (and several other sultans throughout Indonesia) to revolt against the Dutch. Raffles had hoped that local opposition to the Dutch would make it easier for the British to take control. Now his plan had backfired and he had to send a military expedition to seize Palembang. Another show of force took place within Java in response to the discovery of a secret exchange of letters between the royal courts of Yogyakarta and Surakarta. Hamengkubuwono II (who had been deposed by the Dutch) had reinstalled himself as ruler in Yogyakarta shortly after the British had arrived. He soon proved to be uncooperative towards the British. Then letters were uncovered from the Surakartan court which hinted at giving Hamengkubuwono II support for an uprising against the English. At this point, in June 1812, Raffles sent a combined force of 2000 English, Indian and Indonesian troops to capture Yogyakarta and its sultan. The troops looted the court, including the treasury, and Hamengkubuwono II was sent into exile in Penang. Raffles' time in Indonesia was limited. He did not have enough time to put into place all the reforms that he had planned, and in some cases he achieved only partial success. He had hoped to completely abolish slavery, but had to be content with imposing limitations and restrictions. His land rent policy was implemented without the proper survey which was needed to determine the quality of the various pieces of land, and thus determine the actual rate of tax. Yet in other areas he had made notable improvements, and had demonstrated a concern for the welfare of the local population and a desire to enforce a rational system of administration. Raffles hoped to build on his early efforts and tried to persuade the British government to maintain at least part of its control in the archipelago. However the English decided to honor their commitment to return the colony to the Dutch at the end of the Napoleonic war, and Raffles was relieved of his duty as Lieutenant-Governor shortly before the transfer took place. Later Raffles went elsewhere to continue his empire building activities -- his next major achievement was to found the city of Singapore. The Dutch Regain their Colonies and Extend Control When the English and the Dutch agreed to transfer the ownership of the colonies in Indonesia they did not, of course, include the Indonesians in the discussions. From the Indonesian perspective European control had been uneven throughout the islands and continued to be that way following the formal return to power of the Dutch in 1816. Many local rulers took the opportunity to maintain as much independence as possible and to resist any further encroachment of their authority. In Java the Europeans had clearly imposed a high degree of control, but in many of the outer islands the Dutch presence had dwindled following the collapse of the VOC. Kalimantan, for example, had very little contact with the Dutch, and much of Sumatra had never been under direct Dutch rule. Thus the Dutch found that they were returning to a land where they would often have to fight to establish themselves as master. This section will examine the new stresses and strains between the Dutch and the Indonesians: attention will be paid first to Java and then to the outer islands. Dutch Governor-General van der Capellen took over from the English, and maintained many of the reforms that Raffles had implemented, such as the land rent, the ban on slavery, and the system of using residencies (which were further subdivided into districts, divisions, and villages) as the main administrative unit. But whereas the two reformers, Daendels and Raffles, had tried to incorporate the Indonesian royal elite into the government bureaucracy, the Dutch now reverted to the older style of interaction with the local rulers. The Dutch still maintained Residents who had the real power to enforce Dutch demands, but their relationship to the local ruler was ordered to be like that of an older brother to a younger brother. In other words the Dutch Resident would "advise" the local ruler, who was able to appear to maintain some degree of independence from the Dutch administration, but who also knew perfectly well that he had little choice but to accept the "advice" of the Dutch Resident. Dutch control of Java did not guarantee the Dutch any financial success. Despite the increased income from the land rent system and the continued revenue from the forced production of coffee, van der Capellen was faced with an overall deficit in the colony. This was not a new problem. The VOC had been unable to make a profit during most of its final decades, and neither Raffles nor Daendels before him had been able balance their books. In 1825 van der Capellen was ordered home. However his departure was delayed by the beginning of one of the most serious revolts against Dutch rule ever to occur in Java. **Diponegoro and The Java War** Javanese resentment against the Dutch had been fueled by burdensome taxes, toll payments, continued corruption, and interference in the Javanese courts. Van der Capellen had tried to cut down on corruption and to safeguard Indonesians against losing their land, but some of his schemes backfired. In 1823 he had tried to limit corruption and abuse in the practice of leasing Indonesian lands to Europeans by banning all such leases. All those who had paid in advance for their leases were to be refunded by the owners of the land. This move was highly unpopular, since many of the landowners had already spent the money that had been given to them in advance for the use of their land, and therefore had no way to refund the rent. Discontent continued to grow. In the previous few years several small, local uprisings had already taken place. The rice harvest of 1821 was very poor, leading to increased hardship. The sultan of Yogyakarta died in 1822, the same year in which nearby Mount Merapi erupted. Some felt these were omens of impending change. In this highly charged atmosphere all that was needed to start a revolt was the right leader. Diponegoro was the eldest son of Sultan Hamengkubuwono III. When Hamengkubuwono III died in 1814, the right of succession passed over Diponegoro to his younger half-brother Jarot. This was in accordance with tradition, since Diponegoro's mother had not been a queen, whereas Jarot's mother was of royal blood. Nevertheless, Thomas Raffles assured Diponegoro that he would have the right to the throne upon Jarot's death. The Dutch who replaced Raffles may not have been aware of this promise, for they installed Jarot's infant son as the sultan when Jarot died in 1822. Thus Diponegoro lost his chance to claim the throne. In 1825, when the Dutch built a road through his land near the sight of a sacred tomb, Diponegoro finally decided that he had had enough of the Dutch. He gathered an army of loyal followers and began the conflict that came to be known as the Java War. Diponegoro was supported by roughly half of the princes and bupatis (lesser nobles who controlled smaller parcels of land) around Yogyakarta. His reputation as a mystic and defender of Islam gave him the mass support he needed to raise an army and take on the Dutch. He concentrated on using guerrilla tactics and imposed considerable hardship on the Dutch regiments sent against him. As the years dragged on, however, he was unable to defeat the combined Dutch and Madurese forces that took up positions in central Java. In 1829 his main commander surrendered, and in the following year Diponegoro himself entered into negotiations with the Dutch. He was quickly deported to Sulawesi, where he died in exile in 1855. Though Diponegoro had been defeated, the Java War had been a tremendous drain of resources for the Dutch. The war had cost the Dutch at least 20 million guilders and the lives of 8,000 of their own troops and 7,000 of their Indonesian allies. Yet the toll on the Javanese side was much higher: an estimated 200,000 had died due to combat, starvation, or disease. The end of the Java War symbolized the end of any major Javanese threat to the Dutch for the rest of the century. The Dutch took direct control of the outlying lands that had belonged to the royal courts of Yogyakarta and Surakarta. The ruler of Surakarta was exiled to Ambon for fear that he might start another rebellion. With reduced land and a watchful Dutch "older brother" always nearby, the Javanese nobility were in no position to offer any further serious resistance. **The Cultivation System** The tremendous cost of the Java war had created grave financial difficulties for the Dutch. At the same time as the Java War was being fought, the Dutch were also involved in the Padri War in Sumatra, and back in Europe a part of the Netherlands had just broken away to form the independent country of Belgium. The total effect of all these armed conflicts put the Dutch treasury further and further into debt. The new Governor-General to the Indies, Johannes van den Bosch, was under pressure to finally make a profit from the colonies. His plan to achieve this goal was called the "Cultivation System." The cultivation system was originally seen as a replacement to the land rent system. Twenty percent of each village's land was to be reserved for cultivating crops for the government. The farmers would be required to spend as much time cultivating these government crops as they would have spent if they had planted rice there (this was calculated at about 66 days per year). The Dutch would determine which crops would be grown, and would pay the farmers if the value of the crops grown exceeded the amount due under the old land rent system. The government would bear the loss if all or part of the crops were lost for reasons beyond the control of the farmers (e.g. in case of flood, drought, or blight). In theory the system sounds less burdensome than the old land rent it replaced (recall that the land rent required paying an average of two fifths of the produce of the land while the cultivation system required only one fifth). In practice, however, the cultivation system produced extreme hardship in many areas, primarily because it was not implemented according to its original guidelines. Abuses of the system lead to higher and higher demands on the village farmer. The effect of the cultivation system was uneven, since not all areas were under the system at the same time, but in those areas in which it was enforced the Dutch reaped great profits while the Javanese often suffered poverty and famine. | The Cultivation System | |------------------------| | **In Theory** | **In Practice** | | * System meant to replace land rent payments. | * Land rent often paid in addition to crops from cultivation system. | | * Labor requirement under the system to be limited to 66 days per year for each farmer. | * Labor for some crops require 90 or more days. (Forced labor for government projects required additional time.) | | * One fifth of land meant to be allocated to government crops. | * Up to one third or one half of land sometimes required for system. | | * Local officials trusted with collection of produce and expected to act honestly and efficiently. | * Local officials abuse the system by demanding extra production and skimming excess for personal profit. | | * Government to bear the loss of crop failure for events beyond farmer's control, such as drought or flood. | * Government refused to bear loss of crop even if bad harvest was due to natural causes. | The cultivation system hit hardest in those areas selected for crops such as sugar and indigo, which require substantial amounts of time and labor. When the government also required additional labor for building roads, the total time spent working for the government could reach 200 days per year, forcing the villagers to neglect rice production for themselves. Starvation resulted during the 1840s in several areas of north and central Java. The system was immensely profitable for the Dutch. Soon they had paid off millions guilders to cover all of the old VOC debts as well as the costs for the Java War and the Belgian Rebellion. As money continued to pour in, the profits were also used to finance a state railway system in the Netherlands. In the years from 1831 to 1877 the Dutch government was estimated to have received 832 million guilders from its colonies in the Indies. Finally the Dutch had found a way to make the colony profitable. **The Liberal Period (1870-1900)** The cost of the cultivation system in terms of human suffering eventually led to cries for reform. In 1860 Edward Douwes Dekker published the book *Max Havelaar* under the pen name "Multatuli." This book described the terrible conditions that accompanied the implementation of the cultivation system. Some have compared it with *Uncle Tom's Cabin* in terms of its impact in publicizing and criticizing a major social problem. Voices for change also came from proponents of the new "liberal" school of thought that was becoming popular in Europe. In this context the word "liberal" mostly signifies a commitment to the principle of private enterprise. Supporters argued that a free capitalist system would provide the maximum benefit to society. Rather than continue a government controlled system that monopolized key products, the market should be opened up to private individuals. Beginning in the 1860s the cultivation system was gradually phased out, but delivery of the most profitable crop, coffee, was kept until 1917. Thus reform came about largely through the combined efforts of individuals who were genuinely interested in helping the welfare of the Javanese peasant and individuals who were simply interested in gaining economic access to part of the Indies market. As can be imagined, this combination produced mixed results. European private enterprise rose dramatically during this period. Immigration from the Netherlands to the Indies also increased as more individuals came to seek their fortune in the new private estates and plantations. Increased attention was paid to the outer islands, where rubber and oil became major new sources of wealth. But the plight of the Javanese peasant was probably much the same as it had been earlier. They still had to pay land rent, and conditions working on a private estate might be little different from working to grow crops for the government. And for the Indonesians in the outer islands, the increased European presence was not a welcome change. The Outer Islands When the Dutch regained their colonies from the British in 1816 they continued to make Java the emphasis of their colonial administration. The tragedy of the Java War and the success (for the Dutch) of the cultivation system served to keep their focus mainly on Java. But the Dutch gradually expanded their power throughout the outer islands. In some places they had to struggle to regain their former territory. In other places they spread into areas never before under their command. Ambon had been the site of one of the earliest Dutch outposts in the Indies. But as soon as the Dutch regained their colonies from the British they faced an uprising from a Christian Ambonese named Thomas Matulesia, better known in Indonesian history as Pattimura. The Pattimura rebellion of 1817 started with an attack on the Dutch fort on Sapuria Island (near Ambon). All the Dutch in the fort were killed, save for one young boy. After several more victories Pattimura was eventually captured and hanged. The heroism of the Ambonese is commemorated in such figures as Christina Martha. At the age of only 16, she followed her father into battle and fought alongside the rest of the soldiers. She and her father, an important leader of the Ambonese, were finally arrested. After her father was executed Christina refused to eat or drink, and died while aboard a Dutch ship transporting her away from Ambon. In contrast to Ambon, Bali had received comparatively little attention over the centuries from the Dutch. An expedition was sent there in 1846, but there was little change in the daily life for the average Balinese. It was not until 1906 that the Dutch forced their way into direct control of the island. The Dutch sent in a large, well-armed force that the Balinese could never hope to defeat. Rather than surrender, the Balinese nobles gathered together in ceremonial costume and, armed only with daggers and spears, marched straight into the gunfire of the Dutch troops. It was a ritual act of suicide known as the *puputan*, or final battle. Virtually the entire royal court of that part of the island was wiped out in the massacre. In 1908 this *puputan* was repeated by another royal family, and Balinese resistance was over. The nearby island of Lombok had already been subdued by the time of the fall of Bali. The Dutch had intervened on the side of the local Sasaks, who were rebelling against the Balinese who controlled most of the island. The first Dutch attack of 1894 failed to defeat the Balinese army, but with more reinforcements they eventually achieved victory. The story was similar in many of the other islands of Nusa Tenggara. Dutch expeditions were sent to Flores, Sumbawa, Sumba, and other islands of the group, and only achieved control of the area by the middle of the first decade of the twentieth century. To the north, the Dutch attempted to re-establish themselves in Sulawesi. In the previous century the Bugis warrior Arung Palakka had helped the Dutch gain power in Makassar, and had assumed the throne of Bone. But in 1824 the Queen of Bone refused to recognize Dutch authority, and succeeded in several attacks against nearby Dutch fortifications. The Dutch replied with their own attacks, but the outbreak of the Java War in 1825 prevented them from pursuing matters further. Several other expeditions were required after the Java War to establish Dutch control, and the final end to Bugis and Makassarese resistance came only in 1906. Kalimantan (southern Borneo) was the site of the Banjarmasin War (1859-1863). Resentment to Dutch interference in the choice of a new sultan prompted a prince to start a rebellion. The rebel forces attacked not only Dutch administrative offices but also a Dutch owned coal mine. Coal was becoming a major export from Kalimantan, and was seen as a new source of wealth as the deposits of gold that had enticed many Chinese to Borneo were gradually depleted. Sumatra was the site of the most serious organized opposition to European rule, keeping the Dutch in a state of war for a total of nearly fifty years. Resistance occurred in Palembang and Jambi in the south, in the Minangkabau area of central Sumatra, and in Aceh to the north. Palembang, which had managed to defeat the Dutch and put up stiff resistance to the British, once more resisted European domination. A Dutch force sent in 1819 was able to capture the nearby island of Bangka, but returned to Batavia after failing to take Palembang. A larger force accomplished the task in 1821 but fighting broke out again in 1823, and it was 1825 before the sultan who had fled into the interior was captured and exiled. In 1858 the Dutch attacked Ratu Saifuddin of Jambi for refusing to sign a treaty. Saifuddin, along with his supporters, was able to maintain armed resistance from the interior until he was shot by members of a Dutch patrol in 1904. Shortly thereafter, in 1910 Alam Bidar led a small uprising but was also killed by the Dutch. In 1916 the Dutch killed 400 rebels in the Jambi district who were protesting forced labor and high taxes. The two most serious challenges to Dutch authority in Sumatra were contested in the Padri War and the Aceh War. The Padri War took place in the Minangkabau region from 1821 to 1837. It began as a conflict between local Minangkabau who (despite being Muslim) followed the traditional *adat*, or customs, and a group of Minangkabau who felt that their society should be reformed to more closely follow the teachings of Islam. Those advocating a strict adherence to an Islamic way of life came to be known as the Padri. Most of these people had made the pilgrimage to Mecca and had been influenced by ideas of Islamic reform that they had encountered there. When they returned to Sumatra they realized that certain characteristics of their local society, such as gambling, drinking, smoking, and the matriarchal laws governing inheritance, were contrary to Islam. Soon a group of Padri known as the "Eight Tigers" was formed and attempted to enforce stricter observance of Islam among the villagers and townspeople. Conflict between the Padri and the local rulers escalated towards violence and in 1823 the local rulers formally requested Dutch help in maintaining their position of authority. The Dutch moved in against the Padri, pushing them north to the city of Bonjol. The leader of the Padri, Tuanku Imam Bonjol, resisted Dutch attempts to take over the city for more than a decade. Involvement in the Java War interrupted Dutch enthusiasm for the dealing with the Padri, and it was not until 1837 that the city of Bonjol was finally captured, and the Padri rebellion defeated. The war in Aceh lasted even longer than the Padri War. Aceh had long remained independent of Dutch control. The British had for many years retained some influence in Sumatra from their tiny west coast base at Bengkulen, but when they finally signed away the rights to Bengkulen to the Dutch in the Treaty of London in 1824, they forced the Dutch to respect Acehnese independence. Aceh was at this point still a major pepper producer and did a brisk trade with British, French, and American merchants. In 1871 the British and the Dutch signed several new treaties that re-evaluated their positions of world power. As though engaged in a gigantic imperialist chess game, they traded various rights and concessions with each other that affected their colonies on three different continents. As one result, the British no longer insisted that the Netherlands respect Aceh's independence. The Dutch wasted little time in sending in their army. They had already long been irritated with the continuous piracy that endangered European shipping off Aceh's coast. When they heard rumors that the Acehnese had engaged in talks with the American consul in Singapore the Dutch feared that the Americans might move to gain more influence in the region. In 1873 the Dutch sent an expedition of 3,000 soldiers to take over the capital at Kutaraja. Later that year another, larger force was sent in. The Dutch succeeded in occupying the Acehnese capital. The sultan and the rest of the Acehnese army were forced to retreat into the interior. When the sultan died of cholera the Dutch assumed that the war was over. They were completely wrong. The Acehnese continued to organize resistance from their inland positions and constantly conducted guerrilla raids to harass the Dutch. Another major offensive was launched by the Dutch in 1878. Though the Dutch captured a lot of territory, the Acehnese simply moved back to continue their opposition from behind new lines. Dutch tactics were brutal. In one five month expedition a Dutch force killed 2,900 people including over 1,000 women and children. Disease was equally deadly, and was a major problem that affected both sides. But the Acehnese continued their campaign with fierce determination. An apparent setback for the Acehnese occurred when a prominent leader, Teuku Umar, joined forces with the Dutch. But after a short period of cooperation during which he and his soldiers became well supplied with arms, Teuku Umar rejoined the Acehnese forces against the Dutch. Teuku Umar continued fighting the Dutch until he was shot by a patrol in 1899. His wife, Cut Nya Dien, continued to lead a group of the rebel forces for many years. Today she is regarded as a hero for the courage and sacrifice that she displayed in her resistance to Dutch colonial rule. It is hard to say exactly when the Aceh War ended, for there were many separate groups of Acehnese that took part in the resistance effort. By 1903 many of the major chiefs had surrendered, but pockets of resistance remained and Aceh was kept under martial law by the Dutch until 1918. The Aceh War had claimed more casualties for the Dutch than any other war that they had waged in the Indies. The Indonesian people had once more demonstrated that they would not easily turn over their independence. The numerous examples of resistance described above illustrate the widespread opposition that the Dutch encountered during the course of their colonization of the Indies. Though they had begun their occupation at the beginning of the seventeenth century, it was not until three centuries later that they established control over the territory that would come to form the country of Indonesia. The Nationalist Movement Resistance to Dutch rule prior to 1900 had not been a coordinated effort throughout the archipelago. As shown above, the opposition had been waged at different times by different ethnic groups. The Acehnese, Balinese, Bugis, Javanese, Sundanese, and other groups had each been fighting for their own independence, not for the independence of all of the Indies. But as the twentieth century began events took place that encouraged all those who lived in the Indies to think of themselves as a united group with a common goal of driving out the Dutch and establishing a single independent country: Indonesia. Several external events influenced this way of thinking. Examples of other Asian resistance to European rule served as inspiration to the Indonesians. To the north the Filipinos were fighting with the Americans to overthrow their colonial masters of more than 300 years, the Spanish (though the Americans were to take over the role of colonial power for another fifty years). The Japanese were able to defeat the Russians in 1905. The Boxer Rebellion of 1900 demonstrated Chinese desire to throw off foreign domination and the revolution of 1911 symbolized the effort to unite the Chinese and take charge of their own destiny. Internal changes within the Indies also set the stage for the development of a nationalist spirit. At the most basic level, the Dutch expansion which led to control of the archipelago was finally complete in the early years of the twentieth century. This gave the colony its final geographic boundaries and provided a common enemy to unite all the people living within. Implementation of a uniform, centralized Dutch control bound the various islands into a single system of administration. The use of Malay as a language of administration promoted a common means of communication among the various ethnic groups. Increasing exposure to Western ideals and education, though limited to the elite, led many of the future leaders of Indonesian nationalism to question the right of the Dutch to maintain their position as colonial masters. They pointed out the double standard that the Europeans maintained in demanding political and civil liberties for themselves while withholding these same rights to the people in their colonies. Inspired by events in European history such as the French and American revolutions, the Indonesians began to seek the same degree of freedom, independence and democracy that the Europeans had claimed as "basic rights." The introduction of the education that led to these points of view was largely made possible by the establishment of the ethical policy. The Ethical Policy (1900-1930) By the end of the nineteenth century the Dutch were also beginning to question their role in the Indies. The poor living conditions of the Javanese peasant and the Sumatran plantation worker motivated some Dutchmen to advocate a more humane policy in the Indies. In 1899 a Dutch lawyer, van Deventer, published an influential article entitled "A Debt of Honor." Van Deventer advocated repaying the millions of guilders in profits that had been sent to the Netherlands by introducing programs to benefit the welfare of the people in the Indies. Many agreed with him that from a humanitarian point of view the Dutch should do more to provide better conditions in the colonies. Other Dutch agreed that the living conditions of the Indonesian should be raised because they hoped to sell more goods to the Indonesian market, and therefore needed a population that could afford to buy their products. Thus supporters of the Ethical Policy could be divided into those who were motivated by humanitarian reasons and those who primarily had economic self-interest as their objective (just as had been the case with supporters of reform during the Liberal Period of 1870-1900). The Ethical Policy inspired a variety of projects, including public health programs, improved communication and transportation facilities, measures to deal with overpopulation, agricultural programs, and educational facilities. Health programs included immunization projects and efforts to prevent the spread of malaria and bubonic plague. Transportation was improved by the construction of many rail lines (from 1867 to 1930 the number of miles of railway increased from 15 to over 4,500). To relieve the pressures from the rapidly expanding population of Java, the Dutch encouraged emigration to the outer islands, and many Javanese moved to Sumatra. Agricultural advances were made through extensive increases in irrigation. Primary education, long neglected by the Dutch, became more available through the establishment of village schools. Though these improvements were helpful, many have viewed them as "too little and too late." For instance, in the field of health, many Indonesians were still unable to receive even basic medical treatment. Despite the earlier introduction of a doctor training school, by 1930 there were only 667 doctors in Java, or one for every 62,500 people. Opportunities for education were similarly limited. Most Indonesians were lucky to be able to go to one of the government sponsored primary schools, which offered only a three year course focusing on reading, writing and arithmetic. A much smaller fraction of the population might be able to join one of the Dutch schools, or even go to the Netherlands for higher education. In 1930 there were only 178 Indonesian students attending university, representing only one for every 333,000 people in the archipelago. A complicated system of "native" schools and "European" schools evolved that eventually included "link" schools to allow students to transfer from one system to the other. The expense of tuition restricted most Indonesians from attending secondary school or university and conservative attitudes restricted educational opportunities for women still further. Kartini: Raden Ajeng Kartini (1879-1904) belonged to one of the royal families of Java's north coast. Her father was unusually progressive for the time, and allowed the young Kartini to attend a European school. Kartini learned to speak fluent Dutch and engaged in a series of correspondence with several Dutch women. Later many of these letters were collected and published both in Indonesia and in the Netherlands (a later edition was published in English under the title *Letters of a Javanese Princess*). The popularity of the book in the Netherlands led to the creation of a special fund for donations that were to be used to sponsor "Kartini" schools that were specially created to offer education for young women in Java. Kartini's birthday is now a national holiday in Indonesia, where she is remembered as one of the leaders of women's rights. Despite its limited availability, education was an especially important factor in the growth of the nationalist movement. The few people who were able to receive a higher education became influential in promoting "study clubs" and other organizations that developed into the political parties that campaigned for independence. **Nationalist Organizations** A variety of organizations evolved in the Indies during the early twentieth century that contributed to an increasing sense of nationalism on behalf of the Indonesian people. The early organizations appealed only to a regionally or ethnically based membership. There were associations such as "Young Java" and "Young Sumatra" that were designed to be youth groups geared to people from a particular area. Gradually these youth groups joined together to form a united "Indonesia Muda" ("Young Indonesia") group that recognized the common bonds of all the members. At the second Congress for Indonesian Youth (1928) the groups made a famous pledge still honored today in Indonesia as the "Sumpah Pemuda" or "Youth Pledge". The members agreed to the concept of one land, one people, and one language. The Malay language, long used as a trading language throughout the region, was chosen as a common means of communication and was renamed as "Bahasa Indonesia", literally meaning "Indonesian language". **Budi Utomo ("High Endeavor")** Created in 1907 by Dr. Wahidin Sudirohusodo, *Budi Utomo* is usually considered one of the first Indonesian nationalist organizations. Its founder, Dr. Sudirohusodo, was a medical doctor and an editor, and had received both Western and Javanese education. The group focused primarily on cultural values, and appealed especially to the Javanese *priyayi*, or aristocracy, and to students and intellectuals. Reaching a peak membership of about 10,000, *Budi Utomo* was relatively conservative in its outlook, but served the important function of building a common sense of pride and unity among its members. Later some of its members were represented in the Volksraad, or People's Council. *Budi Utomo* was not really a political group, but it served to inspire other Indonesians to create their own nationalist groups. A number of other groups were formed that promoted a sense of cultural and political identity. One of the earliest of these to take on a clear political role was the Indies Party. Founded in 1912 by E.F.E. Douwes Dekker (a relative of the Douwes Dekker who had written *Max Havelaar*), the Indies party was one of the first parties to clearly ask for Indonesian independence. Most of the members (including Douwes Dekker) were Eurasians, but the party was open to all who wished to join. This marked it as one of the first groups to consciously include all Indonesians regardless of ethnic background, as reflected in its slogan "the Indies for those who make their homes there." Because the Dutch banned political parties that advocated independence for the colony, the party did not last long and its leaders were exiled to the Netherlands in 1913. In the same year that the Indies Party was founded, Umar Said Tjokroaminoto created a group called *Sarekat Islam* (Islamic Union). This party evolved out of the Islamic Trading Union, which had been formed in 1911. The new *Sarekat Islam* became popular due to the dynamic character of its leader. Tjokroaminoto was a charismatic speaker, and his speeches quickly drew new members to the movement. Some followers looked up to Tjokroaminoto as the new *Ratu Adil* (Just King) who would lead them into a new and glorious age. By 1919 the group claimed to have two million followers, though the real number of people actively involved in the organization was probably smaller. *Sarekat Islam* used the Islamic religion as a symbol of unity for its members. Most native Indonesians were Muslim, unlike members of the Chinese and European communities. Many of the official goals of *Sarekat Islam* revolved around encouraging commercial assistance among Muslims as well as providing mutual spiritual development to all members of the brotherhood of Islam. But *Sarekat Islam* was not limited to religious aims. It also became active in the nationalist movement, though because political opposition to the Dutch was banned, it had to be careful not to appear too radical. As *Sarekat Islam* grew larger, its membership became split into several different streams. Many members also belonged to a Socialist party that had been established in 1914 by a Dutchman named Hendrik Sneevliet. Soon some of the Socialist members such as Darsono and Semaun tried to become leaders within *Sarekat Islam*. Many of the non-Socialist members were unhappy with the new faction within their party, and in 1921 they passed a resolution forbidding members of Sarekat Islam from holding joint membership with another political party. Many of the socialists left Sarekat Islam and joined the newly formed Partai Komunis Indonesia (PKI, the Indonesian Communist Party). The PKI was popular for its outspoken anti-Dutch policy. In 1922 one of its leaders, Tan Malaka, tried to organize a general strike but was arrested and forced to leave the country. The PKI continued to sponsor strikes and soon turned to more extreme methods. In 1926 a group of PKI leaders met to discuss plans for outright rebellion. Not all of the leaders were happy with the idea, but preparations proceeded. The revolt broke out in Batavia and other parts of west Java on November 12, 1926. Poor coordination and lack of public support caused it to fail. Advance knowledge of the plot allowed the Dutch to suppress the revolt quickly, and order was restored in the capital in just one day. By December the revolt was finished in Java, although another attempt was launched in Sumatra on January 1, 1927. It too was quickly crushed by the Dutch. While only two Europeans had been killed, 13,000 Indonesians were arrested, of which 4,500 were sent to jail and the rest were released. With all of its leaders exiled, the PKI was effectively destroyed and would not play an active role for the next twenty years. While the Dutch made it clear they would not tolerate threats to their position of authority in the colony, they were willing to allow moderate elements some degree of representation in a People's Council. The council first met in 1918, with a mix of elected and appointed members including both Dutch and Indonesians. It served as an advisory council and could initiate and amend legislation. A number of Indonesian parties, including Sarekat Islam and Budi Utomo, had representatives in the People's Council, but many members soon felt frustrated by the lack of real power to influence policy. The Dutch Governor-General still looked to the Netherlands for final approval on all issues. But not all Indonesians were willing to accept the relatively passive role that the Dutch tried to make them take. In 1927 the Perserikatan Nasional Indonesia (Indonesian National Union) was formed, though a year later it changed its name to Partai Nasional Indonesia (Indonesian National Party), or PNI. Many of its early core members had studied abroad and many had belonged to the Bandung Study Club formed by a young engineer named Sukarno. Sukarno On the sixth day of the sixth month of the year 1901, a son was born to a Balinese woman and a Javanese man. The child's name was Kusno, but after a severe childhood illness his parents changed his name, hoping that it would bring him better luck. His new name was Sukarno. It was not uncommon for Indonesians to assume a new name after some major event in their life and it was also not unusual to have only a single name rather than a first name and a family name, as in the West. (Many Westerners had a hard time believing this, and once a frustrated Australian journalist had to make up a first name for Sukarno because his editor refused to accept that anyone could have only one name. Others reading the article assumed that the information was accurate and to this day one can find books that refer to "Achmed" Sukarno, even though that was never his real name.) As a young man Sukarno attended the European secondary school in Surabaya. During his studies there he stayed in the house of Tjokroaminoto, the noted leader of the Sarekat Islam. Sukarno read widely and became as familiar with Western history as he was with the ancient tales of heroism and glory in Java and Bali that he had learned from his mother. Sukarno was influenced by the time he spent in the household of Tjokroaminoto, and had the opportunity to meet many important nationalist leaders and to develop his natural ability at public speaking. In 1921 Sukarno enrolled at the famous ITB, the Technical College of Bandung. He received an engineering degree and was able to meet with the ex-leaders of the Indies party, who had come to Bandung after their exile in the Netherlands. In 1926 he established the Bandung Study Club, which brought together young Indonesian intellectuals who were interested in promoting Indonesian self-rule. This group formed the basis for the Indonesian National Party, the PNI, which was headed by Sukarno himself. Sukarno was able to inspire people with his dramatic speeches and his ability to appeal to the common people. He was as comfortable discussing party politics in fluent Dutch with his Study Group friends as he was speaking to crowds of poor workers who had never had the opportunity to go to school. One of his great talents was his ability to blend together ideas from various sources and produce a synthesis that could be accepted by many groups, and as a political leader he was able to gain the cooperation of many different parties. He incorporated Western ideas with traditional Hindu/Buddhist Javanese tradition and Islamic references to produce a thoroughly Indonesian point of view. For his role in leading the Indonesian people during the Nationalist Movement, the Second World War, the Indonesian Revolution, and the first years of the independent Republic of Indonesia, Sukarno is often referred to as the Father of Indonesia. Sukarno now became leader of the PNI and used his skill in making speeches to expand membership in the party to 10,000 people by 1929. But Sukarno's outspoken criticism of the Dutch and his open call for an independent Indonesia got him in trouble with the authorities. In 1929 he was arrested and the PNI dissolved. Upon his release in 1931 Sukarno quickly rose to become chairman of a new organization, the Partai Indonesia (Indonesian Party). But the Dutch viewed him as a threat, and in 1933 Sukarno was re-arrested and sent into exile, where he would remain until the Japanese invasion of World War II. Two of his associates, Mohammed Hatta and Sutan Sjahrir, had formed another party but they too were arrested and exiled. After the rise and fall of the PNI a new proposal was set forth in the People's Council. In 1936 one of its members, Sutarjo, put his name to a petition that asked for the Dutch to hold a conference with the Indonesians to discuss the possibility of establishing self rule for Indonesia within the broader framework of a Dutch-Indonesian Union. This concept was consistent with provisions of the new Dutch constitution, but the Dutch flatly denied the request. The rejection of the Sutarjo Petition demonstrated again to the Indonesians that the Dutch were inflexible in their desire to maintain their position of authority. By 1936 the Indonesian nationalist movement had suffered a number of setbacks. Tjokroaminoto, the dynamic leader of Sarekat Islam, had died, and many of the other prominent nationalist leaders, including Sukarno, Hatta, and Sjahrir, were in exile. The ill-fated Sutarjo Petition demonstrated the limitations that the People's Council faced in influencing Dutch policy. The only real attempt at outright rebellion had failed disastrously and its sponsor, the PKI, had been crushed. Yet despite all this, there had been real progress. Indonesians had joined together and forged a sense of common identity. They now realized that they stood a better chance of obtaining their ultimate goal of independence if they stood united with each other. Only the severe tactics of the Dutch had prevented them from achieving their goal. For the moment the Dutch retained their power. But this state of affairs was about to be shattered as a series of events half way around the world began to unfold that would ultimately lead to the start of World War II. Summary Beginning in 1800 the Dutch government took formal control of what was left of the bankrupt VOC empire. Governor-General Daendels began to implement a number of reforms to centralize the administration of the colony but had little time to put them in place before the British took control of the islands. Raffles sponsored his own series of changes, including new legal measures, the abolition of slavery, and the land rent system. When the Dutch regained the Indies they kept some of these reforms but retained their old style of indirect rule through the local leaders. Indonesian reaction to the reappearance of the Dutch varied in different regions, but armed opposition was common. The Java War, Pattimura Rebellion, Padri War, and Aceh War were all serious challenges to Dutch authority. Numerous other resistance efforts hampered Dutch ability to take command, and the final shape of the colony was not reached until early in the twentieth century. In an effort to recover some of the expenses of the Java War the Dutch imposed the "cultivation system," which led to great profit for the Dutch and great suffering for the Javanese. As the government monopolies of the cultivation system were gradually replaced with private enterprise during the Liberal period, more attention was placed outside Java. Rubber estates and oil exploration in Sumatra in the early twentieth century became major sources of revenue. In reaction to the continued exploitation of the both the land and the peoples of Indonesia, a growing sense of nationalism developed to oppose the Dutch. The Ethical policy of the Dutch had taken several steps to overcome some of the shortcomings of previous administrators, and provided limited improvements in the fields of agriculture, health, and education. The small number of Indonesians who were able to receive higher education took the lead in developing social, religious, and political organizations that evolved into the national movement. One of the prominent leaders to emerge from this movement was Sukarno, who was later to become the first president of Indonesia. Exercises: I Multiple Choice: 1) Herman Willem Daendels could best be described as a) a reformer b) a representative of the British-backed Dutch government in exile c) a kind man who was reluctant to use military force d) all of the above 2) The man chosen by the British to administer the Indies from 1811 to 1816 was a) Jan Janssens b) Thomas Raffles c) Herman Daendels d) Lord Minto 3) During his time in the Indies Raffles showed an interest in a) the languages and cultures of the local people b) administrative reform c) scientific observation of plant and animal life d) all of the above 4) The Java War can best be described as a) a minor inconvenience to the Dutch b) the first major revolt that united all of Indonesia against the Dutch c) a costly war that lasted five years d) none of the above 5) The Cultivation System a) consisted of helping provide local farmers with increased irrigation and better agricultural techniques b) in practice benefitted the Dutch more than it did the Indonesians c) increased agricultural production but did not produce any significant profits for the Dutch d) a and c 6) After the Dutch regained control of the Indies in 1816, their return to the "outer islands" was a) often met with active resistance b) hampered by proponents of the Ethical Policy c) swiftly and easily accomplished d) greatly assisted by the continuing military aid provided by the British under Raffles 7) Sumatra was the site of a) the Padri War b) the Aceh War c) the Pattimura Rebellion d) a and b 8) The Ethical Policy a) was intended to raise the standard of ethics by making it a required course in school b) provided limited improvement in education, health, and transportation c) was designed by EFE Douwes-Dekker, Tjokroaminoto, and other early leaders of the nationalist movement d) was an important prelude to the Liberal Period 9) The Sarekat Islam organization a) was a small but respected conservative study club b) was famous for its slogan "the Indies for those who make their homes there" c) grew quickly as a popular movement that emphasized adherence to Islam as a symbol of unity for its members d) never had a popular leader who could attract new members 10) The PKI revolts of late 1926 and early 1927 a) suffered from lack of support and poor coordination b) were quickly suppressed by the Dutch c) marked the end of any major activity within the PKI for the next 20 years d) all of the above II Essays: 1) The written word can be a powerful tool for mobilizing public opinion. Describe the effects for Indonesian society that came from the publication of Multatuli's *Max Havelaar*, Van Deventer's essay *A Debt of Honor*, and the collected letters of Kartini. What are the possible advantages and disadvantages of using the printed word to try to achieve social change? 2) Compare and contrast the administrations of Daendels and Raffles. 3) Describe the early development of the nationalist movement. III Class Debate: 1) "The Dutch were only interested in profit: they did not care for the welfare of the Indonesian people." Divide the class into those for and against this proposal and debate the issue. 2) Divide the class into Dutch administrators and Indonesian nationalists. Express your points of view in an imaginary session of the Peoples Council. IV Match the Columns: 1) ___ Kartini A) early leader of the nationalist movement who founded the Bandung Study Club and became leader of the Indonesia National Party (PNI) 2) ___ Tjokroaminoto B) Governor-General of the Indies representing the French-backed government of the Netherlands 3) ___ Diponegoro C) PKI leader who organized several strikes -- later arrested and deported by the Dutch 4) ___ Edward Douwes Dekker D) Javanese woman of noble birth who became famous as an advocate for women's education 5) ___ Cut Nya Dien E) known primarily for the petition submitted in his name to the Peoples' Council asking the Dutch to discuss the possibility of Indonesian self rule 6) ___ Tan Malaka F) published the influential book *Max Havelaar* using the pen name Multatuli 7) ___ Sutarjo G) energetic reform-minded Lieutenant-Governor of Java during the British period 8) ___ Raffles H) charismatic founder of the Sarekat Islam 9) ___ Daendels I) leader of the revolt against the Dutch that came to be known as the Java War 10) ___ Sukarno J) continued her husband's work by leading a band of Acehnese resistance fighters V Focus on Primary Sources: "Primary sources" are original documents which may be used as the source of information for further analysis about the people, places, and events that they describe. Letters, newspaper stories, autobiographies, oral histories, accounting records, and even tombstones can all be used as primary sources. Read a selection from one of the following sources that describe conditions in Indonesia in the 19th or early 20th century. Write a short report that focusses on the new information you learned about Indonesia and on your feelings about the author. Your teacher may ask you to make a short presentation to the class to share your findings. Your choice may depend on which items are available in your school and local library. Look for and choose one of the following: Benda, H.J. and Larkin, J.A. *The World of Southeast Asia*. New York, Harper and Row, 1967. Covarrubias, Miguel. *Bali*. Kuala Lumpur, Oxford in Asia Paperbacks (Oxford University Press), 1972. Douwes Dekker, E. (Multatuli). *Max Havelaar*. Translated by Roy Edwards. Heinemann 1967. Kartini, R.A. *Letters of a Javanese Princess*. Translated by A Symmers. Lanham, MD., University Press of America, 1985. Marsden, William. *The History of Sumatra*, reprint of 3rd edition (1811) New York, Oxford University Press, 1966. Moore, Cornelia. *Insulinde: Selected Translations from Dutch Writers of Three Centuries on the Indonesian Archipelago*. Honolulu, University of Hawaii Press, 1978. Penders, C.L.M. *Indonesia: Select Documents on Colonialism and Nationalism*. Queensland University Press, 1977. Raffles, Thomas S. *The History of Java*. (first published in London in 1817) Oxford, Oxford University Press, 1965. Scidmore, E.R. *Java: The Garden of the East*. Singapore, Oxford in Asia Paperbacks (Oxford University Press), 1984. Szekely, Ladislao. *Tropic Fever: The Adventures of a Planter in Sumatra*. Oxford in Asia Paperbacks (Oxford University Press), 1982. Wit, Augusta de. *Java: Facts and Fancies*. Singapore, Oxford in Asia Paperbacks (Oxford University Press), 1984. VI Map Knowledge: Identify the places described below and label them on the accompanying map. Write the number of the corresponding question in brackets next to each place name on the map. 1) The city that became the main site of resistance in the Padri War. 2) The capital of Aceh. 3) The site of the West Sumatran port that was held by the British until it was signed over to the Dutch by the 1824 Treaty of London. 4) The western end of the Java Road built by Daendels. 5) The eastern end of the Java Road. 6) Site of the Pattimura rebellion. 7) Home to the famous technical college known by the initials ITB. Sukarno's study club was also named after this city. 8) The Sultan of this city was exiled to Penang after being accused of plotting against the British: Raffles sent 2000 troops to take over the city. 9) The island on which the local rulers and their courts committed a ritual suicide march into rifle and artillery fire of the Dutch forces rather than surrender. 10) The island which was the site of the Banjermasin War. CHAPTER SIX THE ROAD TO INDEPENDENCE The Indonesian nationalist movement experienced considerable development in the first three and a half decades of the twentieth century. Tjokroaminoto, Sukarno, Hatta and Sjahrir had all rallied support for an independent Indonesia. Dutch reaction, however, was predictably strong in its opposition to give any real freedom to the people in its southeast Asian colony. The Dutch succeeded in maintaining their position of dominance, and they simply imprisoned or exiled most of the main leaders of the nationalist movement. But as countries in both Europe and Asia became increasingly swept up in the events leading to World War II, Indonesia was about to experience a major change in the balance of power that would eventually allow it to move forward to freedom. World War II Japanese participation in World War II was to have a major impact on Indonesia. It personally affected the lives of the whole generation that lived through the terrible hardships of war. It also swept away Dutch control of the islands. But it is important to be able to view the Japanese military actions in Indonesia within the greater context of the war, for it helps to provide an understanding of Japanese policy in Indonesia. Long before the Japanese landed in Indonesia, Japan had been involved in military conquests in other Asian countries, principally China. In 1931 Japan invaded Manchuria. In 1937 the Sino-Japanese War began. At about this time in Europe, Germany was heavily involved in the Spanish Civil War. By 1939 Germany had absorbed Austria and invaded Czechoslovakia and Poland, and World War II formally began as other European countries moved to check Germany's military advances. A military alliance between Germany and Japan developed by 1940, as both countries aggressively expanded their respective spheres of influence. By mid-1940, France and the Netherlands had fallen to German forces. This weakened the ability of the French and Dutch to defend their Southeast Asian colonies. The Japanese saw their opportunity to take control of these colonies while the Europeans were busy with their own war. The first step was to move into French Indochina (Vietnam, Cambodia and Laos). Then, in early December of 1941, Japan moved quickly and decisively to gain control of large parts of Southeast Asia and the Pacific. Lightning air raids were made on Hong Kong, Malaya (now Malaysia), the Philippines, Singapore, Thailand, and Pearl Harbor in Hawaii. Japanese troops moved rapidly down the Malay peninsula and threatened the British stronghold at Singapore. On February 15, 1942, Singapore, once thought to be invincible, fell to the invading Japanese. The huge canons guarding the port at Singapore remained silent, since they had been built to face out to the sea in anticipation of a naval attack, and could not be turned around to fire at the enemy troops that attacked from the across the narrow strait separating Singapore from the Malay mainland. In the battle of the Java Sea the Dutch and British forces again attempted to halt the progress of the Japanese, but it was clear that the momentum of the Japanese advance would quickly bring the Japanese troops to the islands of Indonesia. **Japanese Occupation** The outer islands (including Sumatra) were the first areas of Indonesia to see Japanese troops. Dutch resistance, however, was centered in Java. A brief campaign to defend Indonesia from the Japanese ended on March 9, 1942. In less than three months the Japanese had thoroughly defeated a power that had ruled much of Indonesia for over 300 years. Naturally the Indonesian people quickly reassessed their ideas about the supposed power of their former colonial masters. Nationalist leaders were inspired by the way that the Japanese, as fellow Asians, had brushed aside the Western forces. Suddenly the idea of complete freedom from Western domination became very real. The Japanese encouraged the Indonesians to feel that they had been liberated from the evils of colonialism, and they talked about a bright future for Indonesia, Japan, and other areas of Asia as members of a "Greater East Asian Co-Prosperity Sphere." While it is true that the Japanese invasion of Indonesia marked the effective end of Dutch domination there, many Indonesians quickly found that their "role" in the Co-Prosperity Sphere exposed them to even greater oppression than they had experienced under the Dutch. The Japanese army desperately needed the natural resources of Indonesia -- oil, rubber, tin, and manpower. Indonesians suffered great hardships as the Japanese took control of the economy and exploited Indonesian resources for their war effort. The Japanese high command divided Indonesia into three regions, each controlled by a different unit of the Japanese military. Sumatra was administered by the Japanese 7th army, while Java and Madura were ruled by the 17th army. The rest of Indonesia, including Kalimantan and all of eastern Indonesia, was under Japanese naval command. Each of these zones possessed unique attributes that affected the Japanese policy and administration. Sumatra was an important source of rubber, oil and other natural resources. It also helped guard the strategic Straits of Melaka. Eastern Indonesia was also a strategic area for Japanese war aims, since it provided a series of stepping stones that could serve as a path for an invasion of Australia. Java had long been important as an administrative center and had a much higher population density than the outer islands. Java thus provided much of the forced conscript labor that was used by the Japanese. Estimates on the exact number of forced laborers, known as *romusha*, vary widely in different sources, but it seems clear that somewhere between 200,000 - 400,000 Indonesians were forced to work for Japanese military projects. Many were sent overseas to Burma and the Malay peninsula, and after the war only 70,000 were ever officially located and identified as survivors. The Japanese tried to involve the Indonesians in more than just forced labor groups. After banning all existing political activity in 1942, the Japanese established their own organizations. This presented a dilemma for Indonesian nationalists. Was it better to collaborate with the Japanese or to resist? The Japanese occupation had liberated them from the Dutch (at least temporarily), but it had also created much hardship. Sukarno and Hatta decided to work with the Japanese, but always looked for ways to advocate greater Indonesian freedom. Sjahrir chose not to join the official Japanese-sponsored organizations, but remained important as an underground leader. Sjahrir kept in close contact with Sukarno and Hatta throughout the war, so that both sides were well-informed of each other's actions. Amir Sjarifuddin was another nationalist who kept in touch with these three leaders. Sjarifuddin chose not to cooperate with the Japanese, and accepted Dutch assistance to set up an underground resistance. The Japanese discovered his group and executed many of his supporters. Sjarifuddin himself was sentenced to die and was only saved by a personal appeal on his behalf by Sukarno. In March 1943, the Japanese sponsored the establishment of *Putera*, (an acronym from *Pusat Tenaga Rakyat*, meaning "People's Power Center" -- *putera* itself is also an Indonesian word meaning "son" or "prince"). This organization was intended to provide support for the Japanese war effort, though its leaders seemed more interested in promoting nationalist sentiments. The organization was headed by four prominent Indonesians, Sukarno, Mohammad Hatta, Ki Hajar Dewantaro (an important figure in Indonesian education and founder of the "Taman Siswa" schools) and Kyai H. M. Mansur (a Muslim leader). One important offshoot of *Putera* was the formation of a local defence force known as *Peta*, (from *Sukarela Tentara Pembela Tanah Air*, Volunteer Army of Defenders of the Homeland). This defence force provided military training to a large number of Indonesians, and was eventually to become the core of the Indonesian national army which was formed after the war. By early 1944 *Putera* had been replaced with a new organization called *Jawa Hokokai* (Java Service Association). Still under the leadership of Sukarno and Hatta, the new organization was more strictly controlled by the Japanese, and was responsible for establishing local branches that created a direct communication channel to the village level. The Japanese also set up organizations that gave Indonesians roles as auxiliary police, firefighters, and air raid operators. Various youth groups were formed and the educational curriculum was changed to emphasize loyalty to Japan. The use of Dutch was banned and Bahasa Indonesia (a variety of Malay that had been widely used as a trade language in Indonesia) was used in its place. The Japanese language was also studied in the schools, but initially so few Indonesians were able to use it that it was not practical to make it the language of administration. The switch to the use of Bahasa Indonesia had a symbolic significance, since the Indonesian nationalist movement had advocated its use as a symbol of Indonesian unity ever since its famous Youth Congress of 1928. A further boost to the nationalist cause came as administrative positions formerly held by Dutch workers were handed over to Indonesians. This helped give both experience and confidence to people who had previously never had the opportunity to hold positions of high authority. The End of WWII After the swift success of its initial push through Southeast Asia and the Pacific, Japan suffered several major setbacks. Allied forces regrouped in Australia and started forcing their way slowly back through New Guinea and on towards the Philippines. The battle of Midway island was an important turning point in the war that put the Japanese on the defensive. Japan now had to consider the possibility that Allied forces might make an effort to retake the Indonesian archipelago. Indonesians auxiliary forces were added to work for the Japanese army and navy. As the Japanese encountered these problems, conditions grew worse for the average Indonesian. More labor was required, and more food and resources were needed for the Japanese army. Allied submarine patrols prevented much of the shipping that normally carried exports from Indonesia to Japan. This hampered the ability of Indonesia to derive any profit from the only real export market that was available. Production of many important cash crops such as tea and sugar fell. By 1943 even rubber output had dropped to one fifth the amount produced in 1941. Inflation soared and in the final months of the war the Japanese-printed currency used in Indonesia fell to only 2.5% of its original value. High inflation, forced labor, and lack of food and medical facilities all caused great hardship. By 1944 Japan was on the defensive and conditions in Indonesia continued to deteriorate. In September of 1943 Sukarno and Hatta, who had long sought promises of independence from the Japanese, were finally given a vague promise of independence "in the future." By March of 1945 the Americans had taken control of the Philippines from the Japanese and had begun bombing raids over Japan. In May the war in Europe ended with the surrender of Germany. The Allies were able to concentrate all of their resources against Japan. Facing certain defeat, the Japanese finally gave in to Indonesian demands for independence. An "Investigative Body for the Preparation of Indonesian Independence" was formed, bringing together a group of nationalists who had the heavy yet exhilarating responsibility of determining the nature of an independent Indonesia. Many questions loomed before the committee members, including such fundamental issues as the type of government structure to be chosen and even the exact geographical boundaries of the new nation. Some proposed that Indonesia, whose population was overwhelmingly Muslim, become an Islamic state, with Islamic religious law governing the land and all its people. Others favored a republic, while some supported the idea of a monarchy. Eventually Sukarno persuaded the other members to accept a religiously neutral republican form of government. To build consensus for this, Sukarno painted a vision for the new country based on a state ideology of Pancasila (see Chapter One), a term which he devised to describe a five-point philosophy comprising belief in a Supreme Being and in nationalism, humanitarianism, democracy, and social justice. Sukarno also advocated including in the independent Indonesia not just the territory of the Dutch East Indies, but also the British colonies on Borneo (Sarawak, Sabah and Brunei) and the Malay peninsula. This underscored the close cultural and linguistic bonds between the Indonesian and Malay peoples, despite centuries of rule under different colonial powers. Others on the committee proposed only to include the territory already defined by the Dutch, and some were willing to give up the area of western New Guinea (now known as Irian Jaya). Though the final recommendation was to include the nearby British colonies, this never happened, and eventually Indonesia was to assume the same borders as the old Dutch East Indies. By mid 1945, the pace of events began to quicken. On August 6 an atomic bomb destroyed Hiroshima, and three days later another bomb was dropped on Nagasaki. For the Japanese the situation appeared hopeless, and the war was almost over. On August 9 Sukarno and Hatta were whisked away and flown to Saigon. Two days later they met with the Japanese Commander for the Southern Area, Field Marshal Terauchi Hisaichi. The Indonesians were officially informed of the Japanese imperial decree to allow them independence. Sukarno and Hatta returned to Indonesia on August 14 just before the official surrender of the Japanese. News of the surrender came on the 15th, and a band of Indonesian nationalists met at Sukarno's house to debate what they should do. Many urged Sukarno and Hatta to act quickly and decisively, and to make an immediate declaration of independence. Others countered that the Japanese were bound by the terms of their surrender to maintain the status quo until the Allies could regain control, thus preventing the Japanese from allowing the independence plans to proceed. They feared that the Japanese would not cooperate if independence was declared. Early in the morning of the 16th a group of youth leaders kidnapped Sukarno and Hatta and took them to the small town of Rengasdengklok, claiming it was to ensure their safety in the face of popular rebellion in Jakarta. In fact no rebellion occurred, and it became clear that the youth leaders were trying to force Sukarno to make an early declaration of independence. Subardjo, a friend of Sukarno, drove from Jakarta to talk with the leader of the youth group, whom he found armed with knife and pistol. After some discussion Subardjo persuaded the youth group to let Sukarno and Hatta go back to Jakarta later that day. Though it was already evening by the time they returned, Sukarno and the others hastily convened a meeting to discuss the question of when and how to declare independence. They met at the house of a sympathetic Japanese naval officer, Admiral Maeda Tadashi. The assembled group debated over what to say in the declaration, and who should sign it. Some wanted to include patriotic language and to denounce the Dutch colonization of their land. But with uncertain Japanese reaction and a need not to inflame an already tense situation, Hatta and Sukarno created a brief and restrained declaration, handwritten by Sukarno on a lined sheet of paper. It read as follows: **Proclamation:** We the people of Indonesia hereby declare the independence of Indonesia. Matters concerning the transfer of power and other questions will be carried out in an orderly manner and in the shortest time possible. Jakarta, 17 August 1945. In the name of the people of Indonesia, [signed] Sukarno Hatta **Struggle for Freedom** The declaration of independence that Sukarno and Hatta signed marked the beginning of a new era for the people of Indonesia. The committee members who had gathered at Maeda's house had debated for hours before the declaration was finally written, and it was about four o'clock in the morning before their work was finished. Sukarno had been given little chance to sleep for the previous few nights, and was suffering from a recurrence of malaria. After a few hours of rest Sukarno appeared outside his home at 56 Pegangsaan Timur to be joined by Hatta and other nationalists for a solemn ceremony at which the declaration of independence was formally announced. An Indonesian officer of one of the Peta units raised a red and white flag, which had been sewn by Sukarno's wife, Fatmawati. The Indonesian national anthem, *Indonesia Raya*, was sung. But even though the proclamation had been made on August 17, 1945, it would be several years before the independence of the country was fully recognized. The young nation of Indonesia came into being after the Japanese surrender and before the Allies had the chance to retake the islands. For a few weeks following the declaration of independence the Indonesians were thus able to start the process of establishing a government and an army without interference from the Dutch or from other Allies. The constitution that had been drafted by the Committee for the Preparation of Indonesian Independence was adopted, and Sukarno was named president and Hatta vice-president. Many of the Japanese, who had been instructed to maintain order, were demoralized and unmotivated to challenge the Indonesians. Though some Japanese tried to fulfill their duty and remain in charge, others handed over arms munitions, money, and other resources to the Indonesians. By the time the Allies arrived in Java, the Indonesian government was in control of many transportation, communication, and even military facilities. Popular support for the new republic was widespread, and many Indonesians were ready to die defending their new-found freedom. The British, who were the first of the Allies to arrive in Java, acknowledged the authority of the Indonesian leaders, even though they did not formally recognize their right to rule. The officer in charge of the British command in Indonesia, Lieutenant General Sir Philip Christison, sought to avert trouble by defining his mission as having two simple aims: accepting the surrender of the Japanese forces and rescuing all Allied prisoners of war in the area. To the disappointment of those in the Netherlands, the British did not seem ready to get involved in a struggle to restore the area to its former status as a Dutch colony. But the presence of British troops created tension. When it was learned that some members of the NICA (Netherlands Indies Civil Administration) had landed in eastern Indonesia, and that the Japanese in Surabaya had surrendered to a Dutch naval captain, the Indonesians grew even more alarmed. They were completely justified in their concern, for the Dutch still felt that they owned the colony, and assumed that they would be able to come back and pick up control of the area. The Dutch badly miscalculated the Indonesian determination to fight for their independence. Skirmishes with the Allied troops broke out in several areas. In late October, when some 6,000 British troops arrived in Surabaya, the unrest escalated into an open assault. Order and a cease-fire were restored only after the British flew in Sukarno to appeal for a peaceful settlement. Fighting broke out again after the British commander in Surabaya was captured and killed. The British retaliated with a major sweep of the city. For three weeks Surabaya was the scene of heavy fighting, and thousands of Indonesians died before relinquishing control to the British. Even now November 10, the day the British initiated their assault, is remembered in Indonesia as Heros' Day. **Dutch Attempts to Regain the Colony** The events of Surabaya demonstrated Indonesian resolve to defend their country. Though the British troops were to remain in Indonesia for another year, they were not eager to fight on behalf of the Dutch, and hoped that the Dutch and Indonesians could resolve their differences peacefully. But the first meeting between Sjahrir, the new Indonesian Prime Minister, and van Mook, the Dutch Lieutenant-Governor, provided little agreement. Negotiations continued for some time, based on recognition of the Indonesian Republic's authority only in Java, Madura, and Sumatra, with Dutch control of the rest of Indonesia. Both sides were to work together to help form a federation of Indonesian states that would still operate as part of the Dutch kingdom. In Indonesia many were reluctant to give up concessions to the Dutch, and vowed to keep fighting for "100% independence." Tension grew between those who favored negotiations and those who supported armed struggle. Prime Minister Sjahrir's willingness to negotiate with the Dutch made him unpopular with the "100% independence" group which included figures such as Tan Malaka and the army general, Sudirman. On June 27, 1946, Sjahrir was arrested in Surakarta by local army units loyal to the "100% independence" camp. Sukarno proclaimed martial law, demanded the release of Sjahrir, and broadcast a radio message warning that Sjahrir's arrest was a threat to national unity. Sjahrir was soon released, and members of the army who had opposed the central government were in turn arrested. The rivalries between the two groups had reached dangerous levels, and both sides finally recognized the need to cooperate or risk starting a civil war while still under threat of the Dutch. Dutch troops were still arriving in Indonesia and fighting kept breaking out. Jakarta was under Dutch control and the Indonesian Republic had moved its capital to Yogyakarta. Bandung had been divided into European and Indonesian zones, with frequent skirmishes along the barbed wire dividing lines. The Dutch proceeded with their plans for the formation of a "United States of Indonesia". In July 1946 they sponsored the Malino Conference with the participation of nearly forty leaders from the outer islands. During the conference a proposal was made to form Kalimantan into one state and eastern Indonesia into another. No representative from the Sukarno's Republic was present. Negotiations By November 1946 the British withdrew the last of their troops from Indonesia, but only after having pressured the Dutch to engage in direct dialogue with the Republic. The result was the Linggajati Agreement, agreed upon in November 1946 and ratified in March 1947. Under the agreement the Dutch recognized the existence of the Indonesian Republic in Java, Madura, and Sumatra. The Republic was to form one part of a United States of Indonesia, along with Kalimantan and Eastern Indonesia. This federation would operate as part of a Dutch-Indonesian Union with the Dutch queen as its head. The agreement did not bring a peaceful resolution to the situation. Sjahrir was again blamed by many Indonesians for caving in to Dutch demands: by July 1947 he had resigned as prime minister, to be replaced by Amir Sjarifuddin. No sooner had the new prime minister been installed than the Dutch began a "police action" to take over key areas of Java and Sumatra. Though the Dutch were successful in gaining an extended field of control, they did so at the expense of widespread condemnation. International attention had begun to focus on the Indonesian question, and Australia, India, and other countries protested the Dutch use of military force. The matter was brought to the attention of the United Nations Security Council, which ordered a cease-fire and sponsored the creation of a Good Offices Committee to help resolve the dispute. Military observers were sent to monitor the cease-fire, which was set for August 1947. A new agreement between the Dutch and Indonesians was reached in January 1948 as a result of the Renville negotiations (so-called because both sides agreed to meet aboard the USS Renville to hold their discussions). This agreement allowed the Dutch to keep all the territory they had already captured, plus large regions under Indonesian control which fell between the Dutch-held areas. Approximately one half the total land area of Java was thus in Dutch hands, including most of the important sea ports. The Indonesian Republic was not faring well, and the Sjarifuddin cabinet collapsed as opposition to the Renville agreement spread. Sukarno appointed Hatta as the new Prime Minister. However, Sjarifuddin continued to be involved in politics, and now attempted to lead the opposition. He eventually lent his support to Musso, one of the leaders of the failed PKI uprisings of 1926-27, who returned from exile in the USSR in August 1948. Musso quickly mobilized the communists and led them in a poorly timed revolt that started when PKI troops were driven out of Solo by army forces of the Siliwangi Division loyal to the Republic. Musso's followers retreated to Madiun, in east Java, where on September 18 they declared a new government. Loyalist forces put down the rebellion (refusing the assistance offered by the Dutch) in about three months. Musso was shot and killed while attempting to escape and Amir Sjarifuddin was caught and later executed. The Madiun Affair, as the PKI uprising came to be known, discredited the Indonesian communist party as an enemy of the revolution, and led to long-standing mistrust between the army and the PKI. The Madiun Affair also demonstrated that the Republic of Indonesia, even under difficult circumstances, was able to handle its own affairs and was not sympathetic to the communist cause. This gained the admiration of the United States of America and some other western powers, which were watching with concern as communist insurgencies occurred in other parts of Southeast Asia, such as Malaya, Burma, and the Philippines. American support for the Indonesian cause became especially important after the Dutch defied the UN cease-fire and launched a final full-scale attack on the Republic. The Dutch launched their second "police action" on December 18, 1948. The next day the Dutch had captured the Republican capital of Yogyakarta, and had arrested Sukarno, Hatta, Sjahrir, and other Republican leaders. The Dutch succeeded in gaining control of every major city in Java, and the Indonesian army was forced to continue fighting a guerrilla war from behind enemy lines and from outposts in the countryside. International reaction to the "police action" was largely one of outrage. The United Nations was upset that the Dutch had taken over Yogyakarta when the UN Good Offices Committee was installed in a nearby town only a few miles away. India's leader Nehru openly criticized the Dutch for their aggressive actions, and called for an all-Asian conference to resolve the situation. The United States quickly threatened to suspend all aid to the Netherlands. Even within the Dutch-held territory, many governments of the Dutch-sponsored Indonesian states resigned in protest. The Netherlands was forced to accept another UN cease-fire and eventually accepted the fact that it would have to give up its plans to regain control of Indonesia. A series of talks were begun in August 1949 with representatives from the Dutch, the Republic, and the other Indonesian states. By November they had agreed that sovereignty of the former Dutch colony would be transferred to a United States of Indonesia, which would consist of the Indonesian Republic (Java, Madura, and Sumatra) and fifteen other Indonesian states representing all the rest of the former Dutch East Indies except for western New Guinea (Irian Barat). The exact status of western New Guinea would be decided at a later date. In return the Indonesians agreed to pay for the accumulated Netherlands Indies debt. Indonesia and the Netherlands would still be linked in a loosely defined Dutch-Indonesian Union. After four and a half years the revolution was finally over. On December 27, 1949 Queen Juliana of the Netherlands signed the official document giving Dutch recognition to the United States of Indonesia. Sukarno flew from Yogyakarta to Jakarta, where he was greeted by huge crowds of enthusiastic supporters, and prepared to begin his term as president of a free and independent Indonesia. **The Sukarno Years** Sukarno revelled in the glory of the new beginning of his country, and led his people in an often flamboyant manner. Some of his key strengths included his ability to speak to the people and to inspire them, and his skill at negotiating compromise and balancing opposing factions. Though often criticized for focusing resources on grand schemes such as monuments and sports stadiums while overlooking the practical needs of the people, Sukarno managed to keep the country together, and maintained a large and loyal following. One of his primary responsibilities was to ensure that the country survived the many threats to national unity which were encountered in the first fifteen years following the revolution. **Establishing a United Indonesia** Sukarno found himself the leader of a nation of people filled with high hopes, enthusiasm, and determination to rebuild the country. Indonesia had emerged from the hardships of Japanese occupation during WWII and withstood the severe trials of revolution against the Dutch. Yet the new nation had inherited many problems: its economy was in ruins, its people poor, and its unity threatened by regional separatists. After the initial rejoicing in their new-found freedom, the Indonesian people had to confront the difficult task of making their dream of a new, prosperous, and just society become a reality. Creating and maintaining a united country involved facing many social, economic, and political challenges. **Social Development** The new Indonesia was composed of millions of people spread over thousands of miles and speaking hundreds of different languages. A primary task of the new nation was, therefore, the establishment of a new and integrated society that was acceptable to all. Sukarno's initial vision of a *Pancasila* society had been a potent symbol of inspiration; now that vision had to be put into practice. The new country made a major commitment to education. New schools and universities were built and enrollment jumped to levels far higher than those during the Dutch era. The emphasis on education succeeded in providing a new generation the basic skills that would be required for them to participate in the development of the country. Two major accomplishments were a dramatic rise in literacy rates and an increase in the comprehension and use of the national language. While Indonesia was generally successful in providing increased opportunities for education, it encountered difficulties in raising some of the other measures in the general standard of living. This was primarily due to a great increase in the population level. For example, even though overall rice production increased, the amount produced per person declined. As population levels grew, many moved to the cities in search of opportunities. The increasing urbanization eventually put a strain on the resources of the main cities. Other social challenges included the need to put aside regional and ethnic loyalties in favor of an all-encompassing Indonesian identity. Indonesia has been very successful in instilling a sense of national character and loyalty that transcends ethnic divisions. Immediately after the revolution, however, some tension was evident. For example, some viewed the Ambonese with suspicion since many of them had been soldiers in the Dutch colonial army, and had been deployed in other areas of Indonesia to enforce Dutch rule. Others were wary of the Javanese, fearing that their numerical superiority over every other ethnic group might give them extra influence. While pride in ethnic background remains evident among today's Indonesian population, there has been remarkable acceptance of many features of a national identity, particularly in the use of the Bahasa Indonesia as the national language. Economic Development After the double strain of participation in a world war and a revolution, Indonesia's economy at independence was in disarray. During the revolution the Indonesians had often employed a "scorched earth" policy of destroying everything within the immediate area when forced to retreat. While this had prevented the Dutch from gaining valuable resources, it also meant that Indonesia was eventually to repossess these same burnt-out transportation, communication and agricultural facilities. A shortage of capital hampered efforts to repair the damage. Inflation was a persistent problem, and prices roughly doubled during the first seven years after the end of the revolution. While the number of civil service positions grew, the salaries for these jobs was seldom enough to keep up with inflation. The low pay forced many government workers to seek extra income, and provided a climate that encouraged the potential for corruption. Rubber and oil provided the main source of export earnings. Most export items were produced in the outer islands, many of which had developed black market smuggling operations during the revolution to bypass Dutch control. Some of this smuggling continued after the war, benefitting the individual producers but depriving the central government of potential tax revenue. Some outer island residents complained that they should keep all of their export profits anyway, since they had little desire to see their money sent to Java to support the growing central bureaucracy. Political Development The United States of Indonesia that emerged from the final negotiations with the Dutch soon changed its structure to become a unitary republic. By August 17, 1950, five years after it had first declared independence, Indonesia had adopted a new provisional constitution as well as its present official name, the Republic of Indonesia. The government operated with a one house parliament, and in the early years of independence prime ministers came into power and then lost their control on an almost annual basis. Four major political parties emerged, each vying for power through new coalitions in parliament. The Masyumi party was probably the largest of the four, though in 1952 it split into two factions as the group known as Nahdatul Ulama withdrew from Masyumi to form its own party. The Masyumi party was the main voice of Islam in Indonesian politics. The Indonesian Nationalist Party (PNI) drew support from the abangan community in Java, and was often associated with Sukarno (who had led the party before independence but who was not now technically part of any party). Sjahrir, who had been prime minister during the revolution, led the Indonesian Socialist Party (PSI). The Communist Party (PKI), badly discredited by the Madiun Affair during the revolution, now started to gain more followers under the leadership of Aidit. Meanwhile Sukarno continued in the role he had been in from the time of the revolution as president with Hatta as vice-president. Sukarno was a master of public speaking who could draw on people's emotions, paint grand visions of future glory, and inspire commitment to a cause. Hatta was a more quiet, scholarly man, an economist by training, whose strength lay in planning, negotiation, and diplomacy. Though these two men were different in temperament, together they formed a team that was extremely popular among the people. Political activity increased as the time for the first general elections drew near. Many smaller parties joined the political scene and over forty were included on the ballot sheet. Over 90% of the eligible voting population showed up at the polls when the election was finally held on September 29, 1955. Though the Indonesian people had never had the chance to vote in this way before, the election itself proceeded smoothly, and was generally agreed to have been conducted in a fair and open process. But with so many parties to choose from, there was no clear winner. The PNI and Masyumi virtually tied for first place, each receiving 57 seats in parliament. The Nahdatul Ulama received 45 seats and the PKI 39. A further 59 seats were divided among the smaller parties, no one of which claimed more than 8 seats. Parliament remained without a clear mandate, and coalitions continued to exercise a weak control. Soon Sukarno seemed to lose hope for the whole system, and began to talk of a "guided democracy." Despite the problems of short-lived coalitions in parliament, Indonesia was able to make progress in affairs of state, and began to take an active part in the international community. After attending the Colombo Conference (consisting of a meeting of leaders from India, Ceylon [now Sri Lanka], Pakistan, Burma, and Indonesia) in 1954, Indonesian Prime Minister Ali Sastroamidjojo called for a larger meeting of Afro-Asian leaders. Sukarno approved, realising the boost in international recognition that hosting such an event would provide. Sukarno was also eager to develop a cooperative bloc of nations that would conduct themselves independently of the two superpowers that dominated the West and that sought to draw other nations into their sphere of influence. In April 1955 leaders of 29 countries representing Africa and Asia converged on the city of Bandung in western Java. The assembled leaders included Chou En-lai, Nasser, Nehru, and Sihanouk. The Asian-Africa Conference (sometimes also referred to as the Bandung Conference) was a great success, and demonstrated that Indonesia could play an important and active role in world politics. **Threats to Unity** Indonesia's continuing progress took place against a backdrop of revolts and insurrections. Some of these events were relatively minor and easy to quell, but others were serious challenges that threatened the ability of the country to remain intact. Even during the revolution against the Dutch the young Indonesian Republic faced opposition from a movement known as *Darul Islam*, (Domain of Islam). This movement was centered in Sunda (the western portion of the island of Java), and led by the Islamic teacher S. M. Kartosuwirjo. In defiance of the Republic he declared an independent state in Sunda. Darul Islam forces continued to fight against the Dutch, but they also made it difficult for the Republic to regain control of the area after the Dutch had left. Guerrilla warfare continued from bases in the Sundanese countryside until Kartosuwirjo was finally captured and executed in 1962. Other opposition to the Republic surfaced as soon as the revolution was complete. Local leaders in some of the outer islands were reluctant to dissolve their own states within the federated United States of Indonesia. Some simply disliked and distrusted the central government in Java and some wanted to form their own independent countries. For example, by March of 1950 there were still three of the original sixteen states which had not merged with the unitary Republic of Indonesia. East Indonesia was one of these states, and when the central Republic sent troops to the area to ensure their cooperation, it found that local troops barred them from landing at Makassar (southern Sulawesi). The local troops were led by Captain Andi Aziz. More republican troops were dispatched and Aziz was taken to Jakarta and sentenced to jail. The "uprising" was over in little over a week. A more determined show of resistance to the Republic came from Dr. Christian Soumokil, who proclaimed an independent Republic of South Moluku from his base in Ambon. Most Ambonese were Christian, and may have felt that their voice would be lost in the predominately Muslim republic. More importantly, many Ambonese had been part of the Dutch colonial army and had fought against the Republic during the revolution. Naturally they had reason to feel anxious about their position if they too were incorporated into the Republic. However, they had little chance of maintaining their bid for independence, and by November 1950 republican troops had seized control. Some Ambonese left the country altogether and took up residence in the Netherlands. Another challenge to Indonesian authority came from forces under the command of the notorious Dutch captain "Turk" Westerling. Westerling had been responsible for the brutal enforcement of Dutch authority in Sulawesi during the revolution that had cost the lives of thousands of Indonesians. On January 23, 1950, soon after the Dutch had formally given up control in Indonesia, Westerling and about 800 troops attacked Bandung. He was persuaded to withdraw by other Dutch officials, but secretly plotted to advance on Jakarta, where he hoped to assassinate top Indonesian government officials. The plan was discovered before it had been put into action, and Westerling was forced to escape in disguise to nearby Singapore. Later it was found out that Sultan Hamid II of Pontianak (in Kalimantan) had been involved with Westerling. The Sultan was imprisoned until 1958. In October 1956 another plot directed at the government in Jakarta was discovered. Colonel Zulkifli Lubis, the Deputy Chief of Staff, planned to take advantage of Sukarno's absence from the capital (Sukarno was out of the country on a state visit to China and the USSR) to launch a coup. Before Lubis's supporters could enter the city they were blocked by troops under the command of Major-General Abdul Haris Nasution. An order went out for the arrest of Colonel Lubis, but he managed to escape, and later became involved in another attempt to overthrow the government. A more persistent challenge to Indonesian authority arose in the north of Sumatra. Aceh was a region whose people had long been known for their independent spirit and their determined resistance against Dutch attempts at colonization. The Acehnese were also well known for their devout adherence to Islam. By 1953 the leader Daud Beureu'eh rebelled against the Jakarta government and announced that Aceh was joining the fundamentalist Darul Islam movement. For the next six years the Indonesian army had to contend with separatist Darul Islam forces in Aceh as well as in Sunda. By 1956 Indonesia had managed to contain a number of instances of armed resistance. It had held its first national elections, but found little stability in the parliamentary cabinets that rose and fell in quick succession. Sukarno himself started to think of new ways to handle this problem, announcing that he had a new "Konsepsi" (conception) for government that would produce better results than the constantly changing parliamentary coalitions. Two months later military commanders in many parts of Sumatra expressed their dissatisfaction with the politics of Jakarta in a more straightforward way; they simply took over the civilian government in their districts. Army officers in Sulawesi, Kalimantan, and Maluku soon followed the lead and set up their own local administrations. On March 2, 1957 Colonel Sumual in Makassar announced martial law for the whole of East Indonesia. His action was the beginning of the Permesta Rebellion. Sukarno, aided by Chief of Staff Nasution, responded by proclaiming martial law for the entire country, with the hope that the army would be able to bring its own officers back in line. By early 1958 no resolution had been reached. While Sukarno was out of the country a demand was made to replace the existing cabinet with one headed by Hatta and the Sultan of Yogyakarta. Hatta had resigned as vice-president in 1956, but was still held in high regard, especially in his native Sumatra. The Sultan of Yogyakarta was also very popular, and well known for having been an early proponent of the Republic and for having served as Minister of Defense. When the demand to put these two in charge of a new cabinet went unheeded, the protesters established their own "Revolutionary Government of the Republic of Indonesia" (known by its Indonesian initials as PRRI). This alternate government was located in Padang (west Sumatra) and was headed by Sjafruddin Prawiranegara, who had acted as head of state briefly during the revolution (after Sukarno and Hatta had been captured by the Dutch). Other supporters of the "PRRI rebellion" included Colonel Lubis and two former prime ministers, Mohammad Natsir and Burhanuddin Harahap. Significantly, these leaders, who had all previously worked in service for the Republic, did not aim to secede from it but rather to restore to power people who they felt would be able to provide better leadership to the country. They also shared a widely felt concern within the army for the growing influence achieved by the communist party. But Sukarno would not tolerate direct threats of this sort to his authority. Nasution sent his troops to Sumatra to end the rebellion, and most of the resistance was eliminated within six months. Throughout all these trials, Sukarno held firm and kept the country together. Indonesia had withstood many conflicts and disputes, and maintained a commitment to a democratic form of government. But in response to continued conflict and growing dissatisfaction with the way events were proceeding, Sukarno began to seek a new way to lead the country. He called his new plan "guided democracy." Guided Democracy As early as May 1957 Sukarno had started modifying the government structure by creating a National Council. This council included representatives of forty-one "functional groups" which were meant to reflect major sections of society, such as students, workers, religious groups, women, and farmers. By July 1959 Sukarno moved to cast out the then current constitution (dating from 1950) in favor of the original constitution of 1945 (despite the fact that a vote of this issue had just failed to obtain the required two thirds majority). Next the existing Constituent Assembly was abolished and a new cabinet was appointed, along with a Supreme Advisory Council. Sukarno himself became prime minister of a new "working cabinet" in addition to his role as president. The exact nature of Sukarno's "guided democracy" is open to interpretation. Sukarno was clearly taking a more direct role in the shaping of the government. Soon he adopted the slogan USDEK to describe the new political philosophy. USDEK was an acronym representing the following: U - 1945 Constitution (Undang-Undang dasar 1945) S - Socialism (Sosialisme ala Indonesia) D - Guided Democracy (Demokrasi Terpimpin) E - Guided Economy (Ekonomi Terpimpin) K - Indonesian Identity (Kepribadian Indonesia) In early 1960 Sukarno dissolved the parliament and appointed a "Mutual Cooperation People's Representative Council" and a "Provisional People's Consultative Assembly." By appointing the membership of both these groups, Sukarno was able to include politicians from parties that he favored, such as the PKI, and exclude representation to parties that he did not support, such as Masyumi and the PSI. Later in the year Masyumi and the PSI were officially banned. Both parties had opposed Sukarno and the idea of guided democracy, and had supported the PRRI rebellion in Sumatra. In addition to the USDEK philosophy, Sukarno now added the idea of "Nasakom." Nasakom was another acronym, and derived from the words for nationalism, religion, and communism (nasionalisme, agama, komunisme). While it may seem difficult to reconcile religion and communism within a single philosophy, Sukarno repeatedly emphasized the need for all elements in his vision of Nasakom to work together. The idea of cooperation and compromise was reflected in his frequent references to gotong-royong, ("mutual assistance" [see chapter one]). Nasakom may also have reflected Sukarno's desire to "guide" the three major remaining political parties into agreement and cooperative effort. In fact it has been suggested that the three elements of Nasakom represented a symbolic integration of these three parties, with the Indonesian Nationalist Party (PNI) standing for "nationalism," the Nahdatul Ulama (the conservative Muslim party) standing for "religion," and the Indonesian Communist Party (PKI) standing for "communism." Sukarno hoped to keep these parties in line and to balance their influence, especially the growing popularity of the PKI, with the power of the army. From this point on Sukarno kept trying to juggle the forces of the political parties and the army and to maintain his own sometimes precarious position at the top. Bemo: This three-wheeled minibus, or bemo, is typical of the local transport still used in many Indonesian cities. Living Dangerously Despite the rhetoric of guided democracy, USDEK, and Nasakom, conditions in Indonesia were not improving. In August 1959 the Indonesian currency was devalued by 75 percent. Inflation shot up to extremely high levels, averaging 100 percent increases every year from 1961 to 1964. Sukarno tried to rally the people to face these challenges by urging the need to "continue the revolution." The Indonesian president seems to have felt that change, energy, redirection, and new challenges were constantly needed, both for himself and for the country. Every year on the anniversary of Indonesian independence Sukarno would give a speech emphasizing a particular theme that he felt deserved attention. The titles of these speeches give some indication of the content and tone of his remarks. In 1960, just over ten years after the end of the revolution against the Dutch, his speech was "The March of our Revolution." The following year he spoke of "Revolution, Indonesian Socialism, and National Leadership." Two major issues of foreign policy provided the themes for the years 1962 and 1964. When the Dutch finally agreed to hand over control of west New Guinea to Indonesia the independence day speech was "A Year of Triumph." When Sukarno initiated the policy of confrontation against Malaysia, he spoke of "A Year of Living Dangerously." Sukarno's balancing act was becoming increasingly dangerous. Both the army and the PKI were vying for power under Sukarno's framework of guided democracy. Both disliked the other, not only because they were rivals for Sukarno's approval, but also because of the memory of their confrontation during the revolution when the army had to put down the communist rebellion at Madiun. Possibly as a diversion from these internal power struggles and the problems of a rapidly worsening economy, Sukarno initiated a series of foreign policy maneuvers including the resolution of the New Guinea question and the beginning of a confrontation with Malaysia. From West New Guinea to Irian Jaya One of the stumbling blocks to the final agreement between the Dutch and the Indonesians at the end of the revolution was the issue of what to do with western New Guinea. In order not to delay the transfer of sovereignty of all other parts of the Dutch East Indies to the Republic of Indonesia, both sides agreed to "maintain the status quo" in New Guinea and to hold more talks within the following year to resolve the issue. However, further talks yielded no positive results, and for several years the issue remained unresolved. Indonesia made several attempts to enlist the assistance of the United Nations, but failed to get the required two-thirds majority vote. In 1960 Indonesia broke off diplomatic relations with the Netherlands. Meanwhile the Dutch were trying to get support for creating an independent state out of the territory of west New Guinea, and by 1961 they began to increase their military presence there. Indonesia countered this move by sending in their own troops under the command of Major-General Suharto. Tension mounted as the Dutch sank an Indonesian naval vessel. Seeing the real possibility of major armed confrontation, the international community finally responded by trying to find a diplomatic solution. The United States of America sponsored talks between Indonesia and the Netherlands which ended with an agreement to transfer interim control of West New Guinea to the United Nations. Under local UN supervision the Dutch were to withdraw from the region by the end of 1962, after which the Indonesians would take over administration and agree to hold a referendum within six years to determine if the people of West New Guinea wished to remain part of Indonesia. Eventually the "act of free choice" was held and the area was formally integrated into Indonesia as the province of Irian Jaya. Confrontation with Malaysia In May 1961 the former British colony of Malaya began discussing the possibility of uniting with Sarawak and Sabah, two territories in north Borneo that had also been British possessions. The Indonesian province of Kalimantan lay directly beneath Sabah and Sarawak, giving Indonesia an understandable concern for what might happen on the other side of the border. Since the Philippines claimed rights to part of Sabah, it was agreed that Malaya, Indonesia, and the Philippines would meet to negotiate an acceptable plan of action. Before these discussions were concluded, Britain and Malaya decided to proceed with the plan to incorporate the north Borneo territories along with peninsular Malaya into a new federated state of Malaysia. Indonesian reaction included demonstrations and the burning of the British embassy in Jakarta. Trade relations between Indonesia and Britain were cut and Sukarno began to speak of a new policy of "Confrontation" in which Indonesia was ready to "crush Malaysia." Sukarno may have been genuinely worried that the new Malaysia might be a pro-British and thus pro-Western influence on Indonesia's borders, and Sukarno had made it very clear that he had little desire to maintain friendly relations with the former colonial powers. He viewed the Indonesian revolution as a symbol of the fight against colonialism and imperialism, and was convinced that the struggle against these forces must be maintained. He also may have been looking for a way to balance the power structure within Indonesia, for the confrontation policy against Malaysia gave the PKI a continued role as anti-imperialist, anti-bourgeois demonstrators while giving the army an active role by initiating an armed invasion. Sukarno presided over both forces and continued his image as revolutionary leader. The Indonesian army made several incursions across the border of Kalimantan. The Indonesian troops were commanded by General Suharto (who had led the Irian Jaya campaign). The British sent in troops to assist the Malaysian forces. Skirmishes continued for some time, but Indonesia seemed reluctant to launch an all out attack to take over the area. Sukarno kept up his verbal attacks against Malaysia, and in 1965 he withdrew Indonesia from the United Nations in protest against the inclusion of Malaysia as one of the rotating members of the Security Council. But conditions within Indonesia demanded more attention. The economy was in very poor condition, and the PKI was gathering increased support and trying to undermine the power of the army. Sukarno was soon to become embroiled in a web of intrigue and in a power struggle that would eventually lead to his downfall. The 30th September Movement By 1965 the Indonesian economy was suffering as the country moved into an increasingly isolationist position. Indonesia withdrew from the United Nations, the World Bank, and the International Monetary Fund. By the end of 1965 the black market rate of the Indonesian currency against the US dollar had fallen to almost one tenth of what it had been at the start of the year. In what some may have interpreted in a broad way as a symbol of the deteriorating conditions at home, Sukarno himself had collapsed while giving a speech. Chinese doctors were flown in to treat him, and some feared that complications from a kidney complaint might mean that he would not be able to hold on to power for much longer. Both the army and the PKI were eager to prevent the other from gaining too much power. Conditions were ready for a show-down between these two competing forces. As early as 1962 the PKI had claimed its membership stood at two million people, which would have made it the largest communist party to exist outside the communist bloc. The PKI also organized youth groups and women's groups (estimated at one and a half million members each in 1963) and a peasant's front which allegedly included over five and a half million members. Even though the figures may have been inflated, and the "membership" commitment of some individuals questionable, it was clear that the PKI was gathering major support from the people. In 1965 the PKI suggested the formation of a people's militia, or "fifth force" that would operate in addition to the army, navy, air force, and police. Chinese leader Chou En-lai gave indications that China might be willing to supply the weapons for such a militia. In September 1965 Omar Dhani visited the PRC to discuss the issue (Dhani had already begun short military training courses for PKI sponsored groups at the Halim air force base in Jakarta). The PKI seemed to be a direct threat to the power and authority of the armed forces. The armed forces announced that they would oppose the creation of a "fifth force," for they were not enthusiastic about the possibility of competing with a paramilitary group under PKI control. Yet despite official opposition to the PKI plan, the armed forces included some individuals who were sympathetic to the PKI cause. By 1965 the PKI claimed to have contact with hundreds of supporters from within the army. Several top PKI leaders and sympathizers, including Colonel Untung and a number of break-away army units, claimed that the military was planning a coup against Sukarno. This was their justification for making a pre-emptive strike against the army, especially against what they called a "Council of Generals," who they allege were planning to oust Sukarno from power. Leaders of the plot against the "Council of Generals" called themselves a "Revolutionary Council," but would later become known as the *Gesiapu*, a sinister sounding acronym derived from the Indonesian *Gerakan September Tiga Puluh*, "30th September Movement." Late at night on September 30, 1965, military forces of the Revolutionary Council raided the homes of seven of the so-called Council of Generals. Three of the senior army officers were killed immediately while three others were taken from their homes. General Nasution was the only one of the seven officers on the "hit-list" who managed to escape. He climbed over the back wall outside his home as his attackers entered the house, but in the confusion his daughter was shot and killed and one of his military aides taken away, possibly having been mistaken for Nasution himself. The three senior officers who had been captured alive (and Nasution's aide) were taken to Halim Air Force Base, where they were killed by a PKI-backed women's group. Their bodies and those of the three who had already been shot were tossed down a well known as Crocodile Hole (*Lubang Buaya*). Early the next day Revolutionary Council army units marched into central Jakarta's Freedom Square (*Medan Merdeka*). A message was broadcast over the radio that Colonel Untung's forces were ensuring Sukarno's safety against the "Council of Generals." Major General Suharto, whose name had not been on the hit-list, took control of the army's response. He carefully determined which military units were loyal to the army and which had switched sides to join the Revolutionary Council. By the end of the day he had persuaded one of the battalions in Freedom Square (positioned directly in front of his own headquarters) to step down while the other retreated to Halim. By early the next morning Suharto's troops had gained control of Halim air base, and the Revolutionary Council had collapsed. The entire operation had involved fewer than twenty deaths, but in the months to follow untold thousands were to die as a violent backlash against the PKI swept through the land. The PKI was blamed for the Revolutionary Council's "coup," and public reaction to the affair was inflamed by the discovery of the bodies of the murdered generals at Crocodile Hole. The PKI headquarters was burned and tens of thousands of PKI leaders and suspects were arrested. Tens of thousands more people with known or suspected links to the PKI were killed outright in a wave of violence that lasted from October 1965 to the early part of 1966. Estimates of the dead vary widely but usually fall within the range of 200,000 to 800,000 (some even claim higher figures). It was a dark chapter in the history of the Republic, and one which led to Sukarno's fall from power. Sukarno never publicly supported the Revolutionary Council's actions, and his prior knowledge of the affair has been the subject of much speculation. On the morning of October 1, the day after the murder of the six generals, Sukarno went to Halim air base. Here he met with Omar Dhani, the air force vice-marshal who was actively involved in the Gestapu movement. Sukarno then left for the presidential palace at Bogor before Suharto's troops moved in on Halim base to crush the movement. Sukarno's previous support of the PKI caused many to be suspicious of his actions. Public opinion turned against him and the army was now powerful enough to take control of events. By March 1966 Sukarno was pressured into signing an order giving Suharto the authority to restore order by whatever methods were deemed necessary. In 1967 Suharto was named Acting President. Sukarno still retained the official title of president but had little effective power. A year later the People's Consultative Assembly formally chose Suharto as president, and the slow transfer of power was complete. Suharto and the New Order One of the most important priorities of the new administration was to establish a stable economic and political foundation for the country. Years of mismanagement and revolutionary zeal under the Sukarno regime had produced severe economic problems and confrontational relationships with a number of foreign countries. Suharto's administration, calling itself the New Order to mark a clear break from the policies of Sukarno, began a number of initiatives to bring stability and order to the nation's economy and political life. Development and the Economy In 1965 inflation in Indonesia was running at 600 percent per year, and in 1966 the rate rose even further to 635 percent. The average family had difficulty putting food on the table when the price of rice doubled within the span of a single year, as it did each year from 1966 to 1968. The new administration recognized the need to control inflation, and began steps to strengthen the economy and to seek assistance from foreign aid donors. In 1966 Indonesia rejoined the United Nations and the International Monetary Fund. The following year saw the founding of the Inter-Governmental Group on Indonesia (IGGI), which served to coordinate the aid of several donor countries to Indonesia. The IGGI members included Japan, the USA, Australia, and six Western European countries, with the Netherlands functioning as overall director. A new timetable was agreed upon which gave Indonesia thirty years to repay the accumulated debt from the Sukarno era. The Indonesian government's "Planning Body for National Development" - Bappenas - initiated a series of five year development plans, referred to by the acronym "Repelita." Repelita I (1969-73) stressed reducing inflation, increasing rice production, and improving infrastructure, such as roads, power plants, and communication facilities. Major agricultural improvements came from the expansion of irrigation and the introduction of new high-yield varieties of rice. Many of these strains of rice were developed at the International Rice Research Institute (located at Los Baños in the Philippines), and were promoted by the Indonesian government along with access to the fertilizer and insecticides that were needed to produce the increased crop yields. Repelita II (1974-78) was designed to encourage development at the village level. Efforts were made to continue to encourage agricultural development and to improve education and health facilities. During this five year period the number of doctors in Indonesia rose by 68 per cent, though access to modern health care remained low compared to neighboring countries in Southeast Asia. The next five year plan also stressed improvement in basic living conditions, and tried to ensure an equitable distribution of economic development. During Repelita IV the emphasis switched to promoting light and heavy industry. As oil prices fell the government developed alternative exports so Indonesia could reduce its dependence on oil revenues. Attention was still given to basic needs, such as agriculture, and Indonesia finally became self sufficient in rice production. Repelita V, ending in 1994, continued to promote the development of the industrial sector. Transport and communication were important growth areas. The industrial sector grew at an annual rate of just over 10 per cent, while overall economic growth increased at an annual level of 6.8 per cent. While this impressive growth has made industry an increasingly important component of the nation's economy, in the early to mid 1990's slightly over half the workforce remained in agricultural jobs. The twenty-five year period covering the first five Repelita plans have produced many beneficial results. Per capita income rose over ten times during that period, and the percentage of people living below the poverty line dropped dramatically from 60 per cent to less than 15 per cent. In 1974 Suharto ordered that a percentage of all oil revenue be used to finance basic school facilities, and since then well over 100,000 new school buildings have been constructed. The percentage of children aged seven to twelve who attend school increased from 57 per cent in 1973 to 97 per cent in 1984. Life expectancy has increased by over seven years as thousands of community health centers have been constructed to bring medical care to the village level. Indonesia has linked its vast archipelago via its own satellite communications system (in 1992 three Palapa satellites were in operation). While there have been many positive sides to Indonesia's development, there are some challenges which still remain. Many of the Repelita programs were largely financed by revenues from oil and natural gas exports. While Indonesia is still the world's largest exporter of natural gas, and its Natuna Sea field is thought to contain the largest concentration of natural gas reserves in the world, Indonesia's oil reserves need to be rationed as the country plans for its future and faces an increase in domestic demand. The percentage of total export revenues that come from oil and gas has become smaller, declining from 80 per cent of export earnings in 1981 to 43 per cent in 1990. The need to conserve natural resources, such as forest land, will also affect the amount of revenue that can be obtained through exports. In addition to the need for prudent management of natural resources, some would suggest that the existing system of doing business in Indonesia could benefit from reform. Complaints about corruption have been common, and critics have claimed that favoritism and financial incentives have influenced the distribution of potentially profitable business opportunities, such as the right to exclusive import licenses. Suharto has launched several campaigns against corruption, but the low pay scale for government jobs still encourages civil servants to look for alternate means of making money. One notable example of financial mismanagement may be seen in the huge debt that grew within the state-owned oil company, Pertamina, under the leadership of Ibnu Sutowo. Despite large increases in revenue as world oil prices climbed in the 1970's, Pertamina developed a reported debt of US $10 billion as Sutowo expanded the company. to include investments in fertilizer factories, rice plantations, and steel production. In 1976 Sutowo was forced to resign from Pertamina and the state took over management of the company and gradual repayment of the debts. Another challenge for the economy is the continued growth in the nation's population. Indonesia's total population in the early 1990's exceeded 195,000,000. Hundreds of thousands of new jobs must be found every year just to absorb the increase in the number of people in the workforce. Many people are underemployed and the vast labor market helps to keep wage rates low. The government has attempted to slow the rate of population growth by actively promoting family planning. The rate of increase in the population has decreased from an annual rate of 2.2 during the late 1970's to 2.0 in 1990 and a reported 1.6 in 1994. Indonesia has been quite successful in efforts to slow the rate of population growth, but the effects of overcrowding are still evident in Java and Madura, which account for only about 7 per cent of the total land area but approximately 60 per cent of the total population. This makes Java one of the most densely populated areas of the world. Population density in Java and Madura was 814 people/square kilometer in 1990, compared with only 77 people/square kilometer in Sumatra and 4 people/square kilometer in Irian Jaya. In order to reduce the overcrowding in Java, the government has adopted a "Transmigration Policy" which had helped hundreds of thousands of families move to the less densely populated outer islands. This "transmigration" program provides families with land and assistance in settling new areas, mostly in nearby Sumatra. In the first twenty-five years of the New Order great improvements have been made in basic living conditions throughout the country. Economic growth and stability have replaced the rampant inflation and food shortages of the late Sukarno years. Major improvements have been made in the infrastructure of the country, and great progress has been made in expanding the availability of health and educational facilities. Foreign investment and aid donations have been continued, although Indonesia has made it clear that it will not accept aid with too many attached strings. In 1992 Indonesia refused all further aid assistance from the Netherlands, following Dutch attempts to link its aid to developments in human rights issues. This led to the disbanding of the InterGovernmental Group on Indonesia (IGGI), which had been chaired by the Netherlands, and the establishment of a new organization called the Consultative Group on Indonesia (CGI). The CGI includes the former members of the IGGI (except for the Netherlands) and is chaired by the World Bank. In the 1994/95 fiscal year Japan was by far the largest aid donor to Indonesia, giving US $1.76 billion in assistance. Germany, the United Kingdom and France were the next largest donor countries, each giving over US $100 million, while America gave US $89.6 million. Political Dimensions of the New Order The Suharto government has stressed political stability just as much as it has stressed economic stability. In 1993 Suharto was elected to his sixth five-year term as president, with retired army general Try Sutrisno as his vice-president. The government maintains strong links to the military. As early as 1968, over two thirds of Indonesia's provinces were governed by military men. The armed forces have consistently taken an active role in the development of the country. This is consistent with the *Dwifungsi* (Dual Function) philosophy which maintains that the military should act both as a defense and security force and as a social and political force. One hundred of the five hundred seats in the People's House of Representatives are allotted to the military. In addition to links with the military, the Suharto administration receives strong support from GOLKAR, the state's political party. GOLKAR (from *Golongan Karya*, "Functional Groups") was designed to be a collection of representatives from various segments of society rather than a true political party. It dates back to the Guided Democracy days when Sukarno tried to minimize the importance of the political parties and devise a new system of representation. After thirty years of New Order administration it has become strongly identified with the government and the country's sizable civil service can be counted upon to be largely pro-GOLKAR. Structure of the Government The Republic of Indonesia now operates under the original constitution drafted in 1945. This puts the highest authority into the hands of the People's Consultative Assembly (MPR). The MPR has one thousand members, half of whom are also members of the People's House of Representatives (DPR). The other half of the MPR consists of 253 members representing GOLKAR, the other political parties, and the armed forces; 147 regional delegates; and 100 presidential appointees to represent professional groups (including the military). The MPR meets every five years to elect a president and vice-president and to approve the Outlines of State Policy. In addition to the MPR, the government has five other major components: the DPR, the president, the Supreme Advisory Council, the State Audit Board and the Supreme Court. The DPR shares authority with the president in fulfilling the legislative functions of state. It has 400 members from GOLKAR and the political parties and 100 members representing the armed forces. It meets annually to debate and approve legislation. The president is elected by and responsible to the MPR, and serves both as executive authority and as supreme commander of the armed forces. He appoints a cabinet of ministers to assist with affairs of state. He is also advised by a Supreme Advisory Council, a forty-five member group nominated by the DPR. The State Audit Board is in charge of overseeing government finances. The Supreme Court represents the highest authority in the judicial system. Domestic Issues The political instability of the first two decades of Indonesia's independence has been blamed in part on the large number of political parties that existed, none of which commanded a convincing majority over the others (over forty parties took part in the 1955 elections). Suharto has moved to prevent this from becoming a problem by consolidating the remaining parties (aside from GOLKAR) into two groups. In the early 1970's the four major Muslim-oriented parties were merged into the United Development Party (PPP) and the five non-Moslem parties were merged into the Indonesian Democratic Party (PDI). The PPP and the PDI both are represented in the People's Consultative Assembly and the People's House of Representatives, but the representatives of GOLKAR and the armed forces have assured that the government maintains a comfortable majority. In the mid 1980's Suharto took another step in maintaining a pro-nationalist and pro-government atmosphere by requiring all political parties to adopt the state's Pancasila philosophy as their one and only political ideology. This move was not warmly received by all segments of society. In particular, some of the Muslim groups were disappointed that Islam (the religion of almost 90 per cent of all Indonesians) had no special place in Pancasila, and they objected to being prevented from having an official focus on Islam for their group. As a result, protests broke out in the Tanjung Priok area of Jakarta in September, 1984. The political consolidation of the New Order was successful in promoting stability, but some critics felt that it went too far in restricting political expression. In May, 1980 a group composed of former military and political figures, university students and teachers, and other citizens called for greater political freedom. The group was known as the "Petition of Fifty." Other challenges to the government have come from some of the outer regions of the country. Disturbances in Aceh have flared up from time to time. The area has been given the status of "special territory" rather than "province." In Irian Jaya, an independence group known as the Free Papua Movement (OPM) was established, and has occasionally led to confrontation with government forces. In East Timor a long-standing resistance movement known as Fretilin has waged guerrilla warfare against the Indonesian administration. The Fretilin resistance party emerged after Portugal gave up its colonial rule of East Timor in 1975. Fretilin wanted an independent East Timor, while other parties proposed integration with Indonesia. Indonesian troops were sent in to put down the Fretilin forces and in 1976 East Timor was formally declared the twenty-seventh province of Indonesia. Continued unrest in the region has been the subject of considerable international debate. Foreign Policy Issues Suharto came into power at a time when Indonesia had withdrawn from the United Nations and had veered toward a pro-Communist orientation emphasizing relations with the People's Republic of China, North Vietnam, and North Korea. Indonesia was waging border attacks on Malaysia's northern Borneo states, and Sukarno had told the United States to "go to hell with your aid." Suharto moved quickly to disassociate Indonesia from its communist connections and to re-establish better relations with the west. The policy of confrontation with Malaysia was abandoned. Relations with China were essentially frozen for 23 years, and were only resumed on a more cordial basis in 1990. Indonesia was an active organizer in the formation of ASEAN, the Association of South-East Asian Nations. This organization was founded on August 8, 1967 and was composed of Indonesia, Singapore, Thailand, Malaysia, and the Philippines. Brunei and Vietnam later joined as official members. The group works to cooperate on economic and security issues, as well as to promote cultural interchange. ASEAN has also advocated the establishment of a Southeast Asian Nuclear Free Zone. Relations with western countries were improved, leading to increased aid donations and the establishment of the IGGI. Japan became Indonesia's single largest foreign investor and aid donor. Japan was also an important trading partner: by 1990, 75 per cent of Indonesia's natural gas exports was headed to Japanese ports. While relations with the west improved, Indonesia was careful to maintain its position as a member of the Non-Alligned Movement (NAM). Indonesia served as chair of NAM in the early 1990's, and hosted the Tenth Non-Alligned Summit in September, 1992. Indonesia continued to demonstrate its ability to be an active leader in world affairs. In 1994 Indonesia again drew international prestige as host to the Asia-Pacific Economic Leaders Meeting. At the meeting, leaders of the eighteen APEC countries agreed to liberalize trade agreements. Members pledged cooperation in working to achieve free and open trade by the year 2020. APEC was established in 1989 to promote regional economic cooperation with members from around the Pacific Rim, including the United States of America, Australia, and numerous Asian nations. Indonesia has also been an active member of the United Nations ever since rejoining the organization in 1966. In the early to mid 1990's Indonesian forces have been sent as peace-keeping units to enforce the Cambodian cease-fire operation and as part of the UN Protection Forces in Bosnia Herzegovina. Indonesia has taken a special interest in trying to bring a peaceful settlement to the problems in Cambodia, and has hosted several international conferences on the subject. Indonesia's active participation in negotiating for a successful resolution to the Cambodian issue demonstrates its interest in cooperating as an important regional force interested in promoting peace and stability. Summary In 1995 Indonesia marked its fiftieth anniversary of independence. In the span of time since it fought a revolution to have its freedom recognized, Indonesia has achieved a great deal. It has survived a number of threats to its unity, and achieved a stability that has paved the way to economic growth and a better standard of living. From 1965 to 1989 Indonesia had the world's eighth fastest growing economy. It has expanded use of the national language, and has dramatically increased the educational facilities available to its citizens. Health care has been improved and the nation has achieved self-sufficiency in rice, its basic foodstuff. Indonesia has participated as an important player in regional and world affairs. In a single generation Indonesia has witnessed the turmoil of colonial rule, revolution, and freedom. After fifty years of independence the Indonesian people have many reasons to be proud of their accomplishments. Exercises: I Multiple Choice: 1) The wartime organization *Peta* served as a) a Japanese spy organization b) a military force that later became the basis of the Indonesian army c) an Indonesian news service d) a pro-independence political party led by Mohammad Hatta 2) The conscript labor force known as *romusha* was a) often sent overseas, and many of its members never returned after the war b) always less than 10,000 strong c) composed entirely of volunteers from Java d) used by the Dutch to fight the Japanese 3) During the wartime occupation of Indonesia, the Japanese a) continued to use Dutch as the official language of administration b) used Malay as a language of administration while promoting Japanese in the school system c) used only Japanese as a language of communication with the Indonesians d) decided to adopt the local regional language in each area that they occupied 4) The Japanese occupation of Indonesia can be characterized as a time a) in which the economy surged ahead as Indonesia joined the East-Asia Co-Prosperity Sphere b) when the two great leaders of Indonesia, Sukarno and Hatta, were forced into seclusion c) of great hardship for most Indonesians, as inflation, forced labor, and shortages of food made life increasingly difficult d) of order and stability during which little changed as the Japanese sought to isolate Indonesia from the rest of the world 5) After the official Japanese surrender to the Allies, a) full strength Dutch forces re-appeared in Indonesia within a few days b) British and American forces arrived in Jakarta the next day to prevent the Dutch from regaining control c) the Japanese army in Indonesia continued to wage a guerrilla war for one more year d) the newly formed Indonesian government had several weeks in which to organize itself before Allied forces appeared 6) The Madiun Affair of September, 1948 is best described as a) a major Indonesian assault against the Dutch b) a revolt by pro-PKI forces that challenged the authority of Sukarno c) a spy scandal involving Musso, his mistress, and a Dutch double agent d) the spark that led to the first Dutch police action 7) The general election of 1955 a) was given little attention and few people bothered to vote b) was eagerly anticipated but did little to change the political situation c) finally solved the problem of unstable cabinet coalitions d) marked the end of Sukarno's term as Indonesia's first president 8) The PRRI rebellion a) was sponsored by the Darul Islam b) was a break-away movement that sought to secede from Indonesia c) caused heavy fighting in Java d) represented an attempt to change the government in Jakarta 9) The Dutch-held portion of New Guinea a) had been given to the Indonesian government in 1949 but had remained effectively in Dutch control until 1960 b) was transferred to the newly independent Indonesia as part of the Renville Agreement c) was only acquired by Indonesia only after extensive efforts including negotiations, military threats, and UN intervention d) was virtually ignored as an issue by Sukarno and was only resolved once Suharto came into power 10) The 30 September Movement a) claimed to be a group that supported Sukarno c) gained control of most of Indonesia before finally being crushed c) received the open support of Sukarno and Hatta d) all of the above II Essay Topics: 1) Compare and contrast the presidencies of Sukarno and Suharto. 2) Indonesia fought a revolution to gain its freedom, while its neighbors Malaysia and the Philippines did not. What difference might this have made for Indonesians in the development of their national character, foreign policy orientation, and sense of history? (You may wish to think if the United States of America's own revolution influenced any of these factors for her own people, and examine if their are any parallels between the experiences of Indonesia and the USA.) 3) What were the forces that threatened the unity of Indonesia after the revolution? What do you think allowed Indonesia to overcome these obstacles? III Creative Writing: 1) It is late at night in Jakarta on August 16, 1945. You and a number of other Indonesian nationalists are working with Sukarno to create the Indonesian declaration of independence. Write a draft version for submission to the committee that contains all of what you think should be included. 2) Imagine that you are Sukarno in the year 1968. As you look back over your long career, describe in your journal the events which you feel represent your most important accomplishments. 3) The year 1949 marked the end of the revolution and the beginning of a new and independent Indonesia. Think what it would have been like to be present at that crucial time in Indonesia's history and to have experienced the suffering of war and the excitement of freedom and independence. Write a poem that portrays the pain and sacrifices of war and revolution and the hope and high ideals of the new nation. IV Fill in the Blanks: 1) Sukarno's five point philosophy based on belief in a Supreme Being; nationalism; humanitarianism; democracy; and social justice is called ________. 2) November 10 is now celebrated in Indonesia as ________________, in commemoration of the struggle that began on that day in 1945 against British troops in Surabaya. 3) During the revolution, tension developed between those Indonesians who favored a negotiated settlement and those known as the ________________ group, who favored armed resistance. 4) The accord between the Netherlands and Indonesia of January 1948 that allowed the Dutch to maintain control over large areas of Java was called the ____________, and was named after the United States navy vessel on which the talks were held. 5) Musso was the leader of a PKI sponsored uprising in 1948 that came to be known as the ____________. 6) In the peace agreement of 1949, all of the territory formerly held by the Dutch in the East Indies was immediately transferred to Indonesia except for ____________. 7) After the revolution, former prime minister Sjahrir became the leader of ____________ Party. 8) Indonesia's first vice president, ____________, came from Sumatra and remained in office until he resigned in 1956. 9) The international gathering in Bandung that Indonesia hosted in 1955 was known as the _________________, and was attended by leaders such as Nehru and Chou En-lai. 10) The Islamic resistance movement headed by S.M. Kartowuwirjo that began during the revolution and lasted for over a decade after independence was called the ____________ ____________, and was centered in the Sunda region of Java. 11) Sukarno's decision to abandon the 1950 constitution and return to the 1945 constitution, to abolish the existing Constituent Assembly, and to assume the post of prime minister as in addition to that of president was all part of the plan that he called ____________. 12) Malaysia's decision to incorporate two of the former British areas of north Borneo led to the Indonesian policy of ____________, under which Indonesian troops were sent across the border into Malaysia as part of Sukarno's "Crush Malaysia" campaign. 13) The PKI proposal to operate a people's militia, or _________________, which would supplement the existing army, air force, navy and police, met with opposition from the armed forces. 14) ________________ was the senior army officer who put down the Gestapu coup, or "30 September Movement." 15) In 1966 Indonesia rejoined the International Monetary Fund and the ________________, the international body from which it had resigned during the tensions with Malaysia. 16) The state owned oil company, ________________, developed enormous debts under the leadership of Ibnu Sutowo. 17) The administration of Suharto is commonly referred to as the ________________, as a way to distinguish itself from the old government under Sukarno. 18) The Indonesian government has adopted a "_______________ Policy" which sponsors Indonesian families to move from the crowded areas of Java to the less densely populated outer islands. 19) The pro-government political group known as ________________, was originally designed not as a political party but as a collection of "functional groups." 20) Indonesia has been an active member of the __________________________ (ASEAN) and the _______________________________ (NAM). V Topics for Debate: Divide the class into two groups to debate the following topics. 1) Support or disagree with the following statement: "Sukarno was more interested in developing and displaying his own personal power than he was in developing the country and keeping it together." 2) In 1950 Indonesians decided to change the structure of their country from a collection of federated states to a unitary republic. During the 1990's many Americans have debated the advantages and disadvantages of giving more or less power to the individual states or to the Federal government. What are the advantages of having a federated system (such as that of the USA) and what are the advantages of having a unitary republic (such as that of Indonesia)? After exploring these issues the class may debate whether Indonesia should have retained a federated system and/or whether the USA should change to a unitary republic. 3) One of the goals of many regional groups such as ASEAN and APEC is the reduction of import tariffs and the promotion of free trade. What are the advantages and disadvantages of encouraging free trade within such regional groups? Will the USA benefit from participating in regional groups such as NAFTA and APEC? In the early 1990's Indonesia maintained high import tariffs on some goods, such as automobiles, which provided revenue to the government. Would there be any benefit to Indonesia if these tariffs were eliminated as part of a system to encourage free trade? Key to Exercises CHAPTER 1 I Multiple Choice: 1) B 6) C 2) C 7) B 3) C 8) A 4) D 9) B 5) D 10) A II Fill in the blanks: In western Indonesia the islands of Sumatra, Java, and Madura form part of the Sunda shelf, while to the east the island of New Guinea forms part of the Sahul shelf. Between these two areas lies the Wallace Line, which separates the habitats of the animals from the Asian mainland and the Australian continent. Indonesia's many volcanoes provide both a danger to people and a beneficial source of nutrients to the soil. Fertile soil and irrigation are two key components of the sawah system of agriculture, which has been used for centuries to produce rice in terraced fields. The ladang form of agriculture, also known as swidden, or as slash and burn, (because it involves clearing new fields) has also been used in many parts of Indonesia. Indonesia has two major seasons: the dry (or hot) season and the wet (rainy or cool) season. The rhythm of the seasons is important in the lives of those involved in agriculture, which in 1989 still employed more than 50% of the Indonesian workforce. VI Map Knowledge: Southeast Asia CHAPTER 2 I Multiple Choice: 1) A 2) C 3) D 4) A 5) D 6) D 7) C 8) C 9) A 10) B II Fill in the blanks: 1) Most languages spoken in Indonesia belong to the **Austronesian** language family. 2) The belief system that claims that all things possess a spirit or life-force is called **Animism**. 3) The legend of **Ken Angrok**, who used a special kris to kill a rival and become king, provides some information about the rulers of Singhasari. 4) Linguistic evidence confirms that long ago Indonesian traders travelled to **Madagascar**, an island off the coast of Africa. 5) Antonio Galvao, a Portuguese Governor of Maluku during the mid sixteenth century, recorded observations about local life and customs on the important eastern Indonesian island of **Ternate**. 6) Early Chinese trade with Indonesia was often based on the system of **tribute**, in which gifts were given to the Chinese leaders in exchange for protection and Chinese trade goods. 7) Some inscriptions from the kingdom of Srivijaya were written in the Indian language called **Sanskrit**. 8) Srivijaya's location next to the **Straits of Melaka**, an important trade route that allowed merchants to sail from China to India, was an important factor in the Sumatran kingdom's rise to power. 9) The rulers of central Java during the late 8th and early 9th century were known as the **Shailendra**, whose name means "King of the Mountain." 10) The kingdom of **Singhasari** was the most important kingdom of east Java between the fall of Kediri in the mid thirteenth century and the rise of the Majapahit dynasty near the start of the fourteenth century. III Match the Columns: 1) D Wajak Man A) An important Javanese chronicle from the mid fourteenth century describing court life in the Majapahit dynasty. 2) A Nagarakertagama B) Known as "sea people," this group of sailors was crucial in allowing Srivijaya to gain control of the Straits of Melaka. 3) I Wayang C) Reigning over central Java for about 100 years, this dynasty is best known for its legacy of important Buddhist monuments. 4) H Srivijaya D) An early example of Homo sapiens that lived in Java 12,000 - 13,000 years ago. 5) B Orang Laut E) Prime Minister under Hayam Wuruk during the height of the Majapahit empire and known as an excellent administrator and leader of state, one of Indonesia's finest universities is named after him. 6) C Shailendra F) The more important of the two kingdoms that arose when Airlangga divided his kingdom between his two sons. Later conquered by Ken Angrok. 7) J Mataram G) The last king of Singhosari, he dared to defy Kublai Khan, which led to a Chinese military expedition to Java in 1293. 8) F Kediri H) A mighty empire with its capital in Palembang that dominated Indonesia's international trade for centuries. 9) G Kertanagara I) Originally founded by King Sanjaya, this dynasty sponsored the construction of the great Hindu temple of Prambanan. 10) E Gadjah Mada J) The shadow puppet play, often using plots based on Indian religious traditions. VII Map Knowledge: CHAPTER 3 I Multiple Choice: 1) C 2) C 3) D 4) B 5) A 6) D 7) D 8) B 9) B 10) A II Match the Columns: 1) G Borneo 2) H Sumatra 3) F Timor 4) A China 5) J Melaka 6) C Venice 7) E Java 8) I Maluku 9) D Arabia 10) B India A) silk B) textiles C) glass D) carpets E) rice F) sandalwood G) honey, wax, rattan, and camphor H) pepper I) cloves and nutmeg J) no major local products -- more important as a trade center III Essays: IV Chronology: A) Demak leads the north Javanese coast ports in adopting Islam. B) Francis Xavier arrives in Maluku. C) Islam first observed in Indonesia by a Westerner. D) The first Dutch expedition reaches Indonesia. E) Melaka founded by Paremeswara. F) Vasco da Gama sails to India. G) The Portuguese arrive in Maluku. H) Pajajaran, the last of the major Hindu-Buddhist kingdoms of central and western Java, is conquered by Banten. I) D'Albuquerque takes Melaka for the Portuguese. J) The power of the kingdom of Demak fades while that of Japara grows, as symbolized by Queen Kalinyamat's first major assault on Melaka. 1) C (1292) 2) E (around 1400) 3) A (1477) 4) F (1498) 5) I (1511) 6) G (1512) 7) B (1546) 8) J (1551) 9) H (1579) 10) D (1596) CHAPTER 4 I Multiple Choice: 1) C 2) B 3) B 4) C 5) C 6) D 7) C 8) A 9) A 10) D IV Match the Columns: 1) L Arung Palakka A) Dutch Governor-General who founded Batavia and who drove the Bandanese from their islands 2) C Sultan Agung B) One of three contestants in the third Javanese wars of succession. He later took the name Hamengkubuwono I and ruled central Java from his court in Yogyakarta 3) A Jan Pieterszoon Coen C) The leader who united most of Java under his rule in the early 1600's 4) H Sultan Iskandar Muda D) The man who rose from being a slave and then a soldier under the Dutch to become a rebel leader who assisted Amangkurat II and who later established his own territory in east Java 5) G Sultan Hasanuddin E) The ruler of Mataram who was the son of Sultan Agung. Later his own son plotted against him 6) L Kakiali F) The Madurese prince who first assisted and then fought against Amangkurat II 7) E Amangkurat I G) The sultan of Gowa who resisted Dutch attempts to restrict Makassar's spice trade 8) E Trunojaya H) Ruler of Aceh who took control of many areas in northern Sumatra and on the Malay peninsula but failed in his many attempts to take Melaka 9) D Surapati I) The Muslim leader from Hitu who led a resistance movement against Dutch presence in Maluku 10) B Prince Mangkubumi J) The Buginese general who assisted the Dutch in their fight against Sultan Hasanuddin V Map Knowledge Identify the places described below and label them on the accompanying map. Write the number of the corresponding question in brackets following each place name. 1) **Banten**. The major kingdom of West Java that resisted Sultan Agung's attempts to rule all of Java. 2) **Batavia**. The VOC headquarters formerly known as Sunda Kelapa. 3) **Blambangan**. The East Javanese empire that maintained its independence despite Sultan Agung's attacks. 4) **Surabaya**. The major Javanese port that Sultan Agung only captured after a long siege by cutting off its water supply. 5) **Aceh**. The kingdom centered in the north of Sumatra that also controlled areas of the Malay peninsula. 6) **Banda Islands**. The area whose entire population was killed or driven off by Dutch attacks led by Jan Pieterszoon Coen. Later known as a site of the dreaded Dutch "hongi" raids. 7) **Gowa**. The center of the Makassarese kingdom in southern Sulawesi. 8) **Bone**. The center of the Bugis kingdom (rivals to the Makassarese). 9) **Ambon**. The site of the 1623 "massacre" of English and other foreign merchants by the Dutch. 10) **Palembang**. The center of the pepper-producing area of southern Sumatra which was attacked by the Dutch in 1659. CHAPTER 5 I Multiple Choice: 1) A 2) B 3) D 4) C 5) B 6) A 7) D 8) B 9) C 10) D IV Match the Columns: 1) D. Kartini A) early leader of the nationalist movement who founded the Bandung Study Club and became leader of the Indonesia National Party (PNI) 2) H. Tjokroaminoto B) Governor-General of the Indies representing the French-backed government of the Netherlands 3) I. Diponegoro C) PKI leader who organized several strikes -- later arrested and deported by the Dutch 4) E. Edward Douwes Dekker D) Javanese woman of noble birth who became famous as an advocate for women's education 5) J. Cut Nya Dien E) known primarily for the petition submitted in his name to the Peoples' Council asking the Dutch to discuss the possibility of Indonesian self rule 6) C. Tan Malaka F) published the influential book *Max Havelaar* using the pen name Multatuli 7) E. Sutarjo G) energetic reform-minded Lieutenant-Governor of Java during the British period 8) G. Raffles H) charismatic founder of the Sarekat Islam 9) B. Daendels I) leader of the revolt against the Dutch that came to be known as the Java War 10) A. Sukarno J) continued her husband's work by leading a band of Acehnese resistance fighters VI Map Knowledge: 1) The city that became the main site of resistance in the Padri War. 2) The capital of Aceh. 3) The site of the West Sumatran port that was held by the British until it was signed over to the Dutch by the 1824 Treaty of London. 4) The western end of the Java Road built by Daendels. 5) The eastern end of the Java Road. 6) Site of the Pattimura rebellion. 7) Home to the famous technical college known by the initials ITB. Sukarno's study club was also named after this city. 8) The Sultan of this city was exiled to Penang after being accused of plotting against the British: Raffles sent 2000 troops to take over the city. 9) The island on which the local rulers and their courts committed a ritual suicide march into rifle and artillery fire of the Dutch forces rather than surrender. 10) The island which was the site of the Banjermasin War. CHAPTER 6 I Multiple Choice: 1) B 2) A 3) B 4) C 5) D 6) B 7) B 8) D 9) C 10) A IV Fill in the Blanks: 1) Sukarno's five point philosophy based on belief in a Supreme Being; nationalism; humanitarianism; democracy; and social justice is called **PANCASILA**. 2) November 10 is now celebrated in Indonesia as **HEROS' DAY**, in commemoration of the struggle that began on that day in 1945 against British troops in Surabaya. 3) During the revolution, tension developed between those Indonesians who favored a negotiated settlement and those known as the **100% INDEPENDENCE** group, who favored armed resistance. 4) The accord between the Netherlands and Indonesia of January 1948 that allowed the Dutch to maintain control over large areas of Java was called the **RENVILLE AGREEMENT**, and was named after the United States navy vessel on which the talks were held. 5) Musso was the leader of a PKI sponsored uprising in 1948 that came to be known as the **MADIUN AFFAIR**. 6) In the peace agreement of 1949, all of the territory formerly held by the Dutch in the East Indies was immediately transferred to Indonesia except for **DUTCH (WEST) NEW GUINEA (LATER KNOWN AS IRIAN JAYA)**. 7) After the revolution, former prime minister Sjahrir became the leader of **INDONESIAN SOCIALIST (PSI)** Party. 8) Indonesia's first vice president, **MOHAMMAD HATTA**, came from Sumatra and remained in office until he resigned in 1956. 9) The international gathering in Bandung that Indonesia hosted in 1955 was known as the **ASIAN-AFRICAN CONFERENCE**, and was attended by leaders such as Nehru and Chou En-lai. 10) The Islamic resistance movement headed by S.M. Kartowuwinjo that began during the revolution and lasted for over a decade after independence was called the **DARUL ISLAM**, and was centered in the Sunda region of Java. 11) Sukarno's decision to abandon the 1950 constitution and return to the 1945 constitution, to abolish the existing Constituent Assembly, and to assume the post of prime minister as in addition to that of president was all part of the plan that he called **GUIDED DEMOCRACY**. 12) Malaysia's decision to incorporate two of the former British areas of north Borneo led to the Indonesian policy of **CONFRONTATION**, under which Indonesian troops were sent across the border into Malaysia as part of Sukarno's "Crush Malaysia" campaign. 13) The PKI proposal to operate a people's militia, or **FIFTH FORCE**, which would supplement the existing army, air force, navy and police, met with opposition from the armed forces. 14) **SUHARTO** was the senior army officer who put down the Gestapu coup, or "30 September Movement." 15) In 1966 Indonesia rejoined the International Monetary Fund and the **UNITED NATIONS**, the international body from which it had resigned during the tensions with Malaysia. 16) The state owned oil company, **PERTAMINA**, developed enormous debts under the leadership of Ibnu Sutowo. 17) The administration of Suharto is commonly referred to as the **NEW ORDER**, as a way to distinguish itself from the old government under Sukarno. 18) The Indonesian government has adopted a "TRANSMIGRATION POLICY" which sponsors Indonesian families to move from the crowded areas of Java to the less densely populated outer islands. 19) The pro-government political group known as **GOLKAR**, was originally designed not as a political party but as a collection of "functional groups." 20) Indonesia has been an active member of the **ASSOCIATION OF SOUTHEAST ASIAN NATIONS** (ASEAN) and the **NON-ALIGNED MOVEMENT** (NAM). VI Map Knowledge: Identify the places described below and label them on the accompanying map. Write the number of the corresponding question in brackets next to each place name on the map. 1) **Boniol**. The city that became the main site of resistance in the Padri War. 2) **Kutaraja (also: Banda Aceh)**. The capital of Aceh. 3) **Bengkulen**. The site of the West Sumatran port that was held by the British until it was signed over to the Dutch by the 1824 Treaty of London. 4) **Banten**. The western end of the Java Road built by Daendels. 5) **Pasuruan**. The eastern end of the Java Road. 6) **Sapuria Island**. Site of the Pattumura rebellion. 7) **Bandung**. Home to the famous technical college known by the initials ITB. Sukarno's study club was also named after this city. 8) **Yogyakarta**. The Sultan of this city was exiled to Penang after being accused of plotting against the British; Raffles sent 2000 troops to take over the city. 9) **Bali**. 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Knappert, Jan. *Myths and Legends of Indonesia*. Singapore: Heinemann Educational Books (Asia) Ltd., 1977. Legge, J.D. *Sukarno: A Political Biography*. Sydney: Allen & Unwin, 1972. Lubis, Mochtar. *Indonesia: Land under the Rainbow*. Singapore: Oxford University Press, 1991. McKay, Elaine, Ed. *Studies in Indonesian History*. Carlton, Victoria: Pitman, 1976. Meilink-Roelofsz, Marie. *Asian Trade and European Influence in the Indonesian Archipelago between 1500 and about 1630*. 's-Gravenhage, Netherlands: Martinus Nijhoff, 1962. Mirpuri, Gouri. *Indonesia*. Singapore, Times Books International, 1990. Neill, Wilfred T. *Twentieth Century Indonesia*. New York: Columbia University Press, 1973. Palmier, Leslie. *Indonesia*. New York: Walker and Company, 1965. Peacock, James L. *Indonesia: An Anthropological Perspective*. Pacific Palisades, CA: Goodyear Publishing Company, Inc., 1973. Penders, Chr. L.M., Ed. & Trans. *Indonesia: Selected Documents on Colonialism and Nationalism, 1830 - 1942*. St. Lucia, Queensland: University of Queensland Press, 1977. Ricklefs, M.C. *A History of Modern Indonesia since c. 1300*. 2nd ed. London: Macmillan Press, 1993. Sardesai, D.R. *Southeast Asia: Past and Present*. 2nd ed. Boulder, Colorado: Westview Press, 1989. Sievers, Allen M. *The Mystical World of Indonesia: Culture and Economic Development in Conflict*. Baltimore: The Johns Hopkins University Press, 1974. Smith, Datus C. *The Land and People of Indonesia*. Rev. ed., New York: J.B. Lippincott, 1983. Soebadio, Haryati and Carine A. du Marchie Sarvaas, Eds. *Dynamics of Indonesian History*. Amsterdam: North-Holland Publishing Company, 1978. Spruyt, J. *Indonesia: An Alternative History of the Timeless Isles*. 3rd ed. Melbourne: Macmillan, 1979. Steinberg, D.J., Ed. *In Search of Southeast Asia: A Modern History*. Rev. ed. Honolulu: University of Hawaii Press, 1987. Sundstrom, Harold. *Indonesia: Its People and Politics*. Tokyo: The Hokuseido Press, 1957. Tas, Sal. *Indonesia: The Underdeveloped Freedom*. Translated by Derek S. Jordan. Indianapolis: Pegasus, 1974. Vlekke, Bernard H.M. *Nusantara: A History of Indonesia*. Rev. ed. Brussels: Les Editions A. Manteau S.A., 1961. Zainu'ddin, Ailsa G. Thomson. *A Short History of Indonesia*. 2nd ed. Stanmore, New South Wales: Cassell Australia Ltd., 1980. I. DOCUMENT IDENTIFICATION: Title: Exploring Indonesia: Past and Present Author(s): Bjorn Schelander Corporate Source: Center for Southeast Asian Studies Publication Date: 1994 II. 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NORTH DAKOTA ADMINISTRATIVE CODE Supplements 242 through 245 August 1999 September 1999 October 1999 November 1999 Prepared by the Legislative Council staff for the Administrative Rules Committee # TABLE OF CONTENTS | Section | Page | |------------------------------------------------------------------------|------| | Accountancy, Board of (October 99) | 1 | | State Department of Health (August 99, October 99) | 31 | | Industrial Commission (August 99) | 59 | | Board of Animal Health (October 99) | 67 | | Medical Examiner, Board of (October 99) | 79 | | Pharmacy, Board of (October 99) | 95 | | Public Service Commission (August 99, September 99, October 99) | 121 | | Secretary of State (November 99) | 141 | | Department of Human Services (August 99) | 153 | The following is a list of the most important and frequently used terms in the field of computer science: 1. Algorithm: A step-by-step procedure for solving a problem or performing a task. 2. Data Structure: A way of organizing data in a computer program to make it easier to access, manipulate, and store. 3. Database: A collection of data organized in a structured manner so that it can be accessed, managed, and updated efficiently. 4. Database Management System (DBMS): A software application that provides services for creating, maintaining, and using databases. 5. Encryption: The process of converting information into a coded form to prevent unauthorized access. 6. Hashing: A technique for mapping data of arbitrary size to fixed-size values. 7. Interface: A boundary between two systems or components that allows them to communicate with each other. 8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions. 9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs. 10. Programming Language: A formal language designed to express computations that can be performed by a machine, especially a computer. 11. Software: A collection of computer programs and associated data that perform specific functions. 12. System: A set of interacting or interrelated elements that act according to a common plan to achieve a common goal. 13. User Interface (UI): The part of a computer program that interacts with the user, allowing them to input commands and receive feedback. 14. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system. 15. Web Application: A software application that runs on a web server and is accessed through a web browser. 16. XML (Extensible Markup Language): A markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable. These terms are fundamental to understanding the concepts and practices in computer science, and they are widely used across various domains such as software development, database management, and web technologies. 3-01-02-01. Definitions. Unless specifically stated otherwise, the following definitions are applicable throughout this title: 1. "Accountant" means either a certified public accountant (CPA) or a licensed public accountant (LPA). 2. "Accounting concentration" means: a. Through December 31, 1999, thirty semester credits or equivalent of accounting and business law education; and b. After December 31, 1999, twenty-four semester credits or equivalent of accounting education, plus twenty-four credits of other business courses. 3. "AICPA" means the American Institute of Certified Public Accountants. 4. "Bookkeeping" means the maintaining of financial records and preparation of tax returns. Bookkeeping does not include the preparation of any financial statement or similar such documents on which language similar to that utilized by certified public accountants or licensed public accountants is placed including compilation and review language. 5. "Client" means the person, persons, or entity that retains an accountant or an accountant's firm engaged in public accounting for the performance of professional services. 6. "Enterprise" means any person, persons, or entity, whether or not organized for profit, for which an accountant provides services. 7. 6. "Financial statements" means statements, and footnotes related thereto, that purport a presentation of financial data, including any accompanying notes, intended to show financial position that relates to at a point in time or changes in financial position that relate to for a period of time; and statements that use a cash or other basis of accounting in accordance with generally accepted accounting principles or another comprehensive basis of accounting. Balance sheets, statements of income, statements of retained earnings, statements of changes in financial position, and statements of changes in owners' equity are examples of financial statements. Incidental financial data included in management advisory services, reports to support recommendations to a client, and tax returns and supporting schedules do not, for these purposes, constitute are not financial statements. The statement, affidavit, or signature of preparers required on tax returns neither constitutes an opinion on financial statements nor requires a disclaimer of such opinion. 7. "NSA" means the national society of accountants. 8. "NASBA" means the national association of state boards of accountancy. 8-9. "Practice of public accounting" does not include reviews conducted under the AICPA or national society of public accountants NSA peer review programs or the AICPA's quality review program or the board's positive review program, or any other similar program approved by this board. The terms "public practice", "practice", "practice of public accountancy", and "practice public accounting" shall be synonymous with the term "practice of public accounting". 9.--"Professional services" means one or more types of services performed in the practice of public accounting. History: Amended effective January 1, 1987; July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-02-01-01. Examinations - Location. The Board shall administer all examinations required for licensure in accounting in North Dakota. The written examination administered to applicants for certification as certified public accountants shall be the uniform certified public accountant examination. All successful examination candidates will be required to complete an approved self-study ethics course before they will before they will be issued a certificate. The written examination shall be given twice-a-year at a site or sites selected by the board, on dates specified by the board. History: Amended effective July 1, 1985; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-04 3-02-01-02. Examinations - Passing conditions. If at a given sitting of the examination an applicant passes two or more but not all sections, then the applicant must be given credit for those sections passed and need not sit for reexamination in those sections, provided that: 1. The applicant wrote all sections of the examination at that sitting; 2. The applicant attained a minimum grade of fifty percent on each section not passed at that sitting, but this requirement does not apply to an applicant who has passed three sections at a given sitting; 3. The applicant passes the remaining sections of the examination within the six consecutive examinations given after the one at which the first sections were passed; 4. At each subsequent sitting at which the applicant seeks to pass any additional sections, the applicant writes all sections not yet passed; and 5. In order to receive credit for passing additional sections in any such subsequent sitting, the applicant attains a minimum grade of fifty percent on sections written but not passed on such sitting. A minimum grade of forty percent is applicable to sections of the examination written prior to July 1, 1999. History: Effective July 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-04 3-02-01-03. Cheating. Cheating by an applicant in applying for or taking the examination may result in the invalidating of examination grades, expulsion from the examination room, disqualification from taking the examination for a specified period of time, and other penalties the board may impose. When the board believes that it has evidence that cheating has occurred, it shall conduct a hearing on the matter. History: Effective October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-04 3-02-02-02. Fee for certificate without examination. The fee for the issuance of a certificate to a nonresident when the board has waived the examination shall be one hundred forty dollars. The fee for a resident to transfer examination grades shall be one hundred forty dollars. Individuals intending to enter the state under the substantial equivalency provisions of North Dakota Century Code section 43-02.2-04.1 shall register and pay a registration fee of one hundred forty dollars prior to commencing work in this state. An applicant for a certificate, under subsection 3 of North Dakota Century Code section 43-02.2-04, may be granted a certificate without meeting all conditions therein, if they have the applicant has had five four years of experience outside of this state in the practice of public accounting after passing the uniform CPA examination, and within the ten years preceding application, or has had substantially equivalent experience in the judgment of the board. History: Amended effective March 1, 1995; September 1, 1997; July 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-04 3-02-02-04. Certificate and license annual renewal fees --Annual permit-fees. The annual renewal fee for every CPA and LPA shall be forty forty-five dollars. The annual fee for issuance or renewal of an individual permit to practice public accounting shall be ten dollars. A CPA or LPA who fails to register or pay the applicable annual certificate, license, or permit renewal fees fee by June thirtieth of the board's current fiscal year shall pay a late filing fee of twenty dollars in addition to the regular annual permit fee. Individuals working within the state under the substantial equivalency provisions are required to file an annual renewal form and pay an annual renewal fee of forty-five dollars. History: Amended effective August 1, 1981; October 1, 1982; July 1, 1987; June 1, 1988; July 1, 1991; March 1, 1995; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-04, 43-02.2-05, 43-02.2-07 3-02-02-04.1. Fee for annual firm permit to-practice. The annual fee for every a firm engaged--in--public--accounting permit is fifty dollars except that for firms which provide no audit, review, compilation, or examination of prospective financial information services, the fee is ten dollars. A late filing fee of twenty dollars shall also be paid by a firm that fails to register or pay the annual firm permit fee by June thirtieth of the board's current fiscal year. A firm commencing the practice of public accounting shall register and pay a firm permit fee before commencing such practice any activity that requires such a permit. Failure to register and pay the appropriate firm permit fees may result in the board proceeding to revoke, suspend, or refuse to renew the certificates, and licenses, and permits of each of the firm's partners, officers, directors, shareholders, or owners. History: Effective June 1, 1988; amended effective March 1, 1995; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-06, 43-02.2-07 3-02-02-05. Inactive or retired accountants. 1. Any CPA or LPA who is no longer employed because of disability or retirement may notify the board of that status. In that event, a certificate to practice as a CPA or license to practice as an LPA shall be designated "inactive" and shall remain as such without payment of the annual fees required by this chapter. An inactive certificate holder or licenseholder may not practice in this state but may continue to use the title "certified public accountant" or "licensed public accountant" or the abbreviation "CPA" or "LPA", as applicable. An inactive certificate holder or licenseholder must adhere to the code of professional ethics set forth in article 3-04, but is not required to comply with continuing professional education regulations set forth in article 3-03. 2. An inactive certificate holder or licenseholder may apply for reinstatement to practice at any time and will be reinstated to "active" practice as a CPA or LPA by paying the annual registration fee required for the year of application, and by satisfying the board that all current requirements for continuing education have been met. History: Effective October 1, 1982; amended effective July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 STAFF COMMENT: Chapter 3-02-04 contains all new material and is not underscored so as to improve readability. CHAPTER 3-02-04 EXPERIENCE Section 3-02-04-01 Qualifying Experience 3-02-04-01. Qualifying experience. The experience required for initial certification after December 31, 2000, must consist of at least two thousand hours gained within four or fewer calendar years, and must be verified to the satisfaction of the board. The majority of the experience must consist of providing some service or advice involving the use of accounting, attest, management advisory, financial advisory, tax, or consulting skills. Candidates may complete the required examinations before completing any of the experience required for initial certification. History: Effective October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-04 3-03-01-01. Hours or days required. Continuing professional education reports are due from all CPAs and LPAs, except those on inactive status, by December thirty-first of each year and the any hours submitted must be for that previous twelve months, January first through December thirty-first. At the end of each continuing professional education reporting year, each CPA and LPA required to do so by section 3-03-03-01 practicing public accountancy or providing management or financial advisory, consulting, bookkeeping, or tax services for a client or an employer's client while holding out as a licensee in this state must have completed one hundred twenty hours of acceptable continuing professional education in the immediate preceding three reporting periods and have completed a minimum of twenty-four twenty credit hours each year. All other accountants who in any way hold out as a CPA or LPA in this state, except those on inactive status, must have completed sixty hours of acceptable continuing education in the immediately preceding three reporting periods and a minimum of sixteen credit hours each year. At the end of the first full calendar year following receipt of an initial original certificate, an individual permit holder an accountant must meet the twenty-four-hour applicable per year minimum, and must meet the one-hundred-twenty-hour-over applicable three-year minimum at the end of the third full calendar year. History: Amended effective August 1, 1984; October 1, 1984; July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-01-02. How credits determined. 1. Continuing professional education programs are measured in full-hour increments only, with one hour of credit awarded for each full fifty minutes of instruction. 2. Only class hours or self-study equivalents, and not preparation hours, are to be counted. 3. Service as a lecturer or discussion leader will receive credit to the extent that it contributes to the individual's professional competence, to a total credit limit equal to twice the program's credit allowance for enrolled participants. Credit for lecturer or discussion leader service is further limited to not more than half the total of all hours claimed for any one reporting year. Repetitious presentations are not to be counted. 4. Courses taken for university or college credit may receive continuing professional education credit at the rate of fifteen hours per semester hour of institutional credit, or ten hours per quarter hour of institutional credit, subject to a total limit of not more than half the total of all hours claimed for any one reporting year. 5. A CPA or LPA teaching a specific university or college level accounting course for the first time may be granted credit for preparation and instruction to the extent that it contributes to the individual's professional competence, up to a limit of twice the continuing professional education course credit available for CPAs or LPAs taking the course. No credit is available for repetitious teaching of the course or for subsequent teaching of courses with similar content. Total credit for these activities is limited to not more than half the total of all hours claimed for any one reporting year. 6. Total credit for self-study program hours is limited to not more than half the total of all hours claimed for any one reporting year. History: Amended effective July 1, 1987; July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-01-03. Effective date. The continuing professional education requirements first took effect July 1, 1978. For accountants not in public practice, the per-year minimum is first effective for the calendar year 2000 and the three-year minimum is first effective for the period 2000 through 2002. History: Amended effective August 1, 1984; October 1, 1984; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-01-04. Exceptions. The board may--make will consider exceptions to the continuing professional education requirements for reasons including health, military service, foreign residency, and retirement, and circumstances beyond the accountant's reasonable control. Nonresident licensees accountants are exempt from the requirements of article 3-03, if they verify that they meet the continuing professional education requirements of their jurisdictions of residence, provided the board considers those continuing professional education requirements to be substantially equivalent to those of this state, and provided that state provides similar exemption to licensees resident accountants who reside in North Dakota. These holding-a Nonresident accountants practicing public accountancy in North Dakota public--practice--permit must meet the public practice continuing professional education requirements of their jurisdictions of residence. History: Amended effective March 1, 1995; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-02-01. General determination. The overriding consideration in determining if a specific program qualifies as a continuing professional education program is if it is a formal program of learning which contributes directly to professional competence. The program must also meet the specifications delineated below. History: Amended effective July 1, 1987; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-02-02. Formal programs. 1. Formal programs requiring class attendance may qualify only if: a. An outline is prepared in advance and is preserved; b. The program is at least one continuing professional education credit hour in length; c. The program is conducted by a qualified instructor; and d. A record of registration or attendance is maintained. 2. Formal programs not requiring class attendance, subsequently referred to herein as self-study programs, may qualify only if: a. A program syllabus is prepared in advance and is preserved; b. The program is at least one continuing professional education credit hour in length; c. Program materials are prepared by qualified authors; d. The program is offered and administered by an appropriate sponsor; and e. Records of registration and documented completion are maintained. 3. Programs offered by organizations registered in the national association-of-state--boards--of--accountancy NASBA national registry of CPE registry sponsors qualify for continuing professional education. 3-03-02-05. Board may seek assistance. The board may look to the North Dakota society of certified public accountants, the North Dakota society of licensed public accountants, the national-society-of-public-accountants NSA, the AICPA, or the national-association-of-state-boards-of-accountancy NASBA for assistance in interpreting the acceptability of, and credit to be allowed for, individual continuing professional education courses. History: Amended effective July 1, 1987; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-03-01. Coverage of requirement. The continuing professional education requirements promulgated by the board will apply to all CPAs and LPAs in public practice either full-time or part-time, whether or not on their own account, in North Dakota. CPAs or LPAs not in public practice full-time or part-time in North Dakota are not required to meet continuing professional education requirements except that they must file annual continuing professional education reports but they need not list any education credits. In the event they decide except those on inactive status, in order to enter public practice either full-time or part-time in North Dakota, they an accountant must at that time meet the continuing professional education requirements as specified in section 3-03-01-01, and furnish evidence of familiarity with current accounting and auditing procedures and practices in the service areas they intend to practice. A late filing fee of twenty dollars will be imposed on any CPA or LPA whose continuing professional education reports are not received by the date indicated on the reporting form. History: Amended effective July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-03-02.1. Temporary permit practice. The board may allow the temporary practice of public accounting under a temporary permit if the CPA or LPA has acquired at least sixty hours of approved continuing professional education within the preceding three years and agrees in writing to complete, within one hundred eighty days year of commencing public practice, the remaining continuing professional education hours necessary to total one hundred twenty hours. If the CPA or LPA completes the remaining continuing professional education hours within the one hundred eighty days, a regular permit to practice public accounting will be granted. If the remaining continuing professional education hours are not completed within the one hundred eighty days year, the CPA or LPA must immediately cease practicing public accounting and return the temporary permit to the board. Temporary permits may not be renewed. History: Effective July 1, 1991; amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-03-04. Documentation. Formal evidence of course registrations and written records of course sponsorships, titles, dates, times, locations, and instructors must be maintained by permit holders. accountants for all continuing professional education credit hours claimed for participation in informal courses and programs. All documentations must be maintained for a period of at least five calendar years beyond the year of participation. History: Amended effective July 1, 1987; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-03-03-05. Compliance monitors. Continuing professional education reporting forms filed by individual permit holders individuals must be examined annually by the state board of accountancy or an appointed agent thereof, on a sampling basis, to confirm eligibility of credit hours claimed. Individual permit holders Individuals claiming ineligible hours will be notified, and the hours will be disqualified. Flagrant violations of reporting standards, and situations where bad faith in compliance appears likely, will be reviewed for possible action as noncompliance. History: Effective July 1, 1987; amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-05 3-04-01-02. Applicability. This code of ethics applies to all services performed in the practice of public accounting, except where specifically stated otherwise. An accountant engaged in the practice of public accounting must observe all of the provisions of the code of ethics. An accountant not engaged in the practice of public accounting must observe only sections 3-04-01-05, 3-04-01-06, 3-04-02-02, 3-04-03-01, 3-04-04-02, 3-04-06-01, and 3-04-06-03 since all other provisions of the code of ethics relate solely to the practice of public accounting. An accountant practicing outside of North Dakota will not be subject to discipline for departing from any of the provisions of the code of ethics so long as the accountant's conduct is in accord with the rules of the organized accounting profession in the state in which the accountant is practicing, as interpreted by the accountancy board of that state. History: Amended effective July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-01-03. Associates. An accountant may be held responsible for compliance with the code of ethics by all persons associated with the accountant in the practice of public accounting who are either under the accountant's supervision, or who are fellow partners or shareholders or owners in the practice with the accountant. History: Amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-01-04. Nonpractitioners. An accountant engaged in the practice of public accounting must observe all of the provisions of the code of ethics. An accountant not engaged in the practice of public accounting must observe only sections 3-04-01-05, 3-04-01-06, 3-04-02-02, and 3-04-06-01 since all other provisions of the code of ethics relate solely to the practice of public accounting. Repealed effective October 1, 1999. History: Amended effective July 1, 1991. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-01-07. Dividing fees with noncertified public accountant or nonlicensed public accountant. A CPA or LPA or CPA firm or LPA firm shall not share fees derived from compilation, review, audit, or other attest services with a noncertified or nonlicensed person, except that: 1. An agreement by a CPA or LPA with one's firm, partners or associate may provide for the payment of money over a reasonable period of time after the accountant's death to the accountant's estate or to one or more specified persons. 2. A CPA or LPA or CPA firm or LPA firm who undertakes to complete unfinished business of a deceased CPA or LPA may pay to the estate of the deceased that portion of the total compensation which fairly represents the services rendered by the deceased. 3. A CPA or LPA or CPA firm or LPA firm may include nonlicensed employees in a retirement plan even though the plan is based in whole or in part on a profit-sharing arrangement. Repealed effective October 1, 1999. History: Effective--October 1, 1982; amended effective March 1, 1995; September 1, 1997. General Authority: ND66-43-02-2-03 Law Implemented: ND66-43-02-2-03 3-04-01-08. Avoiding influence by noncertified public accountants or nonlicensed public accountants. A CPA or LPA shall not practice with or in the form of a professional corporation or other entity if any of the entity's activities consist of compilation, review, audit, or other attest services, if a minority of the ownership of a firm practicing public accountancy within this state may be held by individuals who are not CPAs or LPAs, but each such owner: 1. A noncertified public accountant or nonlicensed public accountant owns any interest therein, except that a fiduciary representative of the estate of a CPA or LPA may hold the stock or interest of the CPA or LPA for a reasonable time during administration Must be an individual; 2. A noncertified public accountant or nonlicensed public accountant is a corporate director or officer thereof Must not serve as the principal executive officer of the firm; or 3. A noncertified public accountant or nonlicensed public accountant has the right to direct or control the professional judgment of the CPA or LPA Must not exercise authority over the performance of audit, review, compilation, or other attest services; and 4. Must not aid in the unauthorized practice of public accounting, or knowingly misrepresent facts, or commit any act discreditable to the accounting profession. When any such owner fails to meet one of these conditions, or is convicted of a felony or other crime involving fraud or dishonesty, or is disciplined by a regulatory agency, that person's ownership in the firm must be fully divested within six months thereafter, unless the board shall determine otherwise. History: Effective October 1, 1982; amended effective March 1, 1995; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-04 Law Implemented: NDCC 43-02.2-03 3-04-02-01. Independence. An accountant or a firm of which the accountant is a partner or a shareholder shall not express an opinion on financial statements of an enterprise unless the accountant and the accountant's firm are independent with respect to such enterprise. Independence will be considered to be impaired if, for example: 1. During the period of the accountant's professional engagement, or at the time of expressing the opinion, either the accountant or the firm: a. Had or was committed to acquire any direct or material indirect financial interest in the enterprise; or b. Was a trustee of any trust or executor or administrator of any estate if such trust or estate had or was committed to acquire any direct or material indirect financial interest in the enterprise; or c. Had any joint closely held business investment with the enterprise or any officer, director, or principal stockholder thereof that was material in relation to the accountant's or the firm's net worth; or d. Had any loan to or from the enterprise or any officer, director, or principal stockholder thereof except as permitted by Interpretation 101-5 of the AICPA Code of Professional Conduct, as of July 1, 1994. 2. During the period covered by the financial statements, during the period of the professional engagement or at the time of expressing an opinion, the accountant or the firm: a. Was connected with the enterprise as a promoter, underwriter, or voting trustee, a director or officer, or in any capacity equivalent to that of a member of management or of an employee; or b. Was a trustee for any pension or profit-sharing trust of the enterprise. The examples set out in this section are not intended to be all inclusive. History: Amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-02-02. Integrity and objectivity. An accountant shall not knowingly misrepresent facts, and when engaged in the practice of public accounting, including or the rendering of consulting or tax and services, or management or financial advisory services, shall not subordinate the accountant's judgment to that of others. History: Amended effective July 1, 1991; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-03-01. General standards. An accountant in public practice shall comply with the following standards as interpreted by the board. 1. Professional competence. An accountant shall undertake only those professional services which the accountant or the accountant's firm can reasonably expect to complete with professional competence. 2. Due professional care. An accountant shall exercise due professional care in the performance of professional services. 3. Planning and supervision. An accountant shall adequately plan and supervise the performance of professional services. 4. Sufficient relevant data. An accountant shall obtain sufficient relevant data to afford a reasonable basis for conclusions or recommendations in relation to any professional services performed. 5. Forecasts. An accountant shall not permit the accountant's name to be used in conjunction with any forecast of future transactions in a manner which may lend to the belief that the accountant vouches for the achievability of the forecast. History: Amended effective November 1, 1982; July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-04-02. Contingent fees. An accountant in public practice may not: 1. Perform for a contingent fee any professional services for, or receive such a fee from, a client for whom the accountant or accountant's firm performs: a. An audit or review of a financial statement; or b. A compilation of a financial statement when the accountant expects, or reasonably might expect, that a third party will use the financial statement and the accountant's compilation report does not disclose a lack of independence; or c. An examination of prospective financial information; or 2. Prepare an original or amended tax return or claim for a tax refund for a contingent fee for any client. The prohibition in subsection 1 applies during the period in which the accountant or the accountant's firm is engaged to perform any of the services listed above as well as the period covered by any historical financial statements involved in any such listed services. For purposes of this section, a contingent fee is a fee established for the performance of any service pursuant to an arrangement in which no fee will be charged unless a specified finding or result is attained, or in which the amount of the fee is otherwise dependent upon the finding or result of such service. A member's fees may vary depending, for example, on the complexity of services rendered. Fees are not regarded as being contingent if fixed by courts or other public authorities, or, in tax matters, if determined based on the results of judicial proceedings or the findings of governmental agencies. History: Amended effective July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-06-03. Commission and referral fees. An accountant in public practice may not for receive or pay a commission recommend or refer to a client any product or service, or for a commission recommend or refer any product or service to be supplied by a client, or receive a commission when the accountant or the accountant's firm also performs for that client or referral fee in connection with: 1. An audit or review of a financial statement; 2. A compilation of a financial statement when the accountant expects, or reasonably might expect, that a third party will use the financial statement and the accountant's compilation report does not disclose a lack of independence; or 3. An examination of prospective financial information. This prohibition applies during the period in which the accountant is engaged to perform any of the services listed above and the period covered by any historical financial statements involved in such listed services. An accountant in public practice who is not prohibited by this section from performing services for a commission or receiving a commission and who is paid or expects to be paid a commission shall disclose that fact to any person or entity to whom the accountant recommends or refers a product or service to which the commission relates. Any accountant who accepts a referral fee for recommending or referring any service of a CPA or LPA to any person or entity or who pays a referral fee to obtain a client shall disclose such acceptance or payment to the client. History: Amended effective July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-06-04. Incompatible occupations. An accountant engaged in the practice of public accounting shall not concurrently engage in any business or occupation that would create a conflict of interest in rendering professional services. Repealed effective October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03 3-04-06-05. Form of practice - Name. A partner or shareholder surviving the death or withdrawal of all other partners or shareholders may continue to practice public accounting under a name which includes the name of past partners or shareholders for up to two years after becoming a sole practitioner. Repealed effective October 1, 1999. History: Amended-effective-July-1,-1991; March-1,-1995. General Authority: NBGC-43-02-2-03 Law Implemented: NBGC-43-02-2-03; -43-02-2-12 3-05-01-02. Appointment of positive review program committee. The state board of accountancy shall may maintain a positive review program committee to assist in the implementation and administration of the program. The positive review program committee will consist of two or more board members, all appointed by the board. History: Effective June 1, 1988; amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-02-03. Format of report. Any documents submitted in accordance with section 3-05-02-01 may have the name of the client, the client's address, and other identifying factors omitted, provided that the omission does not render the type or nature of the enterprise undeterminable. For example, the client's name, address, or federal identification number may be omitted, but reference to the type of organization, such as a financial institution, school district, hospital, etc., may not be omitted. History: Effective June 1, 1988; amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-02-04. Request of additional information by committee. The positive review program committee or the board may also solicit for review financial statements and related reports of firms from clients, public agencies, banks, and other users of financial statements. History: Effective June 1, 1988; amended effective March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-02-05. Confidentiality of information in report. The identities of the sources of financial statements and reports received by the board or the positive review program committee its agents from other than the firm that issued the reports must be preserved in confidence. Reports and other materials submitted to the board or the positive review program committee its agents pursuant to sections 3-05-02-01, 3-05-02-01.1, 3-05-02-02, and 3-05-02-04 and comments of reviewers, the positive review program committee, and the board on such reports or other materials relating thereto, must also be preserved in confidence except to the extent that they are communicated by the board to the registrant who issued the reports, and except to the extent that the open records law of North Dakota is not violated. History: Effective June 1, 1988; amended effective July 1, 1991; March 1, 1995; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-03-01. Review of reports. Each year, reviewers shall review those reports submitted in accordance with sections 3-05-02-01 and 3-05-02-04 and such reports as may be referred by the board. Repealed effective October 1, 1999. History: Effective June 1, 1988; amended effective July 1, 1991. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-03-02. Scope of review. The positive--review--program committee documents submitted in accordance with sections 3-05-02-01 and 3-05-02-04 shall be reviewed, to determine, with respect to each report: 1. Whether the report is in general conformity with applicable professional standards; 2. If not, in what respect the report is substandard (meaning materially inaccurate or misleading) or marginal (meaning containing serious deficiencies but not materially inaccurate or misleading); and 3. Any recommendations it may have concerning improvement of the quality of the report. The--positive--review--program--committee--shall--report--its--determinations and recommendations to the board. The board shall review the these determinations and recommendations of--the--positive--review--program committee. History: Effective June 1, 1988; amended effective July 1, 1991; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-03-03. Appointment of reviewer by board. If the--positive review--program--committee--reports--to--the--board--that a report is substandard or marginal pursuant to section 3-05-03-02, the board may direct that a review of the workpapers be conducted by a reviewer designated--by--the--positive--review--program--committee.--The--review--of--the workpapers must be conducted by a person other than the person who performed the review of the report. The findings of any such review of the workpapers must be transmitted by the reviewer to the--positive review--program--committee--and, with such changes or additions as the positive--review--program--committee--may--deem--appropriate, by the--positive review--program--committee--to--the--board. History: Effective June 1, 1988; amended effective July 1, 1991; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-03-05. Review of peer reviews. Reports--and--letters-of comments Documents submitted in accordance with section 3-05-02-01.1 and 3-05-02-02 must be reviewed, and resultant findings and recommendations must be given to the board and the--board--shall--take for appropriate action, which may include similar actions to those in section 3-05-04-01. History: Effective July 1, 1991; amended effective March 1, 1995; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-06 3-05-04-01. Deficient reports and board action. If the board determines that a report referred to the board by the positive review program committee is deficient or marginal with respect to applicable professional standards, the board may take any one of the following actions: 1. The board may submit a letter of comment to the firm detailing the deficiencies noted in connection with the review and requiring the firm to detail the steps which it will take to ensure that similar occurrences will not recur. A response from the firm will be required within thirty days of the mailing of the board's letter and may be subject to followup review. 2. The board may require any individual who had responsibility for issuance of the report or who substantially participated in preparation of the report or the related workpapers, or both, to successfully complete continuing education as specified by the board. The cost of the course or courses must be borne by such registrant. 3. The board may require that the office responsible for the deficient report submit all or specified categories of its reports for a preissuance review in a manner and for a duration prescribed by the board. 4. If it appears that the professional conduct reflected in the deficient report is so serious as to warrant consideration of possible disciplinary action, the board may initiate an investigation pursuant to North Dakota Century Code sections 43-02.2-03, 43-02.2-09, and 43-02.2-10. History: Effective June 1, 1988; amended effective July 1, 1991; March 1, 1995; September 1, 1997; October 1, 1999. General Authority: NDCC 43-02.2-03 Law Implemented: NDCC 43-02.2-03, 43-02.2-06, 43-02.2-09 CHAPTER 33-07-01.1 33-07-01.1-01. General provisions - Definitions. 1. Institutions covered by medical hospital licensure laws. The following types of institutions are covered by North Dakota Century Code chapter 23-16 for the purpose of rules and are deemed to come within the provisions of North Dakota Century Code section 23-16-01 which provides for licensure of any institution that maintains and operates organized facilities for the diagnosis, treatment, or care of two or more nonrelated persons suffering from illness, injury, or deformity or where obstetrical or other care is rendered over a period exceeding twenty-four hours: a. General acute, primary care, and specialized hospitals, including rehabilitation and psychiatric hospitals. b. Skilled nursing facilities and nursing facilities. c. Outpatient facilities, including surgical centers and trauma centers, excluding physicians' clinics. d. Maternity homes that receive more than one patient in six months. 2. Institutions not covered by medical hospital licensure laws. The following types of institutions that provide some medical or nursing service are deemed not to come within the provisions of North Dakota Century Code chapter 23-16: a. Any institutions that are regularly licensed by the social service board of North Dakota, such as homes for unmarried mothers. b. Federal and state institutions. For state institutions, the primary purpose of which is the provision of medical care, the department has the responsibility for inspection on the same basis as those institutions that are covered by North Dakota Century Code chapter 23-16. Upon the findings of such inspections, recommendations will be formulated by the department. c. Chiropractic hospitals licensed under North Dakota Century Code chapter 23-17. d. Homes in which the only persons receiving nursing care are those related to the householder by blood or marriage. e. Homes in which only one person receives care at any one time. 3. An institution shall hold licensure in the same category for which it seeks federal certification. 4. The following terms are defined for purposes of this chapter and North Dakota Century Code chapter 23-16: a. "Abuse" includes mental, physical, sexual, and verbal abuse which would result in temporary or permanent mental or physical injury, harm, or ultimately death. Mental abuse includes humiliation, harassment, threats of punishment, or deprivation. Physical abuse includes hitting, slapping, pinching, and kicking. It also includes controlling behavior through corporal punishment. Sexual abuse includes sexual harassment, sexual coercion, sexual contact, or sexual assault. Verbal abuse includes any use of oral, written, or gestured language that includes disparaging and derogatory terms to patients or their families used within their hearing distance to describe the patients, regardless of their age, ability to comprehend, or disability. b. "Acute care" means care for an episode of illness, injury, deformity, or pregnancy which may have a rapid onset or be severe in nature or have a short duration which requires medical treatment and continuous nursing care in a hospital setting. c. "Authentication" means identification of the individual who made the medical record entry by that individual in writing, and verification that the contents are what the individual intended. d. "Bed capacity" is bed space designed for inpatient care, including space originally designed or remodeled for inpatient beds even though temporarily not used for such purposes. The number of beds to be counted in any patient room is the maximum number for which adequate floor area is provided. In measuring the floor area of patient rooms for the purpose of determining bed capacity, only the net usable space in the room may be considered. Space in toilet rooms, washrooms, closets, vestibules, and corridors may not be counted. (1) Areas to be included: (a) Bed space in all nursing units, including: [1] Intensive care or cardiac care units. [2] Minimal or self-care units. (b) Isolation units. (c) Pediatrics units, including: [1] Pediatric bassinets. [2] Incubators located in the pediatrics department. (d) Observation units equipped and staffed for overnight use. (e) All space designed for inpatient bed care even if currently closed or assigned to easily convertible, nonpatient uses such as storage. (f) Space in areas originally designed as solaria, waiting rooms, offices, conference rooms, classrooms, and such which have necessary fixed equipment (nurse's call, lighting, etc.) and are accessible to a nurse's station exclusively staffed for inpatient bed care. (g) Bed space under construction if planned for immediate completion (not an unfinished "shell" floor). (2) Areas to be excluded: (a) Newborn nurseries in the obstetrical department. (b) Labor and delivery rooms. (c) Recovery rooms. (d) Emergency units. (e) Preparation or anesthesia induction rooms. (f) Rooms designed for diagnostic or treatment procedures. (g) Hospital staff sleeping quarters, including accommodations for oncall staff. (h) Corridors. (i) Solaria, waiting rooms, offices, conference rooms, classrooms, and such which are not readily equipped and staffed for inpatient bed care. (j) Unfinished shell space. An area which is finished except for movable equipment shall not be considered unfinished space. e. "Department" means the North Dakota state department of health and consolidated laboratories. f. "Governing body" means the individual or group in whom the ultimate authority and legal responsibility is vested for the conduct of the institution. g. "Hospital" means a facility that provides continuous nursing services, the principal activity or business of which is the reception of a person for diagnosis, medical care, and treatment of human illness to meet the needs of the patient served. (1) "General acute hospital" means a facility with physician services available, permanent facilities that include inpatient beds, and continuous registered nurse staffing on a twenty-four-hour basis for treatment or care for illness, injury, deformity, abnormality, or pregnancy. (a) In addition to medical staff and nursing services, the hospital shall regularly maintain either directly or through agreement the following services to meet the needs of the patients served: [1] Dietary services. [2] Medical records services. [3] Pharmaceutical services. [4] Laboratory services. [5] Radiology services. [6] Emergency services. [7] Social services. [8] Basic rehabilitation services. [9] Housekeeping and related services including laundry. [10] Central services. (b) Complementary services are optional services which the hospital may provide and include: [1] Nuclear medicine services. [2] Surgical services. [3] Recovery services. [4] Anesthesia services. [5] Respiratory care services. [6] Obstetrical services. [7] Specialized rehabilitation services. [8] Psychiatric services. (2) "Primary care hospital" means a facility that has available twenty-four-hour licensed health care practitioner and nursing services, provides inpatient care to ill or injured persons prior to their transportation to a general acute hospital, or provides inpatient care to persons needing acute-type care for a period of no longer than an average of ninety-six hours, excluding persons participating in a federal swing-bed program. (a) In addition to medical staff and nursing services, the hospital shall regularly maintain either directly or through agreement the following services to meet the needs of the patients served: [1] Dietary services. [2] Medical records services. [3] Pharmaceutical services. [4] Laboratory services. [5] Radiology services. [6] Emergency services. [7] Social services. [8] Basic rehabilitation services. [9] Housekeeping and related services including laundry. [10] Central services. (b) Complementary services are optional services which--the--hospital--may--provide--and--include respiratory-care--services. (3) "Specialized hospital" means a facility with hospital characteristics which provides medical care for persons with a categorical illness or condition. (a) In addition to medical staff and nursing services, the hospital shall regularly provide directly or through agreement the following services to meet the needs of the patients served: [1] Dietary services. [2] Medical records services. [3] Pharmaceutical services. [4] Laboratory services. [5] Radiology services. [6] Emergency services. [7] Social services. [8] Basic rehabilitation services. [9] Housekeeping and related services including laundry. [10] Central services. (b) Complementary services are optional services which the hospital may provide and include: [1] Nuclear medicine services. [2] Surgical services. [3] Recovery services. [4] Anesthesia services. [5] Respiratory care services. [6] Obstetrical services. (c) Hospitals meeting the definition of a specialized hospital shall be licensed as such and may include the following: [1] "Rehabilitation hospital" means a facility or unit providing specialized rehabilitation services to patients for the alleviation or amelioration of the disabling effects of illness or injury. Specialized rehabilitation services are characterized by the coordinated delivery of interdisciplinary care intended to achieve the goals of maximizing the self-sufficiency of the patient. A rehabilitation hospital is a facility licensed to provide only specialized rehabilitation services or is a distinct unit providing only specialized rehabilitation services located in a general acute hospital. A rehabilitation hospital must arrange to provide the services identified in section 33-07-01-35. [2] "Psychiatric hospital" means a facility or unit providing psychiatric services to patients with a diagnosis of mental illness. A psychiatric hospital is a hospital licensed to provide only psychiatric services or is a distinct unit providing only psychiatric services located in a general acute hospital. Psychiatric hospitals must provide services consistent with section 33-07-01-36. h. "Licensee" means an individual, officer, or member of the governing body of a hospital or related institution. i. "Licensed health care practitioner" means an individual who is licensed or certified to provide medical, medically related, or advanced registered nursing care to individuals in North Dakota. j. "Medical staff" in general acute and specialized hospitals means a formal organization of physicians (and dentists) and may include other licensed health care practitioners with the delegated authority and responsibility to maintain proper standards of patient care and to plan for continued improvement of that care. Medical staff in primary care hospitals means one or more licensed health care practitioners with the delegated authority and responsibility to maintain proper standards of medical care and to plan for continued improvement of that care. k. "Misappropriation of patient property" means the deliberate misplacement, exploitation, or wrongful temporary or permanent taking or use of a patient's belongings or money, or both. l. "Neglect" includes one severe incident or a pattern of incidents of willful failure to carry out patient services as directed or ordered by the licensed health care practitioner, willful failure to give proper attention to patients, or failure to carry out patient services through careless oversight. m. "Nursing facilities" are the following: (1) "Basic care facility" means a facility consistent with North Dakota Century Code chapter 23-09.3 and North Dakota Administrative Code chapter 33-03-24. (2) "Nursing facility" means a facility consistent with North Dakota Century Code chapter 23-16 and North Dakota Administrative Code chapters 33-07-03.1 and 33-07-04.1. n. "Outpatient facility" (including ambulatory surgical centers and trauma centers - excluding physicians' clinic) means a facility, located in or apart from a hospital; providing community service for the diagnosis or diagnosis and treatment of ambulatory patients (including ambulatory inpatients) in need of physical or mental care (see chapter 33-03-01): (1) Which is operated in connection with a hospital; or (2) Which offers to patients not requiring hospitalization the services of licensed health care practitioners in various medical specialties, and which makes provision for its patients to receive a reasonably full range of diagnostic and treatment services; and (3) Which is subject to the requirements of chapter 33-03-01. o. "Qualified activities coordinator" means a qualified therapeutic recreation specialist who is eligible for registration as a therapeutic recreation specialist by the national therapeutic recreation society (branch of national recreation and park association) under its requirements; is a qualified occupational therapist as defined in North Dakota Century Code chapter 43-40; is certified as an occupational therapist assistant; or has two years of experience in a social or recreational program within the last five years, one year of which was full-time employee in a patient activities program in a health care setting; or has completed a training course approved by the department. p. "Separate license for building on separate premises" means, in the case of a hospital or related institution where two or more buildings are used in the housing of patients, a separate license is required for each building. Separate licenses are required even though the buildings may be operated under the same management. q. "Signature" means the name of the individual written by the individual or an otherwise approved identification mechanism used by the individual which may include the approved use of a rubber stamp or an electronic signature. r. "Writing" means the use of any tangible medium for entries into the medical record, including ink or electronic or computer coding, unless otherwise specifically required. History: Effective April 1, 1994; amended effective August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06, 31-08-01.2, 31-08-01.3 33-07-01.1-16. Nursing services. 1. The general acute hospital shall have a plan of administrative authority with delineation of responsibilities and duties for nursing personnel, including written job descriptions. a. Nursing services must be under the direction of a nurse executive (director of nursing) who is a registered nurse licensed to practice in North Dakota. The nurse executive must have written administrative authority, responsibility, and accountability for the integration and coordination of nursing services consistent with the overall hospital plan and philosophy of patient care. The nurse executive shall retain overall responsibility for: (1) Development, maintenance, and periodic review of a nursing service philosophy, objectives, standards of practice, policies and procedures, and job descriptions for each level of nursing service personnel. (2) Whenever the nurse executive is not available in person or by phone, the nurse executive shall designate in writing a specific registered nurse to be available in person or by phone to direct nursing services. b. There must be sufficient qualified nursing personnel to meet the nursing care needs of the patients. (1) At least one registered nurse must be on duty per shift twenty-four hours per day seven days per week when a patient is present. The nurse executive or other registered nurse designated as the nurse executive's alternate must be on call and available within twenty minutes at all times. (2) In hospitals providing obstetrical or surgical services, additional nursing staff must be available to care for these patients as determined necessary dependent on facility policy and patient needs. 2. Primary care hospitals shall provide twenty-four-hour licensed nursing services whenever a patient is in the hospital and meet the following standards: a. Nursing services must be under the direction of a nurse executive (director of nursing) who is a registered nurse licensed to practice in North Dakota. The nurse executive must have written administrative authority, responsibility, and accountability for the integration and coordination of nursing services consistent with the overall hospital plan and philosophy of patient care. The nurse executive shall retain overall responsibility for: (1) Development, maintenance, and periodic review of nursing service philosophy, objectives, standards of practice, policies and procedures, and job descriptions for each level of nursing service personnel. (2) Determine and schedule adequate numbers of licensed registered nurses, licensed practical nurses, and other personnel to provide nursing care as needed. b. Registered nurse staffing must be on duty at least sixteen hours per day when a patient is in the hospital with licensed nursing coverage for the remainder of the twenty-four-hour period. The nurse executive or another registered nurse designated as the nurse executive's alternate must be on call and available within twenty minutes at all times. A registered nurse must provide or assign to other personnel the nursing care of each patient, including patients at a skilled nursing facility level of care in a swingbed. The care must be provided in accordance with the patient's needs and the specialized qualifications and competence of the staff available. When a registered nurse is not on duty, the nurse executive or another registered nurse designated as the nurse executive's alternate must be on call and available within twenty minutes at all times. c. When no patients are in the facility, staffing must include at least a licensed nurse with a registered nurse on call and available within twenty minutes to respond immediately to patient needs. 3. Specialized hospitals are subject to the nursing services requirements for general acute hospitals in this section. History: Effective April 1, 1994; amended effective August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06 33-07-01.1-24. Nuclear medicine services. 1. If the acute hospital provides nuclear medicine services, the services must be provided to meet the needs of the patients and in a safe and effective manner. a. The hospital shall have available written verification of compliance with article 33-10. b. The hospital shall have evidence of licensure to handle radioactive materials. c. The physician responsible for the direction of the nuclear medicine services must be a physician who is qualified to provide nuclear medicine services and who is a member of the medical staff. d. Nuclear medicine services may be ordered only by a licensed health care practitioner whose qualifications and medical staff privileges allow such referrals. e. Personnel employed in nuclear medicine services must meet the qualification and training requirements, perform the functions, and carry out the responsibilities specified by the director and approved by the medical staff. f. The diagnostic procedures must be interpreted by a licensed health care practitioner who has been approved by the medical staff to do so. The licensed health care practitioner shall document, sign, and date reports of procedures, interpretations of procedures, and consultations. g. The hospital shall retain copies of nuclear medicine reports consistent with current standards of practice. h. The nuclear medicine services shall develop and implement policies in accordance with standards of practice specific for the services provided, and consistent with chapter 61-05-01, including: (1) Handling, maintenance, and inspection of equipment. (2) Protection of patients and personnel from radiation hazards. (3) Testing of equipment for radiation hazards. (4) Maintenance of personnel radiation monitoring devices. (5) Preparation and administration of radio-pharmaceutical. (6) Documentation of receipt, storage, use, and disposal of radioactive materials. 2. Primary--care--hospitals--may--not--provide--nuclear--medicine services; If the primary care hospital provides nuclear medicine services, the hospital shall comply with nuclear medicine services requirements for general acute hospitals in this section. 3. Specialized hospitals providing nuclear medicine services are subject to the nuclear medicine services requirements for general acute hospitals in this section. History: Effective April 1, 1994; amended effective August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06 33-07-01.1-29. Surgical services. 1. The general acute hospital that provides surgical services shall have effective policies and procedures regarding surgical privileges, maintenance of the operating rooms, and evaluation of the surgical patient. a. Surgical services must be provided in a manner sufficient to meet the surgical needs of the patients. The surgical service must have a defined organization, must be integrated with other departments and services of the hospital, and must be governed by current written policies and procedures. b. Surgical services must be directed by a physician who is qualified by training and experience and approved by the medical staff and governing body. c. A roster of physicians, specifying the surgical privileges of each, must be maintained and available to staff in the surgical services area and in the files of the hospital administration. d. The operating rooms must be supervised by a qualified registered nurse. (1) A licensed practical nurse or a surgical technician may be used as "scrub nurse" under the supervision of the registered nurse. (2) A registered nurse may perform circulating duties in the operating room in accordance with applicable state law. Licensed practical nurses and surgical technicians may assist in circulating duties under the supervision of a registered nurse who is immediately available to respond to emergencies. e. The following equipment must be available for use in the surgical services area: call-in system, cardiac monitor, resuscitator, defibrillator, aspirator, tracheotomy tray, and such other instruments or equipment available for lifesaving measures. f. The surgical services area must be located so that traffic in and out can be and is controlled and there is no through traffic. g. All infections of clean surgical cases must be recorded and reported to administration and medical staff. A written procedure must be established for the investigation of such cases. h. The operating room register must be maintained as identified by hospital policy and procedure. i. There must be a complete history and physical examination, including any indicated laboratory and X-ray examination. reports, in the medical record of every patient prior to surgery, except in life-threatening emergencies. If this has been transcribed, but not yet recorded in the patient's record, there must be a statement to that effect, an admission note identifying any abnormal findings, and the preoperative diagnosis in writing by the physician in the patient's medical record. j. An operative report describing techniques, findings, and tissue removed or altered must be dictated or written immediately after the surgery and signed by the surgeon. k. There must be a properly executed informed consent form consistent with hospital policies for operation in the patient's medical record prior to surgery, except in life-threatening emergencies. 1. If outpatient surgical services are offered by a hospital, the quality of the services must be consistent with the inpatient surgical services in accordance with the complexity of the services. 2. Primary-care-hospitals-may-not-provide-surgical-services: If the primary care hospital provides surgical services, the hospital shall comply with surgical services requirements for general acute hospitals in this section. 3. If a specialized hospital provides surgical services, the specialized hospital is subject to the surgical services requirements for general acute hospitals in this section. History: Effective April 1, 1994; amended effective August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06 33-07-01.1-30. Recovery services. 1. Postoperative recovery services must be provided by all general acute hospitals in which surgery is performed. a. Recovery services must be provided in a room where patients who have undergone surgical procedures can be immediately observed, receive specialized care by selected and trained personnel, and when necessary, prompt emergency care can be initiated. b. The services of the postoperative recovery room may be utilized for postpartum if the delivery room or place of delivery is in close proximity to the postoperative recovery room. Postpartum patients, after appropriate observation, must be returned to the obstetrical service area. c. A physician shall be responsible for the conduct of the recovery services and for the establishment of admission and discharge policies and procedures. d. A registered nurse who has education and experience in postoperative recovery services shall supervise all personnel performing nursing service functions. (1) A licensed nurse shall be in attendance at all times when patients are in the recovery room. (2) There must be sufficient nursing personnel to provide the specialized care required for the postsurgical patient. e. Known contaminated cases must be returned to the isolation room or a private room. f. A member of the medical staff shall provide initial orders for the care of each patient upon admission to the recovery services. (1) A member of the medical staff shall be responsible for the patient's discharge from the recovery services. (2) Patients under or recovering from anesthesia, and those who have received sedatives or analgesics, must remain under continuous, direct nursing supervision until vital signs have stabilized. Any nurse performing this duty must have been instructed in the management of postanesthetic patients, must have no other clinical duties while supervising such patients, and must have immediate recourse to the attending surgeon or anesthesiologist, or certified registered nurse anesthetist, present in the hospital. (3) Side rails must be attached to movable carts and beds and raised above mattress level when occupied by anesthetized patients. Cribs must be provided for the anesthetized or postsurgical child. g. Personnel with communicable diseases must be excluded from the recovery services. h. Drugs, supplies, and equipment must be immediately and continually accessible in the unit during postoperative care, including emergencies. These include cardiopulmonary resuscitation materials. 2. Primary-care-hospitals-may-not-provide-recovery-services: If the primary care hospital provides recovery services, the hospital shall comply with recovery services requirements for general acute hospitals in this section. 3. If a specialized hospital provides surgical services, the hospital is required to provide recovery services consistent with the recovery services requirements for general acute hospitals in this section. History: Effective April 1, 1994; amended effective August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06 33-07-01.1-32. Anesthesia services. 1. General acute hospitals providing surgical services shall provide anesthesia services to meet the needs of the patients served and shall ensure the following: a. The anesthesia service must be under the direction of a qualified physician who is a member of the medical staff. b. The anesthesia service must be organized under current written policies and procedures regarding staff qualifications, the administration of anesthetics, the maintenance of safety controls, and required electronic monitoring of patient vital signs and oxygen levels during the anesthetic procedures consistent with current standards of practice. The anesthesia service is responsible for all anesthetics administered in the hospital. c. The patient must receive a preoperative visit from the anesthesiologist or the certified registered nurse anesthetist involved in the case. d. The anesthesia service shall establish policies, procedures, rules, and regulations for the control, storage, and safe use of combustible anesthetics, oxygen, and other medicinal gases in accordance with national fire protection association standards; types of anesthesia to be administered and procedures for each; personnel permitted to administer anesthesia; infection control; safety regulations to be followed; and responsibility for regular inspection, maintenance, and repair of anesthesia equipment and supplies. e. Anesthesia services may be initiated only when ordered by a member of the medical staff and must be administered only by persons qualified and licensed in the management of such materials. f. An intraoperative anesthetic record must be made a part of the patient's medical record. Drugs used, vital signs, and other relevant information must be recorded at regular intervals during anesthesia. (1) There must be a preanesthesia evaluation by an individual qualified and licensed to administer anesthesia, performed within forty-eight hours prior to the surgery, with findings recorded in the patient's medical record. (2) Except in emergency, anesthetic may not be administered until the patient has had a history and physical examination, and a record made of the findings. g. Postanesthetic followup visits must be made within forty-eight hours after the procedure by the anesthesiologist, certified registered nurse anesthetist, or responsible physician who shall note and record any postoperative abnormalities or complications from anesthesia. 2. Primary-care-hospitals-may-not-provide-anesthesia-services. If the primary care hospital provides anesthesia services, the hospital shall comply with anesthesia services requirements for general acute hospitals in this section. 3. Specialized hospitals providing surgical services shall comply with the anesthesia services requirements for general acute hospitals in this section. History: Effective April 1, 1994; amended effective August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06 33-07-01.1-34. Obstetrical services. 1. All general acute hospitals providing obstetrical services shall provide for the admission, medical care, transfer, or discharge of obstetric and neonatal patients. Obstetrical services must include the following: a. The obstetrical services must have an organized obstetric staff with a chief of obstetrical services who is either certified or qualified in obstetrics or a physician who regularly practices obstetrics as head of the obstetrical service. The level of qualification and expertise of the chief of the obstetrical services must be appropriate to the level of care rendered in the hospital. Responsibilities of the chief of the obstetrical service include: (1) The general supervision of the care of obstetrical patients. (2) The arrangement of conferences held at regular intervals to review surgical procedures and operations, complications, and mortality. (3) The provision for exchange of information between medical, administrative, and nursing staffs. b. Only members of the medical staff with appropriate privileges may admit and care for patients in the obstetrical services areas. A roster of licensed health care practitioners, specifying the obstetrical privileges of each, must be maintained and available to staff in the obstetrical services area and in the files of the hospital administration. c. Obstetrical patients under the effect of an analgesic or an anesthetic, in active labor or delivery, must be monitored and attended in accordance with the current standards of practice for obstetric-gynecologic services as identified by the association of women's health, obstetric and neonatal nursing and defined by hospital policies and procedures. d. Fetal maturity must be established and documented prior to elective inductions and Caesarean sections. e. There must be a written policy and procedure established in accordance with the current standards of practice as identified by the association of women's health, obstetric, and neonatal nursing concerning the administration and documentation of oxytocic drugs and their effects. Oxytocin may be used for medical induction or stimulation of labor only when qualified personnel, determined by the medical staff, can attend the patient closely. If electronic fetal monitoring is not available, the patient must be monitored on a one-to-one basis during the administration of the oxytocic drugs. The following areas must be included in the written policy and procedure for administration and documentation of oxytocic medications: (1) The licensed health care practitioner shall evaluate the patient for induction or stimulation, especially with regard to indications for use of oxytocic medications. (2) The licensed health care practitioner or other individuals starting the oxytocin shall be familiar with its effects and complications and be qualified to identify both maternal and fetal complications. (3) A qualified licensed health care practitioner shall be immediately available as necessary to manage complications effectively. f. Birthing and delivery rooms must be equipped and staffed to provide emergency resuscitation for infants in accordance with the current association of women's health, obstetric, and neonatal nursing standards of practice. Only personnel qualified and trained to do so may use infant emergency resuscitation equipment. g. Equipment and personnel trained to use the equipment to maintain a neutral thermal environment for the neonate must be available and utilized as needed. h. Nursing staff for obstetrical services must include: (1) Nursing supervision by a registered nurse must be provided for the entire twenty-four-hour period the obstetrical services is occupied. (2) At least one nurse trained in obstetrical and nursery care must be assigned to the care of mothers and infants at all times. Infants must be visually or electronically monitored at all times. (3) A registered nurse must be in attendance at all deliveries, and must be available to monitor the mother's general condition and that of the fetus during labor. i. A clean nursery must be provided near the mothers' rooms with adequate lighting and ventilation and must include the following: (1) Bassinets equipped to provide for the medical examination of the newborn and for the storage of necessary supplies and equipment. (2) A glass observation window through which infants may be viewed. (3) Each nursery must have immediately on hand equipment necessary to stabilize the sick infant in accordance with current standards of practice established by the association of women's health, obstetric, and neonatal nursing and defined in hospital policies. j. The hospital shall identify specific rooms and beds to be used exclusively for obstetrical patients, obstetrical and gynecological patients, and nursery patients as provided in a plan specifically approved by the department. (1) Obstetrical services must be located and arranged to provide maximum protection for obstetrical and neonatal patients from infection and cross-infection from patients in other services of the hospital. (2) Obstetrical services must be located in the hospital so as to prevent through traffic to any other part of the hospital. 2. Primary-care-hospitals-may-not-provide-obstetrical-services. If the primary care hospital provides obstetrical services, the hospital shall comply with obstetrical services requirements for general acute hospitals in this section. 3. If a specialized hospital provides obstetrical services, the specialized hospital is subject to the obstetrical services requirements for general acute hospitals. History: Effective April 1, 1994; amended effective May 1, 1998; August 1, 1999. General Authority: NDCC 23-01-03(3), 28-32-02 Law Implemented: NDCC 23-16-06 STAFF COMMENT: Article 33-40 contains all new material and is not underscored so as to improve readability. ARTICLE 33-40 DNA ANALYSIS Chapter 33-40-01 DNA Analysis General Provisions CHAPTER 33-40-01 DNA ANALYSIS GENERAL PROVISIONS Section 33-40-01-01 Scope 33-40-01-02 Definitions 33-40-01-03 Procedures for Responsibilities of Samples 33-40-01-04 Procedures for Collection of Samples 33-40-01-05 Procedures for Analysis of Samples 33-40-01-06 Procedures for Classification of Samples 33-40-01-07 Procedures for Data Base System Usage and Integrity 33-40-01-08 Procedures for Contracting with Another Laboratory for Analysis and Classification of Samples 33-40-01-01. Scope. This article is applicable to all qualifying offenders pursuant to North Dakota Century Code chapter 31-13. 33-40-01-02. Definitions. The following terms are defined as follows for purposes of this chapter, unless otherwise made appropriate by use and context. 1. "Buccal swab" means a sample from the inside of the mouth taken by scraping the cheek. The sample includes saliva. 2. "Designated agency" means the entity designated by this chapter to be responsible for the collection of sample specimens. 3. "Division" means the crime laboratory division. 4. "DNA identification index" means the division's DNA identification record system and the federal bureau of investigation's combined DNA index system, established under North Dakota Century Code section 31-13-05. 5. "DNA record" means DNA identification information stored in the state DNA data base and federal bureau of investigation's combined DNA index system for purposes of generating investigative leads, establishing identification in connection with law enforcement investigations, and supporting statistical interpretation of the results of DNA analysis. The DNA record is considered the objective form of the results of analysis, such as numerical representation of DNA fragment lengths, autoradiographs and the digital image of autoradiographs, and discrete allele assignments numbers. 6. "DNA testing" means DNA analysis of materials derived from the human body for the purposes of identification. 7. "Kit" means the genetic marker kit provided by the division. 8. "Marker" means a method of describing individuals by the genetic loci recognized for the participation in the combined DNA index system. 9. "Other body fluids" means a sample of fluid containing human cells, including saliva, in which markers can be profiled from a qualifying offender. 10. "Qualified medical personnel" means any person trained in sampling techniques and approved by the division as described in North Dakota Century Code chapter 31-13. 11. "Qualifying offender" means any convicted person as described in North Dakota Century Code chapter 31-13. 12. "Sample" includes a vial of blood and other body fluids collected from a qualifying offender. 13. "Sampling techniques" includes venipuncture and buccal swab, and other recognized medical techniques. 14. "Venipuncture" means a puncture of a vein as for drawing blood. History: Effective October 1, 1999. General Authority: NDCC 31-13-08 Law Implemented: NDCC 31-13-08 33-49-01-03. Procedures for responsibilities of samples. 1. When a person becomes a qualifying offender, the state's attorney, at the time of sentencing, shall request the court to issue an order requiring the qualifying offender to comply with North Dakota Century Code chapter 31-13. 2. At the time of sentencing the qualifying offender, the sentencing judge shall issue an order requiring the offender to provide a sample and shall assess costs against the qualifying offender which shall be submitted to the division in accordance with North Dakota Century Code chapter 31-13. 3. The designated agency responsible for sample collection of qualifying offenders is as follows: a. The sheriff's office in the county where the qualifying offender is sentenced is the designated agency and is responsible for the sample collection. b. If the qualifying offender has not previously had a sample collected and is serving a term of incarceration in a facility under the control of the county sheriff, the sheriff's office is the designated agency and is responsible for the sample prior to release of the offender. c. The department of corrections and rehabilitation shall be responsible for collecting, storing, and sending sample specimens of people housed in facilities administered by the department of corrections and rehabilitation. d. If the qualifying offender has not previously had a sample collected and is serving a sentence but is not physically incarcerated, the supervising agency (such as a probation office) is the designated agency and is responsible for the collection of the sample prior to the termination of the sentence. 4. At the time of sentencing, if no order has been issued requiring the qualifying offender to provide a sample, the designated agency shall ask the state's attorney of the county of the conviction or the county in which the offender is located to request the court to issue such an order, including awarding costs to the division. 5. The state's attorney shall designate a person or entity to collect, store, and send the sample specimen of all other people. 6. For convictions on or after August 1, 1995, if the qualifying offender voluntarily consents to provide the sample and pays the costs, no court order is necessary and the state's attorney is not required to request one. 7. A general order issued under the administrative authority of the chief judge of a judicial district is sufficient to satisfy the court order requirements of these rules. In the event such an order exists and is valid with respect to the qualifying offender, the state's attorney need not seek an individualized order. History: Effective October 1, 1999. General Authority: NDCC 31-13-08 Law Implemented: NDCC 31-13-03 33-40-01-04. Procedures for collection of samples. 1. The state department of health shall provide kits to the designated agencies as needed. Each kit must contain, but is not limited to, a receipt form, an instruction sheet, and containers for sample collections. 2. The collection site shall be any location chosen by the designated agency for sample collection. 3. The qualifying offender must be identified by the designated agency by one or more of the following: a driver's license, fingerprints, identification by law enforcement that has the individual in custody, or any other reasonable means within the designated agency's discretion before the samples are collected. 4. The samples must be collected by personnel described in North Dakota Century Code section 31-13-04 and by qualified medical personnel as described in this chapter. 5. The receipt form must be completed by the designated agency at the time of sample collection. 6. The completed kit must be delivered or sent to the department address indicated in the kit instructions. 7. All costs associated with the collection of the sample must be assessed to the qualifying offender as provided in North Dakota Century Code section 31-13-03. History: Effective October 1, 1999. General Authority: NDCC 31-13-08 Law Implemented: NDCC 31-13-04 33-40-01-05. Procedures for analysis of samples. The division shall perform DNA analysis in accordance with national standards for DNA quality assurance and proficiency testing issued pursuant to the DNA Identification Act of 1994 [Pub. L. 103-322; 108 Stat. 2065]. History: Effective October 1, 1999. General Authority: NDCC 31-13-08 Law Implemented: NDCC 31-13-05 33-40-01-06. Procedures for classification of samples. The division shall classify samples in accordance with the criteria established by the federal bureau of investigation for inclusion of DNA records in the combined DNA index system. History: Effective October 1, 1999. General Authority: NDCC 31-13-08 Law Implemented: NDCC 31-13-05 33-40-01-07. Procedures for data base system usage and integrity. 1. Except as provided in subsection 2, the results of the genetic marker grouping analysis may be disclosed only to: a. Criminal justice agencies for law enforcement official purposes; b. A defendant for criminal defense purposes in response to valid subpoenas or other court orders; c. Any person who is the subject of a record; d. A public official or the official's authorized agent who requires that information in connection with the discharge of the official's duties; or e. Any other person required by law. 2. In addition, the division may use test results for system integrity and quality control including to assist in a population statistics database and for other research purposes if personally identifying information is removed. 3. The DNA identification index may include the analysis of DNA samples recovered from crime scenes, medical examinations, and unidentified human remains. For the purpose of missing persons, the DNA identification index may include DNA records of close biological relatives of a missing person. 4. If a court with proper jurisdiction has ordered an expungement and no other grounds exist for sample collection, the record of the sample will be removed from the data base and all samples from the person will be destroyed. History: Effective October 1, 1999. General Authority: NDCC 31-13-06, 31-13-07, 31-13-09 Law Implemented: NDCC 31-13-08 33-40-01-08. Procedures for contracting with another laboratory for analysis and classification of samples. 1. The division shall follow state procurement procedures when contracting for analysis of samples. 2. The division shall contract with laboratories that hold a current accreditation from the association of crime laboratory directors laboratory accreditation board. 3. The cost of the procedure must be assessed to the qualifying offender as designated in North Dakota Century Code chapter 31-13. History: Effective October 1, 1999. General Authority: NDCC 31-13-03, 31-13-08 Law Implemented: NDCC 31-13-08 43-02-03-55. Abandonment of wells - Suspension of drilling. 1. The removal of production equipment or the failure to produce oil or gas (other than a gas well shut in for lack of a market), for a period of one year constitutes abandonment of a producing the well. The removal of injection equipment or the failure to use an injection well for a period of one year constitutes abandonment of an injection the well. Any such an abandoned well must be plugged and the its site must be reclaimed pursuant to applicable rules of the commission sections 43-02-03-34 and 43-02-03-19. 2. The director may waive for one year the requirement to plug and grant temporary reclaim an abandoned well by giving the well temporarily abandoned status for a period of one year for such well provided it can be demonstrated to the director's satisfaction that the well may. This status may only be given to wells that are to be used for alternative purposes related to the production of oil or gas. The director may grant extensions to the one-year period upon application. If a well is granted temporary given temporarily abandoned status, the well's perforations in the well must be isolated, the integrity of its casing must be proven, and the its casing must be sealed at the surface, all in a manner approved by the director. The director may extend a well's temporarily abandoned status beyond one year. 3. In addition to the waiver in subsection 2, the director may also waive the duty to plug and reclaim an abandoned well for any other good cause found by the director. If the director exercises this discretion the director shall set a date or circumstance upon which the waiver expires. 4. The director may approve suspension of the drilling of a well may-be-suspended-upon--approval--of--the--director:---in--such event. If suspension is approved, a plug must be placed at the top of the casing in--such--manner--as to prevent the intrusion--of any foreign matter from getting into the well. Unless--otherwise--authorized--by--the--director;--when when drilling operations--have has been suspended for thirty days, the well, unless otherwise authorized by the director, must be plugged and the its site reclaimed pursuant to applicable rules-of-the-commission sections 43-02-03-34 and 43-02-03-19. History: Amended effective April 30, 1981; January 1, 1983; May 1, 1990; May 1, 1992; August 1, 1999. General Authority: NDCC 38-08-04 Law Implemented: NDCC 38-08-04 43-02-08-02. Application for stripper well property determination. Any operator desiring to classify a property as a stripper well property for purposes of exempting production from the imposition of the oil extraction tax as provided under North Dakota Century Code chapter 57-51.1 shall file an application for stripper well property determination with the director and obtain a determination certifying the property as a stripper well property. The applicant has the burden of establishing entitlement to stripper well property status and shall submit all data necessary for a determination by the director. The application must include, but is not limited to, the following: 1. A fee in the amount of one hundred dollars. 2. The name and address of the applicant and the name and address of the person operating the well, if different. 3. The legal description of the property for which a determination is requested. 4. The well name and number and legal description of each oil-producing well on the property during the qualifying period and at the time of application. 5. The depth of all perforations (measured in feet from ground level) from each producing well on the property during the qualifying period which produces from the same pool. 6. Designation of the property which the applicant requests to be certified as a stripper well property. Such designation must be accompanied by sufficient documentation for the director to determine (as set forth in section 43-02-08-02.1) that the property the applicant desires to be certified as a stripper well property constitutes a property as specified in subsection 4 of North Dakota Century Code section 57-51.1-01. 7. The monthly production of each oil-producing well on the property during the qualifying period. 8. An affidavit stating that all working interest owners of the property, and all purchasers of the crude oil produced from the property have been notified of the application by certified or registered mail. 9. The application must be submitted to the commission within twelve months after the end of the stripper well property's qualification period. If the application does not contain sufficient information to make a determination, the director may require the applicant to submit additional information. History: Effective August 1, 1986; amended effective September 1, 1987; May 1, 1992; May 1, 1994; July 1, 1996; August 1, 1999. General Authority: NDCC 38-08-04(5) Law Implemented: NDCC 38-08-04(4), 57-51.1-01 43-02-09-04. Application for workover project determination. The applicant has the burden of establishing entitlement to the exemption provided in North Dakota Century Code section 57-51.1-03 and upon completion of the workover project shall submit all information necessary for a determination by the director. The cost of a workover project includes only direct costs for material, equipment, services, and labor used in the workover project. Labor and services included must be performed onsite and materials and equipment must be used onsite. The value of capital equipment removed from the site must be deducted from the cost of the project. The application must include the following: 1. A fee in the amount of one hundred dollars. 2. The name and address of the applicant and the name and address of the person operating the well, if different. 3. The well name and number and legal description of the well. 4. The dates during which the workover rig was in service actually performing work on the workover project, and the date the workover was completed. 5. A detailed list identifying all labor, services, and materials used and equipment replaced during the workover project, the cost of each item, and whether the replacement equipment was new or used. Also, the value of all of the equipment removed from service must be listed. The list must be verified by a person knowledgeable in the costs of workover projects and the value of used equipment. At any time the director may require the applicant to submit actual invoices to verify any costs set forth in the application. 6. A sundry notice (form 4) detailing all work done. 7. The average daily oil production from the well during the first two months after completion of the project, if the costs of the project did not exceed sixty-five thousand dollars. The project is completed and the two-month period commences the first day of production through the wellhead equipment after the workover rig is removed from over the well. 8. All gauge tickets of oil produced in incomplete months during the first two months after completion of the workover, and the volume of oil stored on the well premises immediately prior to the commencement of the workover project. The application must be submitted to the commission within twelve months after the completion of the workover project. If the application does not contain sufficient information to make a determination, the director will advise the applicant of the additional information that must be filed in order to make a determination. If the requested additional information is not received within fifteen working days after receipt of the request, the application will be returned to the applicant. History: Effective May 1, 1990; amended effective May 1, 1992; May 1, 1994; July 1, 1996; August 1, 1999. General Authority: NDCC 38-08-04, 57-51.1-03 Law Implemented: NDCC 57-51.1-03 48-02-01-05. Sheep. 1. For all sheep imported into North Dakota, all of the following are required: a. A certificate of veterinary inspection, except as otherwise provided by North Dakota Century Code sections 36-14-04.1 and 36-14-10 and North Dakota Administrative Code section 48-02-01-01. b. A import permit from the board. c. Sheep must be free of any visible signs of infectious foot rot and must originate from flocks that have been inspected and are free from any visible signs of infectious foot rot. The certificate of veterinary inspection must specifically state that all of the sheep are free of any visible signs of infectious foot rot. Special permission may be given by the state veterinarian to import registered breeding sheep without meeting the requirements of this subsection. Registered breeding sheep imported by special permission must be held under quarantine and isolated from other sheep for a minimum of thirty days, upon entry into North Dakota. d. The certificate of veterinary inspection must contain a written statement, signed by the owner of the sheep, stating that: "To the best of my knowledge, the sheep listed on this certificate originate from a flock that has not been diagnosed as a scrapie-infected, source, trace, or exposed flock in the past five years. (This statement shall be signed by the owner.)" 2. All breeding rams imported into North Dakota must comply with all of the following requirements: a. Breeding rams six months of age or over must have had a negative test for brucella ovis, or the flock of origin must have a negative brucella ovis status. To qualify a flock as a negative brucella ovis status flock, two negative tests for brucella ovis must have been administered, forty-five to sixty days apart, during the same year, to all rams one year of age or older, and thereafter a yearly negative test must have been administered to all rams in the flock one year of age or older. The certificate of veterinary inspection must include specific negative test information concerning brucella ovis. b. Rams must be individually identified with registration ear tag or tattoo, or other identification approved by the state veterinarian. 3. All rams sold for breeding purposes in North Dakota must comply with all of the following requirements: a. Breeding rams six months of age or over must have had a negative test for brucella ovis, or the flock of origin must have a negative brucella ovis status. To qualify a flock as a negative brucella ovis status flock, two negative tests for brucella ovis must have been administered, forty-five to sixty days apart, during the same year, to all rams one year of age or older, and thereafter a yearly negative test must have been administered to all rams in the flock one year of age or older. b. Rams testing positive to an official brucella ovis test must be isolated, branded with a B brand on the left jaw, and sold for slaughter only, or they must be neutered before leaving the premises. c. Rams must be individually identified by registration ear tag or tattoo, or other identification approved by the state veterinarian. 4. All tests for brucella ovis administered pursuant to this section must be tests officially recognized or otherwise approved by the state veterinarian. History: Amended effective July 1, 1988; September 1, 1988; October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-08 36-01-12, 36-14-04.1, 36-14-10 STAFF COMMENT: Chapter 48-04-04 contains all new material and is not underscored so as to improve readability. CHAPTER 48-04-04 SCRAPIE Section 48-04-04-01 Definitions 48-04-04-02 Disposition of Infected Flock 48-04-04-03 Disposition of Source Flock 48-04-04-04 Disposition of Trace Flock 48-04-04-05 Disposition of Exposed Flock 48-04-04-06 Owner Reporting Requirements 48-04-04-07 Flock Identification 48-04-04-08 Flock Records Disclosure 48-04-04-09 Disclosure of Records Under Federal Scrapie Program 48-04-04-10 Scrapie Testing 48-04-04-01. Definitions. The terms used throughout this chapter have the same meaning as in North Dakota Century Code chapter 36-01 except: 1. "Accredited veterinarian" means a veterinarian approved by the administrator to perform functions specified in title 9, Code of Federal Regulations, part 161, and to perform functions required by the cooperative state-federal disease control and eradication programs. 2. "Administrator" means the administrator, animal and plant health inspection service, United States department of agriculture, or any employee of the United States department of agriculture authorized to act in that person's place. 3. "Animal" means a sheep or goat. 4. "Animal and plant health inspection service" or "APHIS" means the animal and plant health inspection service of the United States department of agriculture. 5. "APHIS representative" means an individual employed by APHIS who is authorized to perform the function involved. 6. "Breed associations and registries" means organizations which maintain the permanent records of ancestry or pedigrees of animals (including the animals sires and dams), individual identification of animals, and ownership of animals. 7. "Exposed animal" means any animal that has been in the same flock at the same time within the previous sixty months as a scrapie-positive animal, excluding limited contacts. Limited contacts are contacts between animals that occur off the premises of the flock, and do not occur during or immediately after parturition for any of the animals involved. Limited contacts do not include commingling, when animals concurrently share the same pen or same section in a transportation unit where there is uninhibited physical contact. 8. "Exposed flock" means any flock that had contained, within the previous sixty months, an animal which was later confirmed as scrapie-positive in another flock. 9. "Flock" means all animals maintained on any single premises, and all animals under common ownership or supervision on two or more premises which are geographically separated, but among which there is an interchange or movement of animals. 10. "Flock plan" means a written flock management agreement designed by the owner of a flock, an accredited veterinarian, and a veterinary services representative or state representative in which each participant agrees to undertake actions specified in the flock plan to control the spread of scrapie from, and to eradicate scrapie in, an infected flock, source flock, or trace flock. The flock plan must require an epidemiologic investigation to identify high-risk animals that must be removed from the flock, and must include other requirements found necessary by the APHIS representative or state representative to control scrapie in the flock. These other requirements may include cleaning and disinfecting of flock premises, education of the owner of the flock and personnel working with the flock in techniques to recognize clinical signs of scrapie and control the spread of scrapie, and maintaining records of the animals in the flock. 11. "High-risk animal" means an animal which is: a. The progeny of a scrapie-positive dam; b. Born in the same flock, during the same lambing season as progeny of a scrapie-positive dam, unless the progeny of the scrapie-positive dam are from separate contemporary lambing groups (groups that are managed as separate units and are not commingled during lambing and for sixty days following the date the last lamb was born, and that do not use the same lambing facility unless the lambing facility is cleaned and disinfected between lambing by removing all organic matter and spraying the lambing facility with a two percent sodium hydroxide solution or 0.5 percent sodium hypochlorite solution); or c. Born during the same lambing season as a scrapie-positive ewe or a ram in a source flock or trace flock. 12. "Infected flock" means any flock in which a state representative has determined an animal to be a scrapie-positive animal after March 31, 1989. A flock will no longer be an infected flock after it has completed the requirements of a flock plan. 13. "Permit" means an official document (VS form 1-27) issued by an APHIS representative or state representative which indicates the following: a. The shipper's or consignor's name and address; b. The consignee's name and address; c. The state where the permit was issued; d. Points of origin and destination of the animals being moved interstate; e. Purpose of the movement; f. Number and species of animals covered by the permit; g. Whether the animals are from an infected flock or a source flock; h. Transportation vehicle license number or other identification numbers; and i. Seal number. 14. "Scrapie-positive animal" means an animal for which a diagnosis of scrapie had been made by the national veterinarian services laboratory, United States department of agriculture, or another laboratory authorized by the administrator to conduct scrapie tests through histological examination of central nervous system samples from the animal for microscopic lesions in the form of neuronal vacuoles or spongy degeneration, or by the use of protease-resistant protein analysis or other confirmatory techniques used in conjunction with histological examination. 15. "Source flock" means a flock in which a state representative has determined that at least two animals were born that were diagnosed as scrapie-positive animals at an age of fifty-four months or less. In order for the flock to be a source flock, the second scrapie-positive diagnoses must have been made within sixty months of the first scrapie-positive diagnosis and after March 31, 1989. A flock will no longer be a source flock after it has completed the requirements of a flock plan. 16. "State" means each of the fifty states, the District of Columbia, the Northern Mariana Islands, Puerto Rico, and all territories or possessions of the United States. 17. "State representative" means the state veterinarian, deputy state veterinarian, or an agent of the state board of animal health. 18. "Trace flock" means a flock in which a state representative has determined that one animal was born that was diagnosed as a scrapie-positive animal at an age of fifty-four months or less. In order for the flock to be a trace flock, the scrapie-positive diagnosis must have been made after March 31, 1989. A flock will no longer be a trace flock after it has completed the requirements of a flock plan. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.1, 9 CFR 161 48-04-04-02. Disposition of infected flock. In the event a flock is determined to be a scrapie-infected flock, the flock must be quarantined. The owner has the option of depopulating the flock or signing an agreement with the state-federal scrapie program administrators agreeing to comply with requirements of title 9, Code of Federal Regulations, part 79.2, until the time the flock is no longer an infected flock. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.2 48-04-04-03. Disposition of source flock. In the event a flock is determined to be a scrapie source flock, the flock must be quarantined. The owner has the option of depopulating the flock, signing an agreement with the state-federal scrapie program administrators agreeing to comply with the requirements of title 9, Code of Federal Regulations, part 79.2, until the flock is no longer a source flock, or implementing a flock plan that meets board approval. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.2 48-04-04-04. Disposition of trace flock. In the event a flock is determined to be a scrapie trace flock, the owner has the option of depopulating the flock, signing an agreement with the state-federal scrapie program administrators agreeing to comply with requirements of title 9, Code of Federal Regulations, part 79.2, until the time the flock is no longer a trace flock, or entering into an agreement with the board allowing it to conduct semiannual flock inspections for a period of five years to monitor the flock status. Upon designation by a state representative as a trace flock, the flock must be quarantined until the owner executes one of the foregoing options. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.2 48-04-04-05. Disposition of exposed flock. In the event a flock is determined to be a scrapie exposed flock, the owner has the option of signing an agreement with the state-federal scrapie program administrators agreeing to comply with requirements of title 9, Code of Federal Regulations, part 79.2, until the time the flock is no longer an exposed flock or entering into an agreement with the board allowing it to conduct semiannual flock inspections for a period of five years to monitor the flock status. Upon designation by a state representative as an exposed flock, the flock must be quarantined until the owner executes one of the foregoing options. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.2 48-04-04-06. Owner reporting requirements. The owner of a flock or the owner's agent shall immediately report to a state representative, APHIS representative, or an accredited veterinarian, any animal in the flock exhibiting symptoms consistent with scrapie. Symptoms of scrapie include: weight loss despite retention of appetite; behavioral abnormalities; puritus (itching); wool pulling; biting at legs or side; lip smacking; motor abnormalities such as incoordination, high-stepping gate of forelimbs, bunny hop movement of rear legs, swaying of back end; increased sensitivity to noise and sudden movement; tremor, "star gazing", head pressing, recumbency, or other signs of neurological disease or chronic wasting illness. Such animals must not be removed from the flock without written permission of a state representative. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12 48-04-04-07. Flock identification. The owner of a flock or the owner's agent shall identify all animals one year of age or over within the flock. All animals less than one year of age shall be identified when a change of ownership occurs, with the exception of those moving within slaughter channels. The form of identification shall be a tamper-proof ear tag, electronic implant, flank tattoo, or ear tattoo or other means of identification subsequently prescribed by the board by rule. Provided, however, that any unique identification number that may be applied by the owner of the flock or the owner's agent shall be in accordance with instructions by the state representative. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12 48-04-04-08. Flock records disclosure. The owner of a flock or the owner's agent shall allow breed associations and registries, livestock markets, and packers to disclose records to state representatives, to be used in an epidemiological investigation of source flocks, trace flocks, and exposed animals. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12 48-04-04-09. Disclosure of records under federal scrapie program. The owner of a flock enrolled in the voluntary scrapie flock certification program described in title 9, Code of Federal Regulations, part 54, or the owner's agent, selling or otherwise disposing of breeding stock shall make animals in the flock and records required to be kept under paragraph (a)(2)(iv) of title 9, Code of Federal Regulations, part 79.2, available for inspection by APHIS representatives or state representatives, given reasonable prior notice. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.2 48-04-04-10. Scrapie testing. Upon request by a state representative, the owner of a flock or the owner's agent shall have an accredited veterinarian collect and submit tissues from animals reported in accordance with section 48-04-04-06 to a laboratory designated by an APHIS or state representative. History: Effective October 1, 1999. General Authority: NDCC 36-01-08 Law Implemented: NDCC 36-01-12, 9 CFR 79.2 78 50-03-01-11. Revocation of registration license. The board may deny, suspend, or revoke registration licensure of a physician assistant upon any of the following grounds: 1. Failing to demonstrate the qualifications for registration licensure under this act or the regulations of the board. 2. Soliciting or receiving any form of compensation from any person other than the assistant's registered employer for services performed as a physician assistant. 3. Willfully or negligently divulging a professional confidence or discussing a patient's condition or a physician's diagnosis without the express permission of the physician. 4. The habitual or excessive use of intoxicants or drugs. 5. Aiding or abetting the practice of medicine by a person not licensed by the board. 6. Gross negligence in performing the duties, tasks, or functions assigned to the assistant by a supervising physician. 7. Manifest incapacity or incompetence to perform as a physician assistant. 8. Conduct unbecoming in a person registered licensed as a physician assistant or detrimental to the best interests of the public or the profession. 9. Repeated or willful violation of the contract of employment on file with the board. 10. Representing himself or herself to be a physician. 11. Fraud or deceit in obtaining initial registration licensure as a physician assistant, the renewal of registration licensure as a physician assistant, or in the practice of the physician assistant profession. History: Amended effective July 1, 1988; November 1, 1993; April 1, 1996; October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(10) 50-03-01-13. Fees. The fee for initial registration licensure of a physician assistant is fifty dollars. The annual renewal fee is fifty dollars. The fee for approval of employment contract changes is twenty-five dollars. History: Effective July 1, 1988; amended effective November 1, 1993; December 1, 1996; October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(10) 50-03-01-14. Registration license renewal requirements. Every second year after the initial registration licensure of a physician assistant, the assistant's registration license renewal application must be accompanied with evidence of the successful completion of one hundred hours of continued education for physician assistants. Every sixth year, the applicant must demonstrate that the applicant has successfully passed reexamination by the national commission on certification of physician assistants or other certifying reexamination approved by the board. History: Effective August 1, 1989; amended effective November 1, 1993; October 1, 1999. General Authority: NDCC 28-32-02 Law Implemented: NDCC 43-17-02(10) 50-03-01-15. Forms of registration licensure. The board of medical examiners may recognize the following forms of registration licensure for a physician assistant and may issue certificates licenses accordingly: 1. Permanent registration licensure - which will continue in effect so long as the physician assistant meets all requirements of the board. 2. Locum tenens permit - which may be issued for a period not to exceed three months. History: Effective July 1, 1994; October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(10) STAFF COMMENT: Chapter 50-03-04 contains all new material and is not underscored so as to improve readability. CHAPTER 50-03-04 FLUOROSCOPY TECHNOLOGISTS Section 50-03-04-01 Definitions 50-03-04-02 Permit Required 50-03-04-03 Initial Requirements for Permit 50-03-04-04 Annual Permit Renewal 50-03-04-05 Fees 50-03-04-06 Scope of Practice 50-03-04-07 Supervising Physician 50-03-04-08 Supervision Contract Requirements 50-03-04-09 Primary Supervising Physician's Responsibility 50-03-04-10 Onsite Supervising Physician Required 50-03-04-11 Requirements to Serve as an Onsite Supervising Physician 50-03-04-12 Designation of Substitute Primary Supervising Physician 50-03-04-13 Number of Technologists Under Physician's Supervision Limited 50-03-04-14 Disciplinary Action 50-03-04-15 Grounds for Disciplinary Action 50-03-04-16 Communications 50-03-04-01. Definitions. As used in this chapter: 1. "Approved school for radiologic technologists" means a school that provides a course of instruction in radiologic technology which: a. Has been found by the board of medical examiners to be adequate to meet the purposes of this chapter; or b. Has been approved by an accrediting body recognized by the board of medical examiners for this purpose. 2. "Board" means the North Dakota state board of medical examiners. 3. "Fluoroscopy" means a radiological examination utilizing fluorescence for the observation of the transient image. 4. "Fluoroscopy technologist" means a radiology technologist who has been granted a radiologic technologist fluoroscopy permit by the board. 5. "Immediately available supervision" means being physically available for consultation and supervision. 6. "Onsite supervising physician" means a North Dakota-licensed physician who provides supervision of the fluoroscopy technologist's activities outside the presence of the primary supervising physician. 7. "Primary supervising physician" means a North Dakota-licensed physician who: a. Is certified by the American board of radiology, the American osteopathic board of radiology, or the royal college of physicians and surgeons of Canada; b. Is approved by the board for this purpose; and c. Is contractually bound to provide primary supervision of fluoroscopy technologists as specified in this chapter. 8. "Radiologic technologist" means any person in good standing with the American registry of radiologic technologists making application of x-rays to human beings for diagnostic purposes. 9. "Supervision" means responsibility for, and control of, quality, radiation safety, and technical aspects of all x-ray examinations and procedures. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-02. Permit required. A radiologic technologist fluoroscopy permit issued by the board shall be required of any radiologic technologist who independently and directly controls a fluoroscopy procedure. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-03. Initial requirements for permit. To obtain a radiologic technologist fluoroscopy permit, an applicant must meet the following requirements: 1. Graduation from a radiologic technologist school approved by the board. 2. No less than five years experience as a radiologic technologist. 3. A history free of any finding by the board of any act that would constitute grounds for disciplinary action under this chapter. 4. Successful completion of the following educational requirements: a. Classroom instruction must include at least the following: | Subject | Hours of Instructions | |-----------------------------------------------|-----------------------| | (1) Fluoroscopy regulations and radiation safety | 10 | | (2) Fluoroscopy equipment | 5 | | (3) X-ray image intensifiers | 4 | | (4) Television, including closed circuit equipment | 4 | | (5) Image recording and image recording equipment | 6 | | (6) Special fluoroscopy equipment | 5 | | (7) Mobile image-intensified units | 2 | | (8) Anatomy and physiology of the eye | 2 | | (9) Three-dimensional and radiologic anatomy | 2 | | (10) Radiation dosimetry | 2 | | (11) Quality assurance and quality control | 2 | b. At least fifteen hours of laboratory in which each student shall conduct experiments on phantoms to illustrate at least the following: (1) Methods of reducing dose to patients during fluoroscopy procedures; (2) Methods of reducing exposure to self and personnel; (3) Image recording during the exposure of a phantom; and (4) Quality control of fluoroscopy equipment. 5. Completion of no less than seventy-five gastrointestinal fluoroscopy procedures under the direct supervision of the primary supervising physician. 6. Successful completion of board-approved examinations in: a. Fluoroscopy radiation protection and safety; and b. Use of fluoroscopy and ancillary equipment. 7. Current certification and registration with the American registry of radiologic technology. 8. Physical, mental, and professional capability to provide medical services in a safe and appropriate manner. 9. Payment of the initial licensure fee fixed by the board. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-04. Annual permit renewal. Each fluoroscopy technologist who practices in North Dakota must annually submit a fluoroscopy permit renewal application. That application must be submitted on forms supplied by the board and must be accompanied by: 1. Evidence of the applicant's continued good standing with the American registry of radiologic technology; 2. The annual permit renewal fee; 3. Evidence of a contractual agreement with a primary supervising physician who meets the board's requirements; and 4. Evidence that the applicant has completed at least three hours of continuing education which has been approved by the American registry of radiologic technology and pertains specifically to fluoroscopy. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-05. Fees. The fee for initial registration of a fluoroscopy technologist is fifty dollars. The annual renewal fee and the fee for approval of employment contract changes is fifty dollars. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-06. Scope of practice. The provisions of this chapter notwithstanding, a fluoroscopy technologist may only perform the following fluoroscopic procedures in North Dakota: 1. Gastrointestinal fluoroscopy of the esophagus; 2. Stomach; and 3. Small and large intestine. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-07. Supervising physician. A radiologic technologist may not provide fluoroscopy services except under the supervision of a primary supervising physician. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-08. Supervision contract requirements. Upon undertaking the supervision of a fluoroscopy technologist as contemplated by this chapter, the primary supervising physician shall file with the board a copy of the contract establishing the supervisory relationship. That contract must be approved by the board. Upon effecting any significant change in this contract, or in the supervisory relationship, the primary supervising physician must immediately notify the board and the administrator of every facility where the fluoroscopy technologist is known to be providing services. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-09. Primary supervising physician's responsibility. It is the responsibility of the primary supervising physician to direct and review the work, records, and practice of the fluoroscopy technologist on a daily, continuous basis to ensure that appropriate and safe treatment is rendered. The primary supervising physician must be available continuously for contact personally or by telephone or radio, and the supervision must include at least two hours per week of onsite, personal supervision. A fluoroscopy technologist must be present at all times when fluoroscopic studies performed by the radiologic technologist are being interpreted by a supervising radiologist. All studies performed by a fluoroscopy technologist must be reviewed by a supervising radiologist. The primary supervising physician will remain primarily responsible for the acts of the fluoroscopy technologist even when the fluoroscopy technologist is acting under the immediate supervision of an onsite supervising physician. It is the responsibility of the primary supervising physician to evaluate and monitor fluoroscopy patient exposure to ionizing radiation. to ensure that the cumulative absorbed dose is limited to the minimum amount necessary to achieve the clinical tasks. This includes requiring the use of equipment that aids in minimizing absorbed doses, the recording of "beam on" time in patient records for every fluoroscopy procedure, and the establishment of standard operating procedures and protocols for each specific type of procedures performed. Those protocols must address all aspects of each procedure and must be available for review by the board at all times. It is the responsibility of the primary supervising physician to ensure that the fluoroscopy technologist does not perform any fluoroscopy procedure in any facility that has not developed a comprehensive fluoroscopic quality control program. That quality control program must be approved by the board before the fluoroscopy technologist performs fluoroscopy procedures at that facility. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-10. Onsite supervising physician required. In circumstances in which a fluoroscopy technologist performs fluoroscopy procedures outside the presence of the fluoroscopy technologist's primary supervising physician, the fluoroscopy technologist must be supervised by an on-site supervising physician who is immediately available to the fluoroscopy technologist for consultation and supervision at all times when the fluoroscopy technologist is performing fluoroscopy procedures. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-11. Requirements to serve as an onsite supervising physician. A physician, except those who meet the postgraduate training requirements required of a primary supervising physician, may not serve as an onsite supervising physician unless: 1. The primary supervising physician has first certified to the board that the physician has demonstrated a satisfactory understanding of radiation safety standards; and 2. The physician has certified to the board that: a. The physician has read and understands all written materials recommended by the primary supervising physician. b. The physician will be immediately available in the medical facility to provide advice regarding the appropriateness of specific exams and to serve in a general advisory capacity to the fluoroscopy technologist. c. The physician will be available for telephone consultation with the primary supervising physician. d. The physician will immediately report any variance or aberration in the fluoroscopy technologist's performance to the primary supervising physician. e. The physician will ensure that the fluoroscopy technologist does not perform exams on any patients who are pregnant or have had endoscopic biopsies within the past forty-eight hours. f. The physician will ensure proper use of lead-shielding devices by the fluoroscopy technologists. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-12. Designation of substitute primary supervising physician. 1. A supervising physician may not designate the fluoroscopy technologist to take over the physician's duties or cover the physician's practice. During any absence or temporary disability of a primary supervising physician, the primary supervising physician must designate a substitute primary supervising physician to assume all duties and responsibilities of the primary supervising physician. During this period, the fluoroscopy technologist will be responsible to the substitute primary supervising physician. The designation of a substitute primary supervising physician must be in writing and be signed by the primary supervising physician, the substitute primary supervising physician, and the radiologic technologist and must contain the following information: a. The name of the substitute primary supervising physician. b. The period during which the substitute primary supervising physician will assume the duties and responsibilities of the primary supervising physician. c. Any substantive change in the radiologic technologist's duties and responsibilities. d. Documentation satisfactory to the board indicating that the substitute primary supervising physician possesses the qualifications required of a primary supervising physician. 2. The appointment of a substitute primary supervising physician does not become effective unless it is first approved by the board. A primary supervising physician may designate as many as three substitute primary supervising physicians. However, the notification filed with the board must clearly specify which individual will be responsible as primary supervising physician at any given time. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-13. Number of technologists under physician's supervision limited. A physician may not act as primary supervising physician for more than two fluoroscopy technologists currently qualified under this chapter, unless compelling reasons are presented to and approved by the board. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-14. Disciplinary action. The board is authorized to take disciplinary action against a fluoroscopy technologist who has been granted a fluoroscopy permit by any one or more of the following means, as it may find appropriate: 1. Revocation of permit. 2. Suspension of permit. 3. Probation. 4. Imposition of stipulations, limitations, or conditions relating to the practice of fluoroscopy. 5. Reprimand. 6. Letter of concern. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-15. Grounds for disciplinary action. Disciplinary action may be imposed against a fluoroscopy technologist upon any of the following grounds: 1. The use of any false, fraudulent, or forged statement or document, or the use of any fraudulent, deceitful, dishonest, or immoral practice, in connection with any of the requirements for obtaining a flouroscopy permit. 2. The conviction of any misdemeanor determined by the board to have a direct bearing upon a person's ability to serve the public as a practitioner of medicine or any felony. 3. Habitual use of alcohol or drugs. 4. Physical or mental disability materially affecting the ability to perform the duties of a technologist in a competent manner. 5. The performance of any dishonorable, unethical, or unprofessional conduct likely to deceive, defraud, or harm the public. 6. Obtaining any fee by fraud, deceit, or misrepresentation. 7. Aiding or abetting the practice of medicine by an unlicensed, incompetent, or impaired person. 8. The violation of any provision of a medical practice act or the rules of the board or any action, stipulation, condition, or agreement imposed by the board. 9. The representation to a patient that a manifestly incurable condition, sickness, disease, or injury can be cured. 10. The willful or negligent violation of the confidentiality between a medical provider and patient, except as required by law. 11. Gross negligence in the technologist's practice. 12. Sexual abuse, misconduct, or exploitation related to the technologist's practice. 13. A continued pattern of inappropriate care as a technologist. 14. The use of any false, fraudulent, or deceptive statement in any document connected with the practice of medicine. 15. The violation of any state or federal statute or regulation relating to controlled substances. 16. The failure to furnish the board or the commission on medical competency or their investigators or representatives, information legally requested by the board or the commission. 17. The failure to maintain current certification and registration with the American registry of radiologic technology. 18. Performing any fluoroscopic procedure outside the presence of a properly trained supervising physician. History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 50-03-04-16. Communications. All communications and reports concerning rules in this chapter and applications filed under them should be addressed to or be delivered in person to: North Dakota State Board of Medical Examiners 418 East Broadway Avenue, Suite 12 Bismarck, ND 58501 Phone: 701-328-6500 History: Effective October 1, 1999. General Authority: NDCC 43-17-13 Law Implemented: NDCC 43-17-02(11) 94 61-02-01-01. Permit required. No person, partnership, association, or corporation shall conduct a pharmacy in North Dakota without first obtaining a permit to do so from the board. A fee, set by the board but not to exceed that prescribed by statute, shall be charged for each permit. 1. Each physical location of a pharmacy shall have a separate pharmacy permit. A location is defined as being in the same building at the same physical address. Buildings connected by tunnels, skywalks, or other similar methods must be deemed separate physical locations. 2. Any pharmacy receiving a permit shall advise the board, when applying for the permit and when changes occur, of the name of the employees of the pharmacy who are: a. The pharmacist-in-charge of the pharmacy, who shall be a licensed pharmacist in North Dakota in good standing; b. All other licensed pharmacists who shall be licensed pharmacists in North Dakota in good standing; c. All licensed pharmacy interns who shall be licensed pharmacy interns in North Dakota in good standing; d. All registered pharmacy technicians who shall be registered pharmacy technicians in North Dakota in good standing; and e. All supportive personnel permitted in the pharmacy area. 3. Nothing in this section prohibits a pharmacy with other than class F permit from delivering drugs or devices through the United States postal service or other parcel delivery service or hand delivery. 4. Classes of pharmacy permits are as follows: a. Class A - Permit to conduct an outpatient pharmacy. These permits are issued to a pharmacy dispensing drugs or devices to the general public pursuant to a valid prescription. b. Class B - Permit to conduct a hospital pharmacy. These permits are issued to a pharmacy dispensing drugs or devices to persons who are patients in a hospital, patients who are being discharged, or patients in emergency situations, pursuant to a valid prescription. These permits shall be issued to facilities licensed under North Dakota Century Code chapter 23-16 and shall be issued in the name of the facility. c. Class C - Permit to conduct a home health care pharmacy. These permits are issued to a pharmacy dispensing sterile injectable drug products and devices to the general public who are not patients within a facility with a class B pharmacy permit pursuant to a valid prescription. d. Class D - Permit to conduct a long-term care pharmacy. These permits are issued to a pharmacy dispensing drugs and devices to residents of facilities licensed under North Dakota Century Code chapters 23-89.3 and 23-16 pursuant to a valid prescription which are not physically accessed by the general public. e. Class E - Permit to conduct a nuclear pharmacy. These permits are issued to a pharmacy dispensing or providing diagnostic or therapeutic radioactive drugs or devices for administration to an ultimate user. f. Class F - Permit to conduct a mail-order pharmacy. These permits are issued to a pharmacy dispensing drugs and devices to the general public exclusively through the United States postal service or other parcel delivery service pursuant to a valid prescription but which are not physically accessed by the general public. g. Class G - Permit to conduct an out-of-state pharmacy. These permits are issued to any pharmacy operating outside the state of North Dakota which ships, mails, or delivers in any manner a dispensed prescription drug or legend device into North Dakota, which shall obtain and hold a pharmacy permit issued by the North Dakota state board of pharmacy and that part of the pharmacy operation dispensing the prescription for a North Dakota resident shall abide by state laws and rules of the board. h. Class H - Permit to conduct a governmental agency pharmacy. This permit is issued to a pharmacy operated by the state of North Dakota, dispensing drugs and devices only to patients within correctional facilities or rehabilitation facilities, or for the purpose of teaching at institutions of higher learning, pursuant to a valid prescription. i. Class I - Permit to conduct a research pharmacy. This permit is issued to a pharmacy in which scientific research is conducted under protocols established by an institutional review board meeting federal drug administration guidelines. Pharmaceuticals on hand are incident to the research being conducted. Security and storage for pharmaceuticals must meet United States Pharmacopeia and board of pharmacy requirements. A specific application for a pharmacy permit must be made delineating the specific physical facility to be utilized. j. Class J - Permit to conduct an office practice pharmacy. Any licensed pharmacist may practice in an office pharmacy setting where prescriptions are not routinely dispensed. If legend drugs or devices are maintained, a permit must be obtained by making application to the board of pharmacy delineating specific practice intentions and assuring the board that security and storage requirements are met for any legend drugs or pharmaceuticals on hand. 5. Any applicable rule governing the practice of pharmacy shall apply to all permits under this section. 6. Operating in one class does not preclude permitting in another class. Pharmacies wishing to operate in more than one class shall apply on forms prescribed by the board, pay a fee set by the board, and comply with all rules for each class. History: Effective October 1, 1999. General Authority: NDCC 43-15-34 Law Implemented: NDCC 43-15-34 61-02-01-03. Equipment required. The minimum of technical equipment to be considered as adequate shall include: 1. Suitable storage facilities. 2. Two scales or balances for bulk and medium weighing, at least one of which must be sensitive to one-half grain [32.40 milligrams]. 3. Weights; apothecary set from one-fourth grain to one ounce; avoirdupois set from one-half ounce to two pounds; metric set for ten milligrams to fifty grams. 4. Graduates capable of accurately measuring from five minims to one pint and from one-half cubic centimeter to five hundred cubic centimeters. 5. Mortars and pestles; glass and wedgewood. 6. Spatulas; steel and nonmetallic. 7. Glass funnels, assorted sizes. 8. Stirring rods. 9. Pill tile or ointment pad. 10. Suitable heating apparatus. 11. Poison record book and suitable prescription files. 12. The latest revision of the United States Pharmacopeia and National Formulary and supplements thereto, or the United States Pharmacopeia Dispensing Information volumes I and II (USPDI). Suitable current reference sources either in book or electronic data form (available in the pharmacy or on-line) which might include the United States Pharmacopeia and National Formulary, the United States Pharmacopeia Dispensing Information, Facts & Comparisons, Micro Medex, the ASHP Formulary, or other suitable references determined by the board which are pertinent to the practice carried on in the licensed pharmacy. 13. A reasonable amount of consumable material, such as filter paper, powder papers, litmus paper, empty capsules, ointment jars, bottles, vials, safety closures, powderboxes, labels, and distilled water. The board of pharmacy recognizes that the equipment needed will depend on the type of pharmaceutical services offered, and therefore, variations for required equipment may be granted by the board of pharmacy. History: Amended effective August 1, 1983; April 1, 1988; October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10(9), 43-15-10(12), 43-15-10(14), 43-15-35(2), 43-15-35(3), 43-15-36 Law Implemented: NDCC 28-32-03, 43-15-10(9), 43-15-10(12), 43-15-10(14), 43-15-35(2), 43-15-35(3), 43-15-36 61-02-07.1-06. Tasks pharmacy technicians may not perform. The pharmacy technician may not: 1. Evaluate the patient's profile relative to the pharmaceuticals that have or will be dispensed. 2. Consult with the patient concerning the utilization of their pharmaceuticals. 3. Initially--select-a-generic-pharmaceutical,-if-substitution-is permissible-or-legal. 4. Make decisions that require a pharmacist's professional education, such as interpreting and applying pharmacokinetic data and other pertinent laboratory data or therapeutic values to design safe and effective drug dosage regimens. 5. Engage in the practice of pharmacy, except as authorized by a licensed pharmacist, as permitted by North Dakota law and rules adopted by the board. History: Effective October 1, 1993; amended effective July 1, 1996; October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10(12)(14)(19) Law Implemented: NDCC 28-32-03 61-03-02-01. Definitions. In this chapter, unless the context or subject matter otherwise requires: 1. "Consulting pharmacist" means a pharmacist in a long-term care facility, who: a. Establishes the procedures and rules for distribution and storage of drugs; b. Supervises the distribution and storage of drugs; c. Visits the facility on a regularly scheduled basis; d. Monitors the therapeutic response and utilization of all medications prescribed for the patients, utilizing as guidelines the indicators of the health care financing administration; e. Provides regular pharmacy educational opportunities to the institution. 2. "Provider pharmacist" means a pharmacist who supplies medication to a patient in a long-term care facility and maintains separate pharmacy patient profiles from the facility. History: Effective August 1, 1983; amended effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10(12), 43-15-10(14) Law Implemented: NDCC 28-32-02, 43-15-10(12), 43-15-10(14) 61-03-02-04. Distribution and control. 1. General. The consulting pharmacist services shall establish written procedures for the safe and efficient distribution of pharmaceutical products; which shall be on hand for inspections. 2. Responsibility of consulting pharmacist. The consulting pharmacist shall be responsible for the safe and efficient distribution of, control of, and accountability of medications including by developing procedures subject to the approval of the pharmaceutical services committee of the long-term care facility, to include: a. Establishment of specifications for the storage, distribution, and procurement of medications and biologicals, subject to approval of the pharmaceutical services committee of the long-term care facility. b. Participation in those aspects of the long-term care patient evaluation program which relate to drug utilization and effectiveness. c. Providing information on a twenty-four-hour basis for assistance in emergency situations. d. Assuring all medication shall be stored in a locked area or locked cart. e. Review, evaluate, and make recommendations monthly regarding drug utilization to the pharmaceutical services committee. f. Minimum standards that all provider pharmacists must meet to include the following: (1) Expected delivery times for new orders and reorders. (2) Procedures to ensure accountability during delivery. (3) Methods to document receipt of medications by the facility. (4) Procedure to obtain emergency medications and for the provider pharmacist to receive orders. (5) Procedures used by the facility to reorder medications and for the provider pharmacist to receive reorders. (6) Expected scope of services and medications to be provided by the provider pharmacist. If the provider pharmacist cannot provide the complete scope of services and medications, the provider pharmacist shall designate alternative sources. g. Procedures that allow for use of or repackaging of medications received which are not in the packaging system used by the facility. h. Policy that is included as a part of the patient admissions packet that describes the responsibility of the patient or provider pharmacist to compensate a secondary pharmacist for medications or packaging services that the provider pharmacist chosen by the patient is either unwilling or unable to provide. 3. Responsibility of provider pharmacy pharmacist. The pharmacy serving the long-term-care-facility-as-an--institutional--drug outlet shall be responsible for: a.--The-emergency-medication-kit. b.--Medications-for-the-long-term-patient. c.--Records--of-all-transactions-of-the-institutional-pharmacy-as-may-be-required-by--law--state--and--federal--and--to-maintain--accurate-control-over-and-accountability-for-all-pharmaceutical-materials. All provider pharmacists shall meet the minimum standards established by the consulting pharmacist. 4. Discontinued drugs. a. The consulting pharmacist shall develop and implement policies and procedures to ensure that all discontinued or outdated drugs or containers with worn, illegible or missing labels are destroyed or disposed of so as to render them unusable. Controlled and noncontrolled drugs shall be destroyed by the consulting pharmacist subject to guidelines and approval of the state board of pharmacy. b. All drugs for destruction be they controlled or noncontrolled shall be destroyed at the specific institution. 5. Practitioner's orders. A pharmacist shall review the medication order, or a copy thereof. a. Authorization. Any licensed practitioner authorized by law to prescribe drugs within the scope of the practitioner's license may prescribe for the practitioner's patient in a long-term facility. b. Abbreviations. Orders employing abbreviations or chemical symbols will be only those which are customarily used in the practice of medicine and pharmacy or those on a list of approved abbreviations developed by the pharmaceutical services committee of the facility. c. Requirements. Orders for drugs for use by patients of the facility shall, at a minimum, contain patient name, drug name and strength, directions for use, date of order, and name of prescriber. On the facility reorder form, include all of the above except for directions. d. Emergency medication order. In cases where an emergency medication order is written when pharmacy services are unavailable, the medication order shall be reviewed by the pharmacist as soon as reasonably possible. e. Verification. Verification of the accuracy of any medication dispensed and of any transcriptions made of that order shall be done by handwritten initials of the pharmacist so certifying. f. **Duration.** The prescribed medications should be for a specific time. 6. **Controlled drug accountability.** The consulting pharmacist shall establish and implement effective procedures and assure that adequate records be maintained regarding use and accountability of controlled substances which meet federal and state laws and regulations, and which shall at least specify the following: a. Name of drug. b. Dose. c. Prescriber. d. Patient. e. Date and time of administration. f. Person administering the drug. 7. **Recall.** The consulting pharmacist shall develop and implement a recall procedure that can readily be activated to assure the medical staff of the facility, the provider pharmacy, and the consulting pharmacist that all drugs included in the recall, located within the facility, are returned to the provider pharmacy for proper disposition. 8. **Records and reports.** The consulting pharmacist shall supervise the maintenance of such records and reports as are required to ensure patient health, safety, and welfare and, at a minimum, the following: a. Pharmacy patient profiles and medication administration records. b. Reports of suspected adverse drug reactions. c. Inspections of drug storage areas. d. Controlled drug and accountability reports, including board of pharmacy destroyed medication forms for controlled and noncontrolled medications. e. Such other and further records and reports as may be required by law and this chapter. 9. **Labeling.** a. All stock drugs intended for use within the facility shall be in appropriate containers and adequately labeled as to identify at a minimum: brand name or generic name and manufacturer, and strength. An internal code which centrally references manufacturer and lot number can be utilized. b. Whenever any drugs are added to parenteral solutions, whether within or outside the direct and personal supervision of a pharmacist, such admixtures shall be labeled with a distinctive supplementary label indicating the name and amount of the drug added, date and time of addition, expiration date, administration time and infusion rate when applicable, and name or initials of person so adding. This excludes any single dose medication prepared and totally administered immediately. History: Effective August 1, 1983; amended effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10(12), 43-15-10(14) Law Implemented: NDCC 28-32-02, 43-15-10(12), 43-15-10(14) CHAPTER 61-03-03 PRECEPTOR/INTERN - INTERNSHIP/EXTERNSHIP/CLERKSHIP [Repealed effective October 1, 1999] STAFF COMMENT: Chapter 61-03-03.1 contains all new material and is not underscored so as to improve readability. CHAPTER 61-03-03.1 INTERNSHIP Section 61-03-03.1-01 Definitions 61-03-03.1-02 Licensure 61-03-03.1-03 Identification 61-03-03.1-04 Supervision 61-03-03.1-05 Evidence of Completion 61-03-03.1-06 Board and College Responsibilities 61-03-03.1-07 Change of Address or Practice Site 61-03-03.1-01. Definitions. In this chapter, unless the context or subject matter otherwise requires: 1. "Approved pharmacy experiential program" means structured courses in the pharmacy professional curriculum that are administered by a college of pharmacy, and approved by the state board of pharmacy, via accreditation by the American council on pharmaceutical education. 2. "Approved pharmacy intern program" means pharmacy practice in a board approved experiential program after a student has been accepted into a board-approved accredited college or school of pharmacy. The entire one thousand five hundred hours of credit shall be included in the four-year doctor of pharmacy program as an intern. 3. "Hour" means the standard sixty minutes division of time. 4. "Intern" means a person licensed by the state board of pharmacy for the purpose of receiving instruction in the practice of pharmacy from a preceptor. The state board of pharmacy may license as an intern any candidate who has successfully completed no less than one academic year of full-time college or university enrollment and has satisfied the state board of pharmacy that the candidate is of good moral character or as required when a student has been accepted into the doctor of pharmacy program. 5. "Location" means any establishment other than a preceptor pharmacy approved by the state board of pharmacy. 6. "Preceptor" means an educator and a licensed pharmacist in good standing with the state of board of pharmacy who will devote sufficient time to educate a student in the practice of pharmacy as described in subsection 22 of North Dakota Century Code section 43-15-01. 7. "Preceptor pharmacy" means the pharmacy where the preceptor is practicing the profession. This pharmacy must have a clear record with respect to adherence to federal, state, and municipal laws governing any phase of activity in which it is engaged and must be licensed by the state board of pharmacy, or other duly authorized licensing agency, where located and must have a private patient consultation area. 8. "Supervision" means that in the approved preceptor pharmacy or other location where the intern is being taught, a licensed pharmacist designated as preceptor or another licensed pharmacist shall be in continuous contact with and actually giving instructions to the intern during all professional activities. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-03-03.1-02. Licensure. 1. A pharmacy intern must license with the board of pharmacy when accepted into the doctor of pharmacy professional program at any board-approved college or school of pharmacy and annually while successfully completing all four years of the doctor of pharmacy program. 2. Upon receipt of the completed application for internship licensure form, the state board of pharmacy will issue to the intern a certificate, an annual wallet-sized identification card, and an annual renewal card and instruct the intern that the identification card must be carried on the intern's person at all times while on duty in the preceptor pharmacy or other location of instruction. The annual renewal card must be posted in the preceptor pharmacy or other location of instruction. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-03-03.1-03. Identification. The intern shall be so designated in the intern's professional relationships and shall in no manner falsely assume, directly or by inference, to be a pharmacist. The board shall issue to the intern a license for purposes of identification and verification of the intern's role as an intern, which license shall be surrendered to the board upon discontinuance of internship for any reason including licensure as a pharmacist. No individual not properly licensed by the board as an intern shall take, use, or exhibit the title of intern, or any other term of similar like or import. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-03-03.1-04. Supervision. An intern shall be allowed to engage in the practice of pharmacy provided that such activities are under direct supervision of a pharmacist. The pharmacist shall physically review the prescription drug order and the dispensed pharmaceutical before the pharmaceutical is delivered to the patient or the patient's agent. The pharmacist is responsible for the practice of the intern. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-03-03.1-05. Evidence of completion. Applicants for licensure as pharmacists shall submit evidence that they have satisfactorily completed not less than one thousand five hundred hours of internship credit per board forms under educational instruction and supervision of a licensed pharmacist as an approved preceptor. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-03-03.1-06. Board and college responsibilities. During the entire internship rotations, the intern will maintain a weekly record of activities in a form designated by the board of pharmacy. This form must be reviewed weekly with the preceptor pharmacist during the entire experiential rotations. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-03-03.1-07. Change of address or practice site. An intern shall notify the board immediately upon change of an experiential rotation and residence address. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10, 43-15-18 61-04-05-01. Facsimile transmission of prescriptions. A prescription order may be transmitted from an authorized prescribing practitioner to a pharmacy under the following provisions: 1. Actual transmittal is done by or under the direct supervision of the authorized prescribing practitioner or the practitioner's authorized agent. 2. Practitioners or their authorized agents transmitting medication orders using facsimile equipment are obligated to provide voice verification when requested by the pharmacist receiving the medication order. If requested voice verification is refused, the facsimile transmitted prescription may not be filled. 3. Pharmacists are precluded from supplying or leasing facsimile equipment to prescribing practitioners, hospitals, nursing homes, or any medical care provider or facility. 4. Using facsimile equipment to transmit schedule II controlled substance prescriptions is not allowed except when the patient is a hospice patient or resides in a licensed long-term care facility. A facsimile may serve as the pharmacy's original prescription, if it has been signed by the practitioner before faxing and is in compliance with subsection 6. 5. Schedule III-IV-V controlled substances prescriptions received by facsimile equipment must be signed within seventy-two hours seven days by the authorized prescriber as required by subsection 3 of North Dakota Century Code section 19-03.1-22 except when the patient is a hospice patient or resides in a licensed long-term care facility. A facsimile may serve as the pharmacy's original prescription, if it has been signed by the practitioner before faxing and is in compliance with subsection 6. 6. A facsimile copy prescription must be reduced to writing either manually or by other process (computer, photocopying, etc.) which produces a nonfading document; proper notation on the file copy must indicate that the prescription order was initially received by facsimile equipment. 7. The receiving facsimile machine must be in the prescription department of the pharmacy to protect patient-pharmacist authorized prescribing practitioner confidentiality and security. 8. Using facsimile equipment to circumvent documentation, authenticity, verification, or other standards of pharmacy practice or drug diversion will be considered unprofessional conduct under chapter 61-04-04. 9. The board of pharmacy recognizes that the facsimile transmission of prescriptions will depend on the type of pharmaceutical services offered, and therefor, variations of the requirements for facsimile transmission of prescriptions may be granted by the board of pharmacy. History: Effective October 1, 1993; amended effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10(9)(12)(14) Law Implemented: NDCC 28-32-03, 43-15-10(9)(12)(14) STAFF COMMENT: Chapter 61-04-05.1 contains all new material and is not underscored so as to improve readability. CHAPTER 61-04-05.1 PRESCRIPTION TRANSFER REQUIREMENTS Section 61-04-05.1-01 Prescription Transfer Requirements 61-04-05.1-02 Prescription Transfer Requirements for Transferring Pharmacy 61-04-05.1-03 Prescription Transfer Requirements for Receiving Pharmacy 61-04-05.1-04 Additional Prescription Transfer Requirements for Controlled Drugs 61-04-05.1-01. Prescription transfer requirements. The transfer of original prescription information for the purpose of refill dispensing is permissible between pharmacies subject to the following requirements: 1. The transfer is communicated directly between licensed pharmacists, licensed pharmacy interns, or registered pharmacy technicians and the transferring person records the information on the hard copy or the electronic record. 2. The transfer is limited to the number of refills authorized on the original prescription. 3. Both the original and transferred prescription are kept for five years from the date of last refill. 4. Pharmacies electronically accessing the same prescription record must satisfy all information requirements of a manual mode of prescription transferal. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-05.1-02. Prescription transfer requirements for transferring pharmacy. The person transferring the prescription shall record on the original prescription or the electronic record: 1. The name and address of the pharmacy to which the prescription was transferred. 2. The name of the person receiving the prescription information and the name of the person transferring the prescription information. 3. The date of the transfer. 4. The number of refills transferred. If all refills are transferred the original prescription must be marked "VOID". History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-05.1-03. Prescription transfer requirements for receiving pharmacy. The person receiving the transfer of a prescription shall record on the hard copy or the electronic record: 1. The word "transfer" on the face of the transferred prescription. 2. The following information: a. All information required to be on a prescription pursuant to section 61-04-06-02 or 61-04-06-03. b. The name of the pharmacy and address and original prescription number from which the prescription information is transferred. c. The original date of issuance and date of dispensing if different from the date of issuance. d. The number of valid refills remaining and date of last refill. e. The name of the person transferring the prescription information and the name of the person receiving the prescription information. f. The date of the transfer. 3. Pharmacies electronically accessing the same prescription record must satisfy all information requirements of a manual mode of prescription transferal. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-05.1-04. Additional prescription transfer requirements for controlled drugs. The transfer of original prescription information for a controlled drug for the purpose of refill dispensing is permissible between pharmacies on a one-time basis subject to the following requirements: 1. The transferring person shall: a. Write the word "VOID" on the face of the invalidated prescription. b. Record on the reverse of the invalidated prescription the name, address, and drug enforcement administration registration number of the pharmacy to which it was transferred and person receiving the prescription information. 2. The receiving person shall: a. Record the drug enforcement administration registration number of the pharmacy from which the prescription was transferred. b. Verify with the transferring person that the original prescription was signed and then the transferred prescription does not require another signature. 3. A practitioner's signature is not required on the received prescription. A signature on the prescription at the transferring pharmacy will be deemed in compliance with North Dakota Century Code section 19-03.1-22. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 STAFF COMMENT: Chapter 61-04-09 contains all new material and is not underscored so as to improve readability. CHAPTER 61-04-09 WARNING NOTICE Section 61-04-09-01 Purpose 61-04-09-02 Recipient 61-04-09-03 Issuance 61-04-09-04 Filing 61-04-09-05 Failure to Respond 61-04-09-06 Board Review of Two Notices 61-04-09-01. Purpose. A warning notice to the pharmacist, pharmacy permittee, licensee, or registrant protects public health by allowing them to expeditiously correct violations of laws and rules and report these corrections to the board of pharmacy in writing. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-09-02. Recipient. A warning notice may be issued to any permittee, licensee, or registrant found to be violating the provisions of this title, North Dakota Century Code chapter 43-15 or 43-19, or any federal, state, or local laws and rules. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-09-03. Issuance. An agent of the North Dakota state board of pharmacy may issue a warning notice at the time a violation is found. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-09-04. Filing. The warning notice may become an integral part of a file and be maintained in the file sixty months and discarded if no further action is pending. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-09-05. Failure to respond. Permittees, licensees, or registrants who fail to satisfactorily respond to a warning notice may be referred to the board for review or complaint and hearing by the executive director of the board. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 61-04-09-06. Board review of two notices. Any permittee, licensee, or registrant receiving two or more warning notices within a twenty-four month period may be referred to the board for review or complaint and hearing. History: Effective October 1, 1999. General Authority: NDCC 28-32-02, 43-15-10 Law Implemented: NDCC 28-32-02, 43-15-10 69-07-01-01. Open trades. Warehousemen--are A licensee is prohibited from carrying open trades more than the legitimate hedging needs. Violation of this section may be punishable by revocation of license. History: Amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02.1-03 69-07-01-04. Storage in ether-warehouses another warehouse. All nontransit grain owned or held by a warehouseman licensed under North Dakota Century Code chapter 60-02 must be held in a licensed and bonded warehouses warehouse, either within or outside the state. When grain is held in space that is not licensed by the warehouseman under North Dakota Century Code chapter 60-02, a warehouse documents document issued for that grain must identify the originating warehouse as the receiptholder. When grain held subject to a warehouse receipts receipt is stored in a warehouse that is not licensed under North Dakota Century Code chapter 60-02, the originating warehouse must increase its bond to provide protection for that grain as well as its own licensed warehouse space. Daily position records must include inventories held under nonnegotiable warehouse receipts issued by another licensed warehouseman. History: Amended effective May 1, 1984; February 1, 1994; August 1, 1999. General Authority: NDCC 60-02-03 69-07-01-06. Procedure for temporary closing. Whenever a warehouseman desires to temporarily close the warehouse for a period of more than fifteen days, the warehouseman shall first make application to the commission for permission to do so. If closing of a warehouse is permitted, notice shall be posted in the office window and on the front driveway door stating the dates the warehouse will be closed, how receipts may be redeemed, and how the management may be contacted. A facility may not be closed for more than fifteen days without the prior commission approval. Notice of the duration of the closing and the name, address, and telephone number of the facility's contact person must be posted in a conspicuous manner at the facility. History: Amended effective May 1, 1984; February 1, 1994; August 1, 1999. General Authority: NDCC 60-02-03, 60-02-1-03 Law Implemented: NDCC 60-02-03, 60-02-39, 60-02-1-03, 60-02-1-25 69-07-01-07. Modified business hours. Warehousemen wanting to maintain less than normal business hours shall first receive commission approval. Requests must be in writing and must state the reason for the request. Upon receipt of commission approval, a notice showing the warehouse's new hours and stating when and where the manager can be reached must be posted conspicuously at the warehouse. A facility may not deviate from normal business hours without prior commission approval. Notice of the revised business hours and the name, address, and telephone number of the facility's contact person must be posted in a conspicuous manner at the facility. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02-1-03 Law Implemented: NDCC 60-02-39, 60-02-1-25 69-07-01-08. Adequate bond and insurance coverage - Suspension. Warehousemen shall provide the commission with proof of adequate insurance and bond coverage. Failure to maintain adequate insurance and bond coverage will result in the automatic suspension of the warehouse license. Suspended licenses must be surrendered to the commission and suspension notices posted conspicuously at the warehouse. The license of a licensee who fails to maintain adequate insurance and bond coverage will be suspended automatically. The suspended license must be surrendered to the commission and the suspension notice must be posted in a conspicuous manner at the facility, if applicable. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02-1-03 Law Implemented: NDCC 60-02-09, 60-02-09.1, 60-02-10.1, 60-02-35, 60-02-35.1, 60-02-1-08, 60-02-1-09, 60-02-1-21, 60-02-1-22 69-07-01-09. Changes in capacity. Warehouses desiring to change their physical capacity shall receive prior commission approval. Requests to decrease capacity must be in writing, must state that the space being deleted is physically disconnected from the rest of the facility, and must be accompanied by a diagram showing the warehouse's remaining capacity as well as that being deleted. Requests to increase capacity must be accompanied by a diagram showing the warehouse's entire capacity and specifically identifying the space being added; such requests will be granted only upon receipt of notification of adequate bond coverage. A licensee may not change its physical capacity without prior commission approval. A request to change capacity must be in writing and specifically identify the capacity being added or deleted. Deleted capacity must be physically disconnected from other capacity. Added capacity must be properly bonded. Additions not previously licensed must be accompanied by a diagram showing the location and capacity of the space involved. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-09, 60-02.1-03 69-07-01-10. Warehouse license suspension. When a warehouse license has been suspended by law or by order of the commission, the warehouseman shall: 1. Notify all receiptholders each receiptholder that its warehouse license is suspended, if applicable, and that grain must be removed from the warehouse facility or it will be priced and redeemed in cash in accordance with North Dakota Century Code section 60-02-41 state law. 2. Keep if applicable, keep the commission's suspension notice conspicuously posted in the office window or on the front driveway door of the elevator facility. 3. Surrender the warehouse license to the commission. 4. Not If applicable, not receive additional grain for purchase, storage, shipping, or processing. 5. Not sell or ship any grain without submitting a written request to the commission and receiving commission authorization to do so. If applicable, refrain from selling or shipping grain without prior written commission approval. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-09.1, 60-02-10.1, 60-02-35.1, 60-02.1-09, 60-02.1-11, 60-02.1-22 69-07-01-11. Request to discontinue business. A warehouse that ceases to operate as a licensed public warehouse shall file a request to discontinue business with the commission. Requests must be made on forms provided by the commission. A licensee may not discontinue business without prior written approval from the commission. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02-1-03, 60-03-01-1 Law Implemented: NDCC 60-02-41, 60-02-1-27, 60-03-02 69-07-01-12. Assumption of liability for transfer of grain. Warehousemen intending to acquire a facility operated by another licensed public warehouseman licensee and containing purchased or stored to assume responsibility for grain shall obligations of the former licensee must notify the commission that it is assuming responsibility for grain being transferred. Notice of the assumption of the liability. The notice must be submitted on forms a form provided by the commission. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02-1-03 Law Implemented: NDCC 60-02-40, 60-02-1-26 69-07-01-13. Delivery policy on dry edible beans. Warehousemen handling dry edible beans. A warehouseman shall, during July of each year, publish and post in a conspicuous place in their warehouses each warehouse, their warehouse's policy for delivery of beans grain to a warehouse receipt holders receiptholder. The policy must remain in effect at least through the following June and must outline how the warehouseman will charge or compensate receiptholders for differences in quantity, kind, quality, and grade that exist between the beans grain described in the scale ticket and the beans grain that are actually delivered back to the receiptholder. A copy of the warehouse's policy for delivery must be provided to the commission as a part of its annual warehouse license application. A copy of the policy must also be attached to each warehouse receipts receipt issued to owners an owner of beans grain. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 28-32-02, 60-02-03 Law Implemented: NDCC 60-02-17, 60-02-22 69-07-01-14. Grain buyers license - Processed grain. A grain buyers license is not required if a purchaser is acquiring grain that is owned by the licensed entity and that has been: 1. Substantially altered by processing or blending with a nongrain product; or 2. Cleaned and bagged and made ready for consumption. Any processed commodity will, however, be considered grain and thereby made an asset that is available to the commission in an insolvency proceeding. History: Effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02.1-03 CHAPTER 69-07-02 69-07-02-01. Warehouse-license-applications License application. Applications An application for a warehouseman's license must be submitted on forms a form provided by the commission. Corporations, limited-partnerships, and general-partnerships-using-a--fictitious--name Every business organization or sole proprietor using a trade name other than its given name must be registered and in good standing with the secretary of state. Applications--must--provide--all-the-information requested-on-the--application--form--and--must--be--accompanied--by The application must be complete and must include: 1. The required license fee required-by-North-Dakota-Century-Code section--60-02-07. 2. An--appropriate--corporate--surety-bond-as-required-by-section 69-07-02-02.--Corporate-surety-bonds A surety bond, which must be countersigned by an authorized resident agent unless the bonding company is based in a state having reciprocity with North Dakota. 3. A copy of the-scale-ticket,-warehouse-receipt,-and any receipt or credit-sale contract to be used by the warehouseman licensee. 4. Certificate of continuous insurance in an the required amount required-by-North-Dakota-Century-Code-section-60-02-35. 5. Partnerships applicants shall file a copy of their partnership agreement with-their-application if the partnership is not registered with the secretary of state. History: Amended effective May 1, 1984; February 1, 1991; August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-07, 60-02.1-07 69-07-02-02. Schedule-of-requirements--Bending Grain warehouse - Bond schedule. The capacity-of--elevators,-annex--and--any--additional storage--used-must-be-listed-as-the-capacity-of-your-elevator-giving-the capacity-of-each-unit-individually--The--following--schedule--shall--be used--for-determining-the-minimum-surety-to-accompany-the-warehouseman's application The warehouse bond is determined by the total physical capacity licensed by the licensee in the state. The capacity of each warehouse, bin, annex, or any additional space must be specifically identified. The bond amounts are: CAPACITY-OF-ELEVATORS,-ANNEXES,-AND-ANY-ADDITIONAL-STORAGE Bond Schedule Capacity to 50,000 bushels.......................... $50,000 From 50,001 bushels through 75,000 bushels........... 75,000 From 75,001 bushels through 100,000 bushels......... 100,000 From 100,001 bushels through 125,000 bushels....... 125,000 From 125,001 bushels through 150,000 bushels....... 150,000 From 150,001 bushels through 175,000 bushels....... $175,000; $87,500 From 175,001 bushels through 200,000 bushels....... 200,000; 100,000 From 200,001 bushels through 225,000 bushels....... 225,000; 112,500 From 225,001 bushels through 250,000 bushels....... 250,000; 125,000 From 250,001 bushels through 275,000 bushels....... 275,000; 137,500 From 275,001 bushels through 300,000 bushels....... 300,000; 150,000 From 300,001 bushels through 325,000 bushels....... $325,000; $162,500 From 325,001 bushels through 350,000 bushels....... 350,000; 175,000 From 350,001 bushels through 375,000 bushels....... 375,000; 187,500 From 375,001 bushels through 400,000 bushels....... 400,000; 200,000 From 400,001 bushels through 425,000 bushels....... $425,000; $212,500 From 425,001 bushels through 450,000 bushels....... 450,000; 225,000 From 450,001 bushels through 475,000 bushels....... 475,000; 237,500 From 475,001 bushels through 500,000 bushels....... 500,000; 250,000 Elevators A licensee with a capacity in excess of five hundred thousand bushels shall be required to must furnish an additional bond coverage of five thousand dollars for each twenty-five thousand bushels of capacity or fraction thereof. The commission may require a warehouseman to file a bond in addition to the above minimum amounts when it deems such unless the commission determines that an increase is necessary to accomplish the purposes purpose of North Dakota Century Code chapter 60-02, the bond of a warehouseman shall not exceed one million five hundred thousand dollars. History: Amended effective May 1, 1984; August 1, 1999. General Authority: NDCC 60-02-03 Law Implemented: NDCC 60-02-02, 60-02-07, 60-02-09 69-07-02-02.1. Grain buyer - Bond schedule. The grain buyer bond is determined by the three-year rolling average of grain purchased annually in this state by the grain buyer. The bond amounts are: Up to 50,000 bushels $50,000 For each additional 100,000 bushels or fraction thereof in excess of 50,000 up to 1,000,000 $20,000 For each additional 100,000 bushels or fraction thereof in excess of 1,000,000 $5,000 For a new licensee, the first year's bond shall be based on the projected purchase volume and the second year's bond and third year's bond shall be based on the average actual volume according to the above schedule. Unless the commission determines that an increase is necessary to accomplish the purpose of North Dakota Century Code chapter 60-02.1, the bond of a facility-based grain buyer shall not exceed one million dollars nor shall the bond of a non-facility-based grain buyer exceed one million five hundred thousand dollars. History: Effective August 1, 1999. General Authority: NDCC 60-02.1-03 Law Implemented: NDCC 60-02.1-03, 60-02.1-08 69-07-02-02.2. Hay buyer - Bond schedule. The hay buyer bond is determined by the three-year rolling average of hay purchased annually in this state by the hay buyer. The bond amounts are: Up to 2,500 tons $25,000 For each additional 2,500 tons $25,000 or fraction thereof Unless the commission determines that an increase is necessary to accomplish the purposes of North Dakota Century Code chapter 60-03, the bond of a hay buyer shall not exceed one million five hundred thousand dollars. History: Effective August 1, 1999. General Authority: NDCC 60-03-01.1 Law Implemented: NDCC 60-03-04 69-07-02-03. License renewal. Warehouse licenses expire on July thirty-first-of-each-year.--The commission shall mail license renewal forms to warehouseman by June first.--Warehousemen desiring to renew their license shall complete and return these forms to the commission by July fifteenth.--These forms must fully state the company's legal name. Corporations and partnerships must be registered and in good standing with the secretary of state.--Applications that are not received in a timely manner will result in the automatic closure of the warehouse on August first. A license is an annual license that expires on July thirty-first. A licensee must submit a renewal application to the commission by July fifteenth on a form that will be provided by the commission. Every business organization or sole proprietor using a trade name must be in good standing with the secretary of state. An application that is not received in a timely manner will result in the automatic discontinuance of business on August first. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03, 60-03-01.1 Law Implemented: NDCC 60-02-07, 60-02.1-07, 60-03-02 69-07-02-04. Business documents - Revisions. Warehousemen shall notify the commission of any changes in the warehouse's ownership, name, corporate structure, scale tickets, warehouse receipts, and credit sale contracts. A licensee must promptly notify the commission of a change in ownership, name, corporate structure, or format of any receipt or credit sale contract. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02.1-03 69-07-03-01. Form of scale tickets. A scale ticket issued by a warehouseman must be consecutively numbered and issued in consecutive order, and must contain as a minimum the name of the warehouseman, the warehouse location, the name of the depositor, the type of grain, the per centum of dockage, the test weight, and the gross, tare, and net weights. Scale tickets must be consecutively numbered and issued in consecutive order and must contain the name of the licensee, receiving location, name of the depositor, type of grain, per centum of dockage, test weight, gross weight, tare weight, and net weight. History: Amended effective May 1, 1984; August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02-11, 60-02.1-03, 60-02.1-12 69-07-03-02. Cross-referencing of receipts. All accounts every account and records record relating to grain storage and purchase, including all every scale tickets ticket, warehouse receipts receipt, checks check, and credit-sale contracts contract, must be properly cross-referenced to allow audit identification from delivery to purchase and final payment or redelivery of all grain. History: Amended effective May 1, 1984; August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02.1-03 69-07-03-04. Records - Filing. The warehouseman licensee shall keep in a safe place all records of grain purchased and stored and all receipts and contracts issued and canceled. Such records must be kept current and open for inspection by commission personnel and must be retained for a period of three years. All receipts and contracts must be issued and filed in numerical sequence. The warehouseman licensee shall provide the necessary assistance required for any examination of the warehouseman's licensee's books and records. History: Amended effective May 1, 1984; August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02.1-03 69-07-03-05. Certificate of weight and grade - Account sales. The certificate of weights and grades and all account sales of grain shipped to terminals shall must be kept in the office of the elevator manager available at all times for local inspection by the public service commission, if necessary. History: Amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 69-07-03-06. Credit-sale contracts. Unless the warehouseman licensee has secured independent bond coverage for credit-sale contracts, the following statement or a similar statement approved by the commission must be printed on the contract in a clear and prominent manner directly above the place for the seller to sign: THIS CONTRACT IS NOT PROTECTED BY NORTH-DAKOTA--STATUTORY WAREHOUSEMAN'S BOND COVERAGE IN THE EVENT OF THE BUYER'S INSOLVENCY. If the warehouseman licensee has obtained bond coverage in addition to that required by North-Dakota-Century-Gode-section--69-02-09 state law and rule and such coverage extends to the benefit of credit-sale contracts, the following statement or a similar statement approved by the commission must be printed on the contract in a clear and prominent manner directly above the place for the seller to sign: THIS CONTRACT IS NOT PROTECTED BY NORTH DAKOTA STATUTORY WAREHOUSEMAN'S BOND COVERAGE IN THE EVENT OF THE BUYER'S INSOLVENCY. HOWEVER, THE BUYER HAS SECURED INDEPENDENT BOND COVERAGE IN THE AMOUNT OF (state amount) FOR THE PROTECTION OF SELLERS UNDER CREDIT-SALE CONTRACTS IN THE EVENT OF THE BUYER'S INSOLVENCY. A warehouseman licensee securing independent bond coverage for the protection of sellers under credit-sale contract, shall file a copy of such bond with the commission. History: Effective May 1, 1984; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02-1-03, 60-03-01-1 Law Implemented: NDCC 60-02, 60-02-19.1, 60-02.1-14, 60-03-04.1 69-07-03-07. Roving Non-facility-based grain buyers or hay buyers. Roving A roving grain buyer or a hay buyers—are—required—to buyer shall issue receipts, certificates, and contracts and to maintain records as described in this chapter;—They—may—not,—however,—be required—to—adhere—to but is exempt from the rules that specifically involve apply to physical warehouse grain-handling facilities. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 60-02-03 60-02.1-03, 60-03-01-1 Law Implemented: NDCC 60-03-01-1 60-02.1-03, 60-03-03 69-07-03-08. Bean scale tickets - Contents. Scale tickets for dry edible beans must contain the following information: 1. The date and place where the beans were received. 2. The name and address of the owner of the beans. 3. A description of the beans including the kind of beans, foreign material, splits, check seed coats, total pick, moisture, and the gross weight, total dockage, and net weight of the load. 4. A--notation--that; The statement: "All storage contracts on dry edible beans terminate on April thirtieth of each year". 5. A--notation--that; The statement: "This warehouse is not responsible for returning an identical percentage of check seed coats back to receiptholder in the event of redelivery". 6. A space for comments and other information. History: Effective February 1, 1991; amended effective August 1, 1999. General Authority: NDCC 28-32-02, 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-11, 60-02.1-12 69-07-03-10. Warehouse-receipts-- Grain on hand. A warehouseman must maintain a grain inventory sufficient to cover outstanding scale tickets and warehouse receipts. History: Effective February 1, 1994; amended effective August 1, 1999. General Authority: NDCC 60-02-03, 60-02.1-03 Law Implemented: NDCC 60-02-03, 60-02.1-03 69-09-03-02. Adoption of regulations. The following parts of title 49, Code of Federal Regulations in effect as of January 1, 1998, are adopted by reference: 1. Part 190 - Department of Transportation Pipeline Safety Enforcement Procedures. 2. Part 191 - Department of Transportation Regulations for Transportation of Natural Gas by Pipeline; Reports of Leaks. 3. Part 192 - Transportation of Natural and Other Gas by Pipeline: Minimum Safety Standards. 4. Part 199 - Control of Drug Use in Natural Gas, Liquefied Natural Gas and Hazardous Liquids Pipelines. Copies of these regulations may be obtained from: Public Service Commission State Capitol Bismarck, North Dakota 58505-0400 History: Effective June 1, 1984; amended effective July 1, 1986; January 1, 1988; March 1, 1990; February 1, 1992; August 1, 1993; August 1, 1994; February 1, 1996; July 1, 1997; July 1, 1998; September 1, 1999. General Authority: NDCC 28-32-02 Law Implemented: NDCC 49-02-01.2 136 69-10-01-09. Bulk liquid fuel meters. A newly manufactured liquid fuel meter placed into service on or after January 1, 1999 2000, for use in the sale of all types of bulk liquid fuels, including aviation fuels, must be equipped with a ticket printing device meeting the requirements of NIST Handbook No. 44. History: Effective August 1, 1993; amended effective July 1, 1997; October 1, 1999. General Authority: NDCC 64-02-03 Law Implemented: NDCC 64-02-02, 64-02-13 69-10-02-22. Sensitivity response. The sensitivity response of a motor truck or motor truck dump scale designed with a division size of five pounds [2.27 kilograms] and without a balance indicator may not exceed four scale divisions. History: Effective October 1, 1999. General Authority: NDCC 64-02-03 Law Implemented: NDCC 64-02-02, 64-02-03, 64-02-04 69-10-03-01. National Institute of Standards and Technology (NIST) Handbook No. 44. Except as modified in this article, the specifications, tolerances, and other technical requirements for commercial weighing and measuring devices in North Dakota shall conform to the following sections and subsections of the 1997 1998 edition of the United States department of commerce, NIST Handbook No. 44, which is adopted by reference: all of section 1, all of section 2, subsections 3.30, 3.31, 3.32, 3.33, 3.35, and 3.37 of section 3, subsections 5.50, 5.51, and 5.52 of section 5, and, all of appendices A, B, C, and D. In the event of a conflict between the NIST Handbook No. 44 and North Dakota laws and rules, North Dakota laws and rules shall prevail. Copies of the handbook may be obtained from the public service commission, state capitol, Bismarck, North Dakota 58505-0480. History: Amended effective October 1, 1988; December 1, 1990; February 1, 1992; August 1, 1993; September 1, 1994; February 1, 1996; July 1, 1997; July 1, 1998; October 1, 1999. General Authority: NDCC 64-02-03 Law Implemented: NDCC 64-02-07 69-10-04-03. Revocation of registration. The commission may, for good cause, suspend or revoke a registered service person's permit or a registered service company's permit. A person or a company not registered with the commission but qualified to install a commercial weighing or measuring device may install but may not service, repair, or recondition a commercial weighing or measuring device without a variance from the commission. History: Amended effective April 1, 1992; July 1, 1997; July 1, 1998; October 1, 1999. General Authority: NDCC 64-02-03 Law Implemented: NDCC 64-02-02 69-10-04-05. Standardized report forms. All test report forms filed with the commission after July 1, 1994, must be in a standardized format. The commission will issue copies of the standardized prototype to all newly permitted registered service persons companies. History: Effective August 1, 1993; amended effective February 1, 1996; October 1, 1999. General Authority: NDCC 64-02-03 Law Implemented: NDCC 64-02-02, 64-02-13 69-10-04-06.1. Quality control - Failures. If a registered service person fails three consecutive quality control inspections within one year, the commission may: 1. Issue a formal warning letter requiring remedial action within thirty days from the date of the letter; 2. Schedule a conference with the division director or chief inspector, the registered service person, and that person's supervisor; 3. Require that the registered service person retake the written tests required for licensing under section 69-10-04-02; 4. Reduce the registered service person's permit status to probationary for up to six months; and 5. Suspend the registered service person's permit and assess a civil penalty. History: Effective October 1, 1999. General Authority: NDCC 64-02-03 Law Implemented: NDCC 64-02-02, 64-02-13 72-01-02-01. Definitions. 1. "Active filings" means those filings which have not been terminated and which have not lapsed. 2. "Agricultural statutory lien" means agricultural processor's lien, agricultural supplier's lien, or agister's lien. 3. "Associated filings" includes all amendments, assignments, continuations, subordination notices, releases, updates, and terminations which have been filed relating to a specific Uniform Commercial Code or central notice system financing statement or a specific statutory lien. 4. "Central notice system" means farm product central notice system adopted pursuant to North Dakota Century Code section 41-09-46. 5. "Current secured party" means the person or entity which the financing statement and its associated filings show as being the last one to whom the security interest has been assigned. If neither the original financing statement nor the associated filings show any assignments, then it means any original secured party who has not released all of his the secured party's interest in all of the collateral. 6. "Debtor's address" means post-office mailing address. 7. "Debtor's name", unless the context indicates otherwise, means the debtor's legal name from birth, marriage, court order, partnership agreement, or articles of incorporation. 8. "Federal liens" means those federal liens described in North Dakota Century Code section 35-29-01. 9. "Filing office" means any one of the fifty-three county register of deeds' offices or the secretary of state's office. 10. "Financing statement" means any document submitted for filing as an effective financing statement under North Dakota Century Code section 41-09-41. 11. "Lapsed filing" means a filing which has become ineffective either because it has expired or because it was originally filed prior to January 1, 1992, and was not submitted for refiling prior to July 1, 1992, in the filing office in which the original was filed. 12. "Lienholder" means any person or entity which has an agricultural a statutory lien. 13. "Nonstandard form" means any document or paper presented for filing which is not specified as a standard form, whether presented as a separate filing or as an attachment to a standard form. 14. "Secured party's address" means post-office mailing address. 15. "Secured party's name", unless the context indicates otherwise, means the secured party's legal name from birth, marriage, court order, partnership agreement, or articles of incorporation. 16. "Social security number" means social security number as assigned by the social security administration. 17. "Standard form" means a form preapproved for use by the North Dakota secretary of state including the UCC-1/CNS-1, the UCC-3/CNS-3, the UCC-5/CNS-5, the UCC-1A, the UCC-3A, the ASL-1 (agricultural processor's lien), the ASL-2 (agricultural supplier's lien), the ASL-3 (agister's lien), and the ASL-4 (assignment, amendment, or lien release), ASL-5 (landlord lien notice), MSL-1 (miscellaneous statutory lien), and MSL-2 (assignment, amendment, or lien release) approved by the North Dakota secretary of state. A single An eight and one-half inches by eleven inches page or pages solely listing collateral additional information may be attached to the UCC-1/CNS-1 or the UCC-3/CNS-3 and still be a standard filing. 18. "Tax identification number" means the federal tax identification number issued to the entity by the internal revenue service. 19. "Uniform Commercial Code" means Uniform Commercial Code as adopted in North Dakota Century Code title 41. 20. "Update" means a change or correction to the name, address, social security number, tax identification number, or telephone number of the current secured party. History: Effective February 1, 1992; amended effective November 1, 1999. General Authority: NDCC 28-32-02 Law Implemented: NDCC 28-32-02, 41-09-46 72-01-02-02. Refiling. 1.--Procedure for refiling. a.--A copy of the first page of each financing statement which is to be refiled must be submitted along with a letter requesting refiling to the filing office in which the original document was filed. b.--A copy of each agricultural statutory lien which is to be refiled must be submitted along with a letter requesting refiling to the filing office in which the original statutory lien was filed. c.--A letter must be sent to the filing officer requesting federal liens be refiled containing the information which is to be refiled. d.--The filing officer shall issue and mail to the person requesting the refiling a certificate of refiling which identifies each original filing and each associated filing which has been refiled along with both the original filing number and the new filing number. e.--All central notice system filings which are active in the secretary of state's office as of January 1, 1992 will be automatically refiled. No notice or request by the secured party is required. f.--All agricultural statutory lien notices which are active in the secretary of state's office as of January 1, 1992 will be automatically refiled. No notice or request by the lienholder is required. 2.--Adding new information when refiling. a.--If--no--social-security-number-or-tax-identification-number has-ever-been-submitted-for-the-debtor-on--a--filing--the debtor's--social-security-number-or--tax-identification number can-be-added-by-the-secured-party-or-lienholder--at the--time--or--refilling-by-submitting-a-Uniform-Commercial Code-refiling-form: b.--The-Uniform-Commercial-Code-refiling-form-can-be-used-to add-a-social-security-number-or-tax-identification-number for-the-secured-party,-assignee,-or-lienholder: c.--If--the--Uniform-Commercial-Code-refiling-form-is-used,-it must-be-attached-to-the-copy-of--the--first-page--of--the financing--statement--or-agricultural-statutory-lien-which is-submitted-with-the-letter-requesting-refiling: d.--A-secured-party-or-lienholder-may-include-in-the-letter requesting-refiling-its--social-security-number-or--tax identification-number-and--its-current-telephone-number with-a-request-that-those-numbers-be-added-to-each--filing listed--for-refiling--if-this-is-done,-the-filing-officer shall--add--this--information--to--each--filing--on--that particular-request-for-refiling: e.--There--is--no--fee--for--adding--information--under--this subsection: 3.--Time--deadline-for-refiling.--Only-those-financing-statements, federal- liens,-agricultural-statutory- liens,-and--notices--for which--requests--for--refiling--or--refiling-documents--are submitted-by-midnight-on--June-30--1992,-or--mailed--to--the correct--filing--office,-postage-prepaid,-with-a-postmark-no later-than-June-30--1992,-may-be-refilled: 4.--Documents-not-refiled.--All-financing-statements,-agricultural statutory- liens,-and-federal- liens-which--have--not--expired, been-terminated,-or-refilled-by-duly-15--1992,-must-be-stored-in the-filing-office-for-a-period-of-five-years: 5.--Rejections: a.--Any--time--a-filing-office-receives-a-request-for-refiling for-a-filing-which-is-not-in-its-currently-active-filings,- the-request-for-refiling-will--be--rejected: b.--The--filing-office-in-all-such-cases-will-send--letter-to the-person-submitting-the-request-for-refiling-stating-the date--the--request--for-refiling-was-submitted-and--whether the-termination-fee,-if-required,-was-submitted--with--the request--for-refiling.--The-copy-of-the-document-submitted along-with-the-request-for-refiling-will--be--returned--to the-submitting-party-with-the-rejection-letter: e.--Any--fees--tendered--with-the-request-for-refiling-will-be refunded. Repealed effective November 1, 1999. History: Effective February 1, 1992; General Authority: NDCC 28-32-02; 41-09-46 Law Implemented: NDCC 41-09-28; 41-09-46 72-01-02-04. Time. Each financing statement, associated filing, agricultural statutory lien, and federal lien accepted for filing will be given a computer-generated computer-generated filing number and marked with the date and time filed. The time will be specified to the tenth of a second. The time placed on each new filing beginning January 1, 1992, will be based on prevailing central time. History: Effective February 1, 1992; amended effective November 1, 1999. General Authority: NDCC 28-32-02, 41-09-46 Law Implemented: NDCC 41-09-42, 41-09-43, 41-09-44, 41-09-45, 41-09-46 72-01-02-06. Rejections. 1. Any financing statement submitted for filing with any filing officer must be rejected if it lists the same individual as both debtor and secured party or if it does not have all of the following: a. Each debtor's social security number or tax identification number; b. Each debtor's signature, unless it meets one of the criteria specified in subsection 2 of North Dakota Century Code section 41-09-41; c. The secured party's signature if the filing is being submitted without the debtor's signature pursuant to subsection 2 of North Dakota Century Code section 41-09-41, or if the filing contains a notice of assignment by the secured party; d. The original file number of the financing statement which has lapsed if filed pursuant to subdivision c of subsection 2 of North Dakota Century Code section 41-09-41; e. An address for the secured party from which further information may be obtained; and f. Some collateral listed. 2. For the purposes of subsection 1, any debtor name preceded by d/b/a (doing business as) or a/k/a/ (also known as) or f/k/a (formerly known as) does not require a separate signature. It does, however, require the listing of the individual's social security number or the entity's tax identification number. 3. A request--for--refiling--pursuant--to--section--72-01-02-02; continuation statement, termination statement, or other associated filing will be rejected if the financing statement or lien to which it relates is not on file as an active filing in that filing office. 4. Any amendment adding or changing collateral will be rejected if it does not contain the signature of each current debtor and the current secured party. Any amendment adding or changing the name of a debtor will be rejected if it does not contain the social security number or tax identification number and the signature of the affected debtor and the signature of the current secured party. Any other associated filing will be rejected if it does not contain the current secured party's signature. 5. A continuation statement submitted for filing with any filing officer must be rejected if it does not contain a social security number or tax identification number for each debtor unless that number was included on the original financing statement, submitted with the refiling, or included on a prior associated filing. 6. Any agricultural statutory lien submitted for filing with any filing officer must be rejected if it is not a verified statement containing all of the following: a. Name and address of lienholder; b. Debtor's name; and c. The debtor's social security number or tax identification number. 7. Any document tendered for filing which is rejected by the filing officer will be marked with the time and date it was tendered, whether the correct filing fee was tendered with the document, the reason for the rejection, and will indicate the filing officer. Any fees tendered with the rejected filing will be refunded. 8. Request for reinstatement of a filing. a. If a filing has been rejected pursuant to subsection 3, the secured party or lienholder may submit a request for reinstatement of filing. The request must be accompanied by two legible copies of the lien or original financing statement and each associated filing which had been filed showing the file number, and an affidavit by the secured party or lienholder stating the debtor's current address and that the financing statement has not been terminated and has not lapsed or that the lien has not been released. If any debtor listed on the financing statement is currently involved in an insolvency proceeding, notice of that proceeding must be attached. b. Upon receipt of a proper request for reinstatement, the filing officer shall reinstate the filing and send to each listed debtor a copy of the request for reinstatement, along with attachments, and notice that the financing statement or lien has been reinstated. c. Any file which has been reinstated must be marked as a reinstated file both on the physical documents and in the index. History: Effective February 1, 1992; amended effective March 1, 1994; November 1, 1999. General Authority: NDCC 28-32-02 Law Implemented: NDCC 41-09-41, 41-09-42, 41-09-44, 41-09-46 72-01-02-11. Searches. 1. Public access. Any person may obtain from any filing office at no charge the following information: a. Whether any filings exist for a specific name, or social security number or tax identification number, within the computerized central index system; and b. If any filings exist for the specific name, or social security number or tax identification number, the index in which they appear; and c. The filing office in which the documents are located. 2. Data bases. Included within the computerized central index systems are the following indexes which may be searched: a. Uniform Commercial Code index; b. Central notice system index; c. Agricultural statutory Statutory lien index; d. Agricultural statutory lien notice index; and e. Federal lien index; and f. State tax lien index. 3. Types of searches. a. A search may be conducted by name of the debtor, or name of secured party, or social security number or tax identification number, or file number. b. Each name, or social security number or tax identification number, searched must be deemed a separate search. c. A search request must indicate which index or indexes are to be searched. d. A copy of a filing must include all pages of the original filing and of each associated filing. 4. Copy requests. a. A copy of a filing must include all pages of the original filing and of each associated filing. b. Any request for a certified copy of a filing must be made to the filing office where the original filing was made. History: Effective February 1, 1992; amended effective November 1, 1999. General Authority: NDCC 28-32-02, 41-09-46 Law Implemented: NDCC 41-09-46 72-01-02-13. Fees. 1. Termination fees must be paid at the time of the original filing of any Uniform Commercial Code financing statement, separate central notice system filing, agricultural statutory lien, separate agricultural statutory lien notice, or federal lien. 2. Termination--fees--must--be--paid--at-the-time-of-refiling-any Uniform--Commercial--Code--financing--statement,--agricultural statutory--lien,--or--federal--lien-for-which-the-termination-fee has-not-been-paid-prior-to-the-refilling. 3. The fee for terminating a central notice system filing or an agricultural statutory lien notice which was refiled automatically pursuant to section 72-01-02-02 is five dollars and must be paid at the time the filing is terminated. 4. The fee for having information faxed to a requesting party is three dollars. A maximum of twenty pages may be faxed. 5. The fee for filing an update is five ten dollars. 6-5. The fee for filing a name change in the name change index is one hundred dollars. 7-6. The fee for having all filings updated with a current secured party's name change is four hundred dollars. 8-7. Filing fees are the same in all fifty-four filing offices for any Uniform Commercial Code or central notice system filing, agricultural statutory lien, agricultural statutory lien notice, or federal lien. 9-8. All fees not specified within this section are as set forth in North Dakota Century Code sections 41-09-28.1, 41-09-42, 41-09-43, 11-18-05, and 35-17-08, 35-29-05, 35-30-06, 35-31-06, 41-09-28.1, 41-09-42, and 41-09-43. 10-9. Fees will be billed for any secured party or searching party who has received prior approval for billing, has been assigned a billing number, and who indicates a desire to be billed for that particular filing or search. 11---Any--person-or-entity-may-prepay-into-the-secretary-of-state's office-funds-to-be-drawn-against-for-filing-fees,-search-fees; or--any--other-charges--normally--billed--by-the-secretary-of state's-office. History: Effective February 1, 1992; amended effective November 1, 1999. General Authority: NDCC 28-32-02, 41-09-42 Law Implemented: NDCC 41-09-28.1, 41-09-42, 41-09-43 152 AGENCY SYNOPSIS: North Dakota Administrative Code Chapter 75-02-04.1: Child Support Guidelines Section 75-02-04.1-01: Amends the definitions of "gross income" and "net income," and deletes the definition of "net income from self-employment." Section 75-02-04.1-02(12): Provides general instruction used to determine net income. Section 75-02-04.1-05: Clarifies and revises the process of determining net income from self-employment. Section 75-02-04.1-06: Simplifies and revises the calculation made in determining the cost of supporting children living with the obligor. Section 75-02-04.1-06.1: Clarifies the calculation made in determining the cost of supporting children in multiple-family cases. Section 75-02-04.1-07: Clarifies imputation of income based upon previous earnings, particularly in cases involving a voluntary change in employment resulting in reduction of income. Section 75-02-04.1-08.1: Creates a new section to describe an adjustment for extended visitation between the obligor and a child. Section 75-02-04.1-09(2)(1): Provides a basis for deviating from the guideline amounts if an obligor has two or more children in foster care or guardianship care. Section 75-02-04.1-11: Clarifies the calculation of child support obligations concerning children in foster care or guardianship care. 75-02-04.1-01. Definitions. 1. "Child" means any child, by birth or adoption, to whom a parent owes a duty of support. 2. "Child living with the obligor" means the obligor's child who lives with the obligor most of the year. 3. "Children's benefits" means a payment, to or on behalf of a child of the person whose income is being determined, made by a government, insurance company, trust, pension fund, or similar entity, derivative of the parent's benefits or a result of the relationship of parent and child between such person and such child. Children's benefits do not mean benefits received from means tested public assistance programs. 4. "Custodial parent" means a parent who acts as the primary caregiver on a regular basis for a proportion of time greater than the obligor, regardless of custody descriptions such as "shared" or "joint" custody given in relevant judgments, decrees, or orders. 5. a. "Gross income" means income from any source, in any form, but does not mean benefits: (1) Benefits received from means tested public assistance programs such as aid-to temporary assistance to needy families with--dependent--children, supplemental security income, and food stamps; (2) Employee benefits over which the employee does not have significant influence or control over the nature or amount unless: (a) That benefit may be liquidated; and (b) Liquidation of that benefit does not result in the employee incurring an income tax penalty; or (3) Child support payments. b. Gross Examples of gross income includes include salaries, wages, overtime wages, commissions, bonuses, employee benefits, currently deferred income, dividends, severance pay, pensions, interest, trust income, annuities income, capita gains, social security benefits, workers' compensation benefits, unemployment insurance benefits, distributions of retirement benefits, receipt of previously deferred income, veterans' benefits (including gratuitous benefits), gifts and prizes to the extent each exceeds they annually exceed one thousand dollars in value, spousal support payments received, cash earned income tax credits, value of in-kind income received on a regular basis, children's benefits, income imputed based upon earning capacity, military subsistence payments, and net income from self-employment. c. For purposes of this subsection, income tax due or paid is not an income tax penalty. 6. "In-kind income" means the receipt of any valuable right, property or property interest, other than money or money's worth, including forgiveness of debt (other than through bankruptcy), use of property, including living quarters at no charge or less than the customary charge, and the use of consumable property or services at no charge or less than the customary charge. 7. "Net income" means total gross monthly annual income less: a. Federal A hypothetical federal income tax obligation based on application-of-standard-deductions-and-tax-tables the obligor's gross income, reduced by that part of the obligor's gross income that is not subject to income tax under the Internal Revenue Code, and applying: (1) The standard deduction for the tax filing status of single; (2) One exemption for the obligor; (3) One additional exemption for each child actually claimed on a disclosed income tax return or one additional exemption for each child, as defined in this section, if a tax return is not disclosed; and (4) Tax tables for a single individual for the most recent year published by the internal revenue service, reduced by one child tax credit for each child's exemption considered under paragraph 3; b. State A hypothetical state income tax obligation based-on application-of-standard-deductions-and-tax-tables equal to fourteen percent of the amount determined under subdivision a without reduction for child tax credits; c. A hypothetical obligation for Federal Insurance Contributions Act (FICA), Railroad Retirement Tax Act (RRTA) tier I and tier II, and medicare deductions or obligations based on that part of the obligor's gross income that is subject to FICA, RRTA, or medicare tax; d. A portion of premium payments, made by the person whose income is being determined, for health insurance policies or health service contracts, intended to afford coverage for the child or children for whom support is being sought, determined by dividing the payment by the total number of persons covered and multiplying the result times the number of such children; e. Payments made on actual medical expenses of the child or children for whom support is being sought to the extent it is reasonably likely similar expenses will continue; f. Union dues where and occupational license fees if required as a condition of employment; g. Employee retirement contributions, deducted from the employee's compensation, other than FICA--where and not otherwise deducted under this subsection, to the extent required as a condition of employment; and h. Employee expenses for special equipment or clothing required as a condition of employment or for lodging expenses incurred when engaged in travel required as a condition of employment (limited to thirty dollars per night or actual lodging costs, whichever is less), incurred on a regular basis, but not reimbursed by the employer; and i. Employer reimbursed out-of-pocket expenses of employment, if included in gross income, but excluded from adjusted gross income on the obligor's federal income tax return. 8. "Net--income--from--self-employment" means gross income of any organization or entity which employs the obligor; but which the obligor is to a significant extent able to control; less actual expenditures attributable to the cost of producing income to that organization or entity. 9. "Obigee" includes, for purposes of this chapter, an obligee as defined in subsection 8 of North Dakota Century Code section 14-09-09.10 and a person who is alleged to be owed a duty of support. 10. "Obligor" includes, for purposes of this chapter, an obligor as defined in subsection 9 of North Dakota Century Code section 14-09-09.10 and a person who is alleged to owe a duty of support. 11. "Split custody" means a situation where the parents have more than one child in common, and where each parent has sole custody of at least one child. 75-02-04.1-02. Determination of support amount - General instructions. 1. Calculations of child support obligations provided for under this chapter consider and assume that one parent acts as a primary caregiver and the other parent contributes a payment of child support to the child's care. 2. Calculations assume that the care given to the child during temporary periods when the child resides with the obligor or the obligor's relatives do not substitute for the child support obligation. 3. Net income received by an obligor from all sources must be considered in the determination of available money for child support. 4. The result of all calculations which determine a monetary amount ending in fifty cents or more must be rounded up to the nearest whole dollar, and must otherwise be rounded down to the nearest whole dollar. 5. In applying the child support guidelines, an obligor's monthly net income amount ending in fifty dollars or more must be rounded up to the nearest one hundred dollars, and must otherwise be rounded down to the nearest one hundred dollars. 6. The annual total of all income considered in determining a child support obligation must be determined and then divided by twelve in order to determine the obligor's monthly net income. 7. Income must be documented through the use of tax returns, current wage statements, and other information sufficiently to fully apprise the court of all gross income. Where gross income is subject to fluctuation, particularly in instances involving self-employment, information reflecting and covering a period of time sufficient to reveal the likely extent of fluctuations must be provided. 8. Calculations made under this chapter are ordinarily based upon recent past circumstances because past circumstances are typically a reliable indicator of future circumstances, particularly circumstances concerning income. If circumstances that materially affect the child support obligation are very likely to change in the near future, consideration may be given to the likely future circumstances. 9. Determination of a child support obligation is appropriate in any matter where the child and both of the child's parents do not reside together. 10. Each child support order must include a statement of the net income of the obligor used to determine the child support obligation, and how that net income was determined. 11. A payment of children's benefits made to or on behalf of a child who is not living with the obligor must be credited as a payment toward the obligor's child support obligation in the month (or other period) the payment is intended to cover, but may not be credited as a payment toward the child support obligation for any other month or period. 12. No amount may be deducted to determine net income unless that amount is included in gross income. History: Effective February 1, 1991; amended effective January 1, 1995; August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667 75-02-04.1-05. Determination of net income from self-employment. 1. Expenses--attributable--to--the--cost-of-producing-income-vary from-business-to-business.--Deducting-expenses-from-the--gross income--of--the-business-determines-the-adjusted-gross-income; according-to-internal-revenue-service-terminology. Net income from self-employment means total income, for internal revenue service purposes, of the obligor and the obligor's business, reduced by the amount, if any, of that total income that is not the obligor's income from self-employment, plus: a. Business expenses attributable to the obligor or a member of the obligor's household for: (1) Employee's or proprietor's benefits, pensions, and profit-sharing plans; and (2) Travel, meals, or entertainment; and b. Payments made to a member of the obligor's household, other than the obligor, to the extent the payment exceeds the fair market value of the service furnished by the household member. 2. "Member of the obligor's household" includes any individual who shares the obligor's home a substantial part of the time, without regard to whether that individual maintains another home. 3. The "obligor's business" includes any business organization or entity which the obligor is, to a significant extent, able to directly or indirectly control. 4. If the latest tax return is returns are not available or does not reasonably reflect the income from the business, a profit and loss statement statements which will more accurately reflect the current status of the business must be used. 2. After adjusted gross income from self-employment is determined, all business expenses allowed for taxation purposes, but which do not require actual expenditures, such as depreciation, must be added to determine net income from self-employment. Business costs actually incurred and paid, but not expensed for internal revenue service purposes, such as principal payments on business loans (to the extent there is a net reduction in total principal obligations incurred in purchasing depreciable assets), may be deducted to determine net income from self-employment. 3. Farm businesses may experience significant changes in production and income over time. To the extent that information is reasonably available, the average of the most recent five years of farm business operations, if undertaken on a substantially similar scale, should must be used to determine farm business income. 4. Land costs are a significant part of farm expenses. Because farmlands are used both for the production of income and for investment purposes, for the purpose of making determinations under this section, deduction of business costs relating to the purchase of land is limited to the lesser of: a. The fair rental value of the land being purchased; or b. The total principal and interest payments actually made toward the purchase of the land. History: Effective February 1, 1991; amended effective January 1, 1995; August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667 75-02-04.1-06. Determining the cost of supporting a child living with the obligor. The cost of supporting a child living with the obligor, who is not also a child of the obligee, may be deducted from net income under subsection 4 of section 75-02-04.1-06.1 if this section is followed. 1.--When--the-other-parent-of-a-child-living-with-the-obligor-does not-live-with-the-obligor, the-cost-of-supporting--that--child and is determined by: a.--Applying applying the obligor's net income and the total number of children living with the obligor to whom the obligor owes a duty of support, to section 75-02-04.1-10; b.--Dividing--the--amount--determined--under--subdivision-a--by--the total-number-of-children-to-whom-the-obligor-owes--a--duty of-support; and c.--Multiplying--the--amount--determined--under--subdivision-b times the total-number-of-children--to--whom--the--obligor owes--a--duty--of--support-and-who-are-also-living-with-the obligor. 2.--When--the-other-parent-of-a-child-living-with-the-obligor-also lives-with-the-obligor, the-cost-of-supporting--that--child--is determined by: a.--Applying--the-combined-total-net-income-of-the-obligor-and the-other-parent-and-the-total-number-of-children-to--whom the-obligor-or-the-other-parent-owes-a-duty-of-support,-to section 75-02-04.1-10; b.--Dividing--the--amount--determined--under--subdivision-a--by--the total-number-of-children-to-whom-the-obligor-or-the--other parent-owes-a-duty-of-support; c.--Multiplying--the--amount--determined--under--subdivision-b times the total-number-of-children--to--whom--the--obligor owes--a--duty--of--support-and-who-are-also-living-with-the obligor; d.--Dividing--the--obligor's--net--income--by--the--combined-total net-income-of-the-obligor-and-the-other-parent; and e.--Multiplying--the--amount--determined--under--subdivision-e times the decimal-fraction-determined-under-subdivision-d. 3.--For--purposes--of--the--calculation-described-in-subsection-2, income-may-not-be-imputed-under-section-75-02-04.1-08. 4.--When--the-other-parent-of-a-child-living-with-the-obligor-also lives-with--the--obligor--no--deduction--for--the--cost--of supporting--that--child--may--be--made--under-subsection-4-of section 75-02-04.1-06.1,-from--the--obligor's--income--if--the obligor-fails--to--furnish-reliable-information-sufficient-to determine-the-other-parent's-income. History: Effective February 1, 1991; amended effective January 1, 1995; August 1, 1999. 75-02-04.1-06.1. Determination of support amount in multiple-family cases. 1. This section must be used to determine the child support amount presumed to be the correct amount of child support in all cases involving an obligor who: a. Owes duties of support payable to two or more obligees; or b. Owes a duty of support to at least one obligee and also owes a duty of support to a child living with the obligor who is not also the child of that obligee. 2. If a court consolidates proceedings involving an obligor and two or more obligees, the court must determine all obligations that may be determined in the consolidated proceeding without regard to whom the initial moving party may be. 3. A hypothetical amount that reflects the cost of supporting children living with the obligor, as determined under section 75-02-04.1-06, and a hypothetical amount due to each obligee under this chapter must first be determined for the children living with the obligor and each obligee, whether or not the obligee is a party to the proceeding, assuming for purposes of that determination: a. The obligor has no support obligations except to the obligee in question; and b. The guidelines amount is not rebutted; and c. The obligor does not have extended visitation. 4. A hypothetical amount due to each obligee under this chapter must next be determined for each obligee who is a party to the proceeding, assuming for purposes of that determination: a. The obligor's net income is reduced by: (1) The amount of child support due to all other obligees, as determined under subsection 3; and (2) The cost of supporting a child living with the obligor, who is not also the child of that obligee, as determined under section 75-02-04.1-06; b. The guidelines amount is not rebutted; and c. Any support amount otherwise determined to be less than one dollar is determined to be one dollar; and d. The obligor does not have extended visitation. 5. a. For Except as provided in subdivision b, for each obligee before the court, the support obligation presumed to be the correct amount of child support is equal to one-half of the total of the two amounts determined, with respect to that obligee, under subsections 3 and 4. b. Any necessary determination under this section must be made before an adjustment for extended visitation appropriate under section 75-02-04.1-08.1. The "amount otherwise due under this chapter", for purposes of section 75-02-04.1-08.1, is equal to one-half of the total of the two amounts determined, with respect to that obligation, under subsections 3 and 4. 6. The fact, if it is a fact, that the obligor is required to pay, or pays, a different amount than the hypothetical amounts determined under subsections 3 and 4 is not a basis for deviation from the procedure described in this section. History: Effective January 1, 1995; amended effective August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667 75-02-04.1-07. Imputing income based on earning capacity. 1. For purposes of this section: a. "Community" includes any place within one hundred miles [160.93 kilometers] of the obligor's actual place of residence; and b. An obligor is "underemployed" if the obligor's gross income from earnings is significantly less than prevailing amounts earned in the community by persons with similar work history and occupational qualifications. 2. An obligor is presumed to be underemployed if the obligor's gross income from earnings is less than six-tenths: a. Six-tenths of prevailing amounts earned in the community by persons with similar work history and occupational qualifications; or b. One hundred sixty-seven times the federal hourly minimum wage. 3. Except as provided in subsections 4 and 5, monthly gross income based on earning capacity equal to the greatest of subdivisions a through c, less actual gross earnings, must be imputed to an obligor who is unemployed or underemployed. a. An amount equal to one hundred sixty-seven times the hourly federal minimum wage. b. An amount equal to six-tenths of prevailing gross monthly earnings in the community of persons with similar work history and occupational qualifications. c. An amount equal to ninety percent of the obligor's greatest average gross monthly earnings, in any twelve consecutive months beginning on or after thirty-six months before commencement of the proceeding before the court, for which reliable evidence is provided. 4. Monthly gross income based on earning capacity may be imputed in an amount less than would be imputed under subsection 3 if the obligor shows: a. The reasonable cost of child care equals or exceeds seventy percent of the income which would otherwise be imputed where the care is for the obligor's child: (1) Who is in the physical custody of the obligor; (2) Who is under the age of fourteen; and (3) For whom there is no other adult caretaker in the parent's home available to meet the child's needs during absence due to employment. b. The obligor suffers from a disability sufficient in severity to reasonably preclude the obligor from gainful employment that produces average monthly gross earnings equal to one hundred sixty-seven times the hourly federal minimum wage. c. The unusual emotional or physical needs of a minor child of the obligor require the obligor's presence in the home for a proportion of the time so great as to preclude the obligor from gainful employment that produces average monthly gross earnings equal to one hundred sixty-seven times the hourly federal minimum wage. 5. Gross income based on earning capacity may not be imputed if the obligor shows that the obligor has average monthly gross earnings equal to or greater than one hundred sixty-seven times the hourly federal minimum wage and is not underemployed. 6. If an unemployed or underemployed obligor shows that employment opportunities, which would provide earnings at least equal to the lesser of the amounts determined under subdivision b or c of subsection 3, are unavailable in the community, income must be imputed based on earning capacity equal to the amount determined under subdivision a of subsection 3, less actual gross earnings. 7. If the obligor fails, upon reasonable request made in any proceeding to establish a child support obligation, to furnish reliable information concerning the obligor's gross income from earnings, income based on earning capacity equal to the greatest of subdivisions a through c of subsection 3 must be imputed. 8. If the obligor fails, upon reasonable request made in any proceeding to review a child support obligation, to furnish reliable information concerning the obligor's gross income from earnings, income must be imputed based on the greatest of: a. Subdivisions a through c of subsection 3; or b. The obligor's net income, at the time the child support order was entered or last modified, increased at the rate of ten percent per year. 9. Notwithstanding subsections 4, 5, and 6, if an obligor makes a voluntary change in employment resulting in reduction of income, monthly gross income equal to one hundred percent of the obligor's greatest average monthly earnings, in any twelve consecutive months beginning on or after thirty-six months before commencement of the proceeding before the court, for which reliable evidence is provided, less actual monthly gross earnings, may be imputed without a showing that the obligor is unemployed or underemployed. History: Effective February 1, 1991; amended effective January 1, 1995; August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667 75-02-04.1-08.1. Adjustment for extended visitation. 1. For purposes of this section, "extended visitation" means visitation between an obligor and a child living with an obligee scheduled by court order to exceed sixty of ninety consecutive nights or an annual total of one hundred sixty-four nights. 2. Notwithstanding any other provision of this chapter, if a court order provides for extended visitation between an obligor and a child living with an obligee, the support obligation presumed to be the correct child support amount due on behalf of all children of the obligor living with the obligee must be determined under this subsection. a. Determine the amount otherwise due under this chapter from the obligor for those children. b. Divide the amount determined under subdivision a by the number of those children. c. For each child, multiply the number of that child's visitation nights times .32 and subtract the resulting amount from three hundred sixty-five. d. Divide the result determined under subdivision c by three hundred sixty-five. e. Multiply the amount determined under subdivision b times each decimal fraction determined under subdivision d. f. Total all amounts determined under subdivision e. History: Effective August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667 75-02-04.1-09. Criteria for rebuttal of guideline amount. 1. The child support amount provided for under this chapter, except for subsection 2, is presumed to be the correct amount of child support. No rebuttal of the guidelines may be based upon evidence of factors described or applied in this chapter, except in subsection 2, or upon: a. The subsistence needs, work expenses, and daily living expenses of the obligor; or b. The income of the obligee, which is reflected in a substantial monetary and nonmonetary contribution to the child's basic care and needs by virtue of being a custodial parent. 2. The presumption that the amount of child support that would result from the application of this chapter, except for this subsection, is the correct amount of child support is rebutted only if a preponderance of the evidence establishes that a deviation from the guidelines is in the best interest of the supported children and: a. The increased need if support for more than six children is sought in the matter before the court; b. The increased ability of an obligor, with a monthly net income which exceeds ten thousand dollars, to provide child support; c. The increased need if educational costs have been voluntarily incurred, at private schools, with the prior written concurrence of the obligor; d. The increased needs of children with disabling conditions or chronic illness; e. The increased needs of children age twelve and older; f. The increased needs of children related to the cost of child care, purchased by the obligee, for reasonable purposes related to employment, job search, education, or training; g. The increased ability of an obligor, who is able to secure additional income from assets, to provide child support; h. The increased ability of an obligor, who has engaged in an asset transaction for the purpose of reducing the obligor's income available for payment of child support, to provide child support; i. The reduced ability of the obligor to provide support due to travel expenses incurred solely for the purpose of visiting a child who is the subject of the order; j. The reduced ability of the obligor to pay child support due to a situation, over which the obligor has little or no control, which requires the obligor to incur a continued or fixed expense for other than subsistence needs, work expenses, or daily living expenses, and which is not otherwise described in this subsection; or k. The reduced ability of the obligor to provide support due to the obligor's health care needs, to the extent that the costs of meeting those health care needs: (1) Exceed ten percent of the obligor's gross income; (2) Have been incurred and are reasonably certain to continue to be incurred by the obligor; (3) Are not subject to payment or reimbursement from any source except the obligor's income; and (4) Are necessary to prevent or delay the death of the obligor or to avoid a significant loss of income to the obligor; 1. The reduced ability of the obligor to provide support when two or more of the obligor's children are in foster care or guardianship care. 3. Assets may not be considered under subdivisions g and h of subsection 2, to the extent they: a. Are exempt under North Dakota Century Code section 47-18-01; b. Consist of necessary household goods and furnishings; or c. Include one motor vehicle in which the obligor owns an equity not in excess of twenty thousand dollars. 4. For purposes of subdivision h of subsection 2, a transaction is presumed to have been made for the purpose of reducing the obligor's income available for the payment of child support if: a. The transaction occurred after the birth of a child entitled to support; b. The transaction occurred no more than twenty-four months before the commencement of the proceeding that initially established the support order; and c. The obligor's income is less than it likely would have been if the transaction had not taken place. 5. For purposes of subdivision j of subsection 2, a situation over which the obligor has little or no control does not exist if the situation arises out of discretionary purchases or illegal activity. History: Effective February 1, 1991; amended effective January 1, 1995; August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667 75-02-04.1-11. Parental responsibility for children in foster care or guardianship care. It is important that parents maintain a tie to and responsibility for their child when that child is in foster care. Financial responsibility for the support of that child is one component of the maintenance of the relationship of parent and child. Parents of a child subject to a guardianship order under North Dakota Century Code chapter 27-20 or 30.1-27 remain financially responsible for the support of that child. 1. In order to determine monthly net income, it is first necessary to identify the parent or parents who have financial responsibility for any child entering foster care or guardianship care, and to determine the net income of those financially responsible parents. If the parents of a child in foster care or guardianship care reside together, and neither parent has a duty to support any child who does not either reside with the parents or receive foster care or guardianship care, the income of the parents must be combined and treated as the income of the obligor. In all other cases, each parent is treated as an obligor, and each parent's support obligations must be separately determined. If an obligor under this section has a child living with the obligor, the support obligation must be determined through applications of sections 75-02-04.1-06 and 75-02-04.1-06.1. 2. Each child in foster care or guardianship care is treated as an obligee, and support obligations must be separately determined for each such child. 3. If the support obligations determined under this section for a child or children in foster care exceed the cost of foster care, the support obligations must be reduced (proportionately if there is more than one obligor) to an amount equal to the cost of foster care. History: Effective February 1, 1991; amended effective January 1, 1995; August 1, 1999. General Authority: NDCC 50-06-16, 50-09-25 Law Implemented: NDCC 14-09-09.7, 50-09-02(12); 42 USC 667
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How Teeth affect Appearance How Teeth affect Appearance & What Appearance means in Your Life The Dentists' Supply Company of New York The Goddess of Appearance During mankind’s weary climb from savagery to civilization his unwavering worship of the Goddess of Appearance has been an inspiration and a spur, raising him above the animal, and fostering and developing a Pride that is now as much a part of him as Hunger. Appearance Once in the dawn of the race a man loved a woman and wanted her as his mate, but she, a true daughter of Eve, did not at first permit him to read her feelings. One day when, filled with longing, he was watching her, a beautiful scarlet bird flew past and alighted in a tree near the woman. She cried out with such evident delight and desire for the beautiful creature that the man determined to get it for her as an expression of his affection. At last he knew what she wanted! Being a skillful hunter, he soon brought her the trophy, and her pleasure and gratitude were so great that they could not be concealed; she plucked the feathers and made a girdle and a head-dress, and she gave him some of the long tail feathers for his hair. The beautiful feathers attracted the attention of others and they in turn sought adornment. We know, too, that red clay played a part in the wartime toilet of the noble savage and today the fair flowers of civilization do not disdain red clay when they put on their "war-paint"! A proper regard for Appearance has become so much a part of our natures that few stop to consider the influence it has exerted and still exerts on the life of the race. All of the meager records of earliest man point to a developing love for beauty and a pride of appearance that has grown steadily and is today more potent than at any previous time in history. Nature seems to have planned the appearance of the lower animals in a very practical as well as beautiful way. The size, form and color of birds and animals provide for the attraction of mates, the discomfiture of rivals, protection from foes and the subjugation of the prey. Man, being a reasoning animal, early realized that nature had apparently passed him by when adornments were being distributed, so, knowing that there was much room for improvement, he took a lesson from the beasts and birds and adopted their beautiful coverings to enhance his own comfort and appearance. Every normal person wishes to look his best. Millions of dollars are spent every year on appearance. Silks, satins, furs and jewels are brought from the ends of the world to meet this insistent demand for personal adornment, and yet the most costly jewels and gorgeous apparel cannot make for beauty if the teeth are unsightly or missing. Few realize the influence that teeth have on Health and Appearance or they would treat them, in fact, like the pearls with which they are often compared. No beauty can survive the handicap of ill-formed or unnaturally shaded teeth. No art can compete against such odds with any hope of success. Teeth make or mar a face. Millet, the great French artist who painted "The Angelus," was once asked what was the most beautiful tree. He replied, "That one which is in harmony with its surroundings." Therein lies the true secret of Appearance. Teeth, like trees, must be in harmony with their surroundings, and this applies to form, proportion and coloring. Artists have known for a century that all faces could be classified as Square, Tapering and Round. The square face has nearly straight and nearly parallel sides as seen from the front when the face is in repose. The tapering face is triangular in general form, the cheek lines converging rapidly toward the chin. The round face is rounding in form, being made up of full curves. All of these forms occur in great variety of proportion, there being long, short, broad, narrow and all possible combinations which go to make up face “shape.” The effect of teeth on appearance rests largely on the discovery that teeth may be classified in the very same way that faces are classified—Square, Tapering or Round—and, due to the law of harmony, when the face and teeth of a person are similar in shape the appearance is greatly benefited, whereas when there is a difference amounting to a disharmony the effect is displeasing. Teeth of the same general form as the face enable dentists to produce true restorations and permit their patients to take their places in their social and business worlds without the haunting fear that their dental loss is known. The Square Face SQUARE faces are rectangular or oblong in appearance. The cheek lines are nearly straight and nearly parallel. Such faces look strong and when not too severe are attractive in both men and women. When artificial restorations are necessary, the improved forms of teeth which harmonize in shape and proportion with these face forms go far in retaining the best appearance for the individual. The Tapering Face THE tapering face suggests a triangle with the apex pointing downward below the chin. The cheek lines are concave and the severe tapering face has little superfluous flesh. Some of the modified forms are beautiful types. The tapering forms of teeth which harmonize with tapering faces are fine types, and the improved artificial teeth designed for such faces permit pleasing restorations that are hard to distinguish from fine natural teeth. The Round Face THE round face is famous in song and story as the symbol of geniality. It is made up of curves and, except in the severe forms, is often very attractive. Dentists know the round face as the “ovoid” form, which more nearly describes it. Like the preceding forms it is seen in a number of modifications. The ovoid forms of teeth which harmonize with the round face are very beautiful, although of course they are not suitable for either the square or the tapering types. The Teeth of the Ages have followed a principle of form with an unswerving fidelity that suggests Purpose. Nature has been making Human Teeth Square, Tapering and Ovoid or Round since the earliest recorded time. Nature’s Age-old Plan THE blood of man had circulated in the self-same way for thousands of years, but it was the seventeenth century before Harvey discovered the course of the human blood stream! Human teeth have been Square, Tapering and Ovoid for countless years, yet these forms of teeth were never recognized or classified as such until 1911, when Dr. J. Leon Williams, an eminent American dentist, demonstrated their existence and revealed the principle of harmony between face form and tooth form. If you could “personalize” the dominant characteristics of the teeth of all time, there would appear out of the past three figures bearing on their brows the Symbols of Form. If you realize fully the significance of these facts, you will see why it is important to follow nature’s plan in the selection of teeth, as indeed it is in all other things having to do with Health and Appearance. If anyone can rise above limitations and handicaps, it is the man or woman of strong personality and marked characteristics; but oh, how often we see faces both strong and beautiful “fade out” when they smile! It is no longer necessary to be handicapped by teeth that show neither character nor individuality. With the advent of the improved forms in artificial teeth the old bugaboo of “false teeth” passed out unmourned. Today the strong individuality of a face can be retained, favorable characteristics made secure, and that confidence which comes of the knowledge that one appears at one’s best be assured, because of the improvements in artificial teeth and the advancement of the science of dentistry. Not only have teeth been improved in form and classification, but extensive research has produced shades to match the most frequently seen natural tooth shades, and the chewing surfaces of the posterior teeth have been made far more efficient. These features enable dentists to render a finer service, and patients are benefited accordingly. Don’t Gamble with “Father Time” —Don’t Let Your Teeth “Go” CARE for your teeth day by day and cherish them as you would a string of priceless pearls. Choose your dentist with the same care that you would your family doctor. He now has the methods and materials at his command to render you the highest form of service for Health and Appearance. SUCCESS depends on Health and Appearance, and both depend on Teeth. If you consider Success worth striving for, consult your dentist and care for your Teeth.
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Global Perspectives Final Report, April 18, 2013 Karen C. Williams Award Period: Spring 2013 Principle Investigator: Karen C. Williams, Ph.D. Department: Family & Consumer Sciences email: firstname.lastname@example.org Title: Young Children, Culture & Technology Amount Spent: $3500 Non-Technical Summary: This project took place at the International School of the Hannover Region in Germany. The focus was to determine how technology was used in a first grade classroom by having the researcher take notes every day during instruction, interview parents, and interview teachers in the school. Results will be used to design a survey for 4-H youth, parents, volunteers and leaders to see how much technology should be incorporated into the 4-H programming. The researcher and classroom teacher will continue to work together on infusing technology into online courses for Family and Consumer Sciences and will publish the results of the research together. Main Results of Activities Planned in the Proposal: 1. 3 ½ weeks was spent at the International School of the Hannover Region in Germany. The daily activities of the children and the curriculum were recorded, particularly those related to how technology was being used. This provided insights into how the curriculum compared to recommendations by the National Association for the Education of Young Children and the International Society for Technology in Education. 2. Eight teachers and five parents were interviewed at the International School. Their responses are currently being added to those obtained through interviews on the Wind River Reservation and Hollomon Air Force Base. 3. In the first two sites technology was not being used to support second language learning or culture of origin. In the second site families were using technology to communicate with each other and with their families during deployment. In the third site, it was being used for teaching English and was being used by the families to stay in contact with relatives in other countries to maintain language of origin and relationships. 4. Results confirm that technology is everywhere in children’s lives. All children interviewed were able to identify various pieces of equipment from photographs and talk about their uses, even when those were not present in their classroom environments. 5. Major gaps in teacher preparation were uncovered. Almost none of the teachers had coursework or training on the use of technology in the classroom or how to support children’s learning and technology skills; only a few had training in how to communicate with parents using technology. Future Plans: 1. Data analysis from the International School is underway. The parent and teacher responses and information related to technology and curriculum are being coded. Preliminary results show that parents and teachers feel that technology is an important part of their children’s future, but have concerns about how much children should be exposed to during the ages of 3-7. 2. Information will be used to develop a survey in fall that will be piloted in three 4-H programs in Wyoming. 4-H members, parents, leaders and volunteers will be surveyed on their understandings and uses of technology. In 2014 it will be expanded and used statewide with results being used to improve the use of technology in 4-H record keeping, projects, and communication. 3. Two articles for publication will be written and submitted, and at least one national meeting presentation will occur. 4. Karen Williams and Sarah Lee will continue to work together to infuse technology into the Family & Consumer Sciences’ distance course curriculum, and will also work to help other instructors in our program to understand and utilize technology in their course content and curricular approaches. They will also jointly publish an article. Potential Impacts: 1. **University Plan 3, Action Item 95: Expertise in multicultural and culturally sensitive education.** This research will add to the understanding of cultural and language transmission in young children and how technology may be impeding or enhancing this process. As such it will strengthen the focus on internationalization (“enhance UW students’ international awareness through the curriculum,” p. 12) while also continuing to strengthen UW’s relationship with the program. (One of our former master’s students is a lead teacher there and already contributes to the course as a distance guest instructor; this would enable potential other guest speakers and collaborators to be identified and cultivated.) 2. **College of Agriculture and Natural Resources Academic Plan III, Action Item 7: Support Internationalization.** This research plan will help establish international partners in Germany yielding the opportunities for future research, student and faculty exchanges, and student international internships. As stated in the preface to the action item, “The College of Agriculture, being an externally focused and engaged part of the land grant university, has a mandate to ensure that those who desire higher learning have access to UW programs. Part of access is being attentive to diversity issues such as improving international opportunities for faculty and students, within and outside the college.” 3. **Department of Family & Consumer Sciences Academic Plan 2009-2014, Action Item 12: Increase grant submissions, juried creative submissions and refereed journal publications.** Completion of this sabbatical project will result in several publications, presentations, and will provide data to lay the foundation for future grants. The students use the computers daily for reading activities. The daily menu, like other labeling, includes both German and English. Characteristics the school fosters in its students. Smart Board used for language learning, spelling, and unit concepts. Calendar the children use each day to track events, weather, etc. Aigediortroplaz: tram stop to get to the school. The first graders have a “squiggle” drawn as an idea starter for their journal writing. They first draw the picture and then write about it. Architecture in Hannover, Germany.
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FACTORS INFLUENCING DECISIONS ON FAMILY SIZE by BUSISIWE DOREEN MDAKA Submitted in fulfilment of the requirements for the degree of MASTER OF ARTS IN SOCIAL SCIENCE in the subject of SOCIAL WORK at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF W F VAN DELFT CO PROMOTER: DR A.S.DU TOIT 1 JUNE 1997 DECLARATION "I declare that: Factors influencing Decisions on Family Size, is my own work and that the sources that I have used or noted have been indicated and acknowledged by means of complete references." ACKNOWLEDGMENTS I hereby wish to express my sincere gratitude to the following persons: Prof. W F van Delft and Dr A S du Toit for their guidance, patience, support and motivation. Pat for many hours of typing and correcting. My son Jabu for understanding when I could not devote my time to him. All the respondents and Sebokeng College of Education for contributions made towards the study. My friend Prof. T Bishoff for his assistance. SUMMARY The objective of this study was to explore women’s perceptions of family size and to investigate factors that influence women’s decisions on family size. An exploratory research design was used. Fifty women who had completed their families, fifty women who had not started with their families and twenty five males who had not started with their families all residing at Sebokeng, were interviewed. The results showed that the women’s perceptions of family size were changing towards a small family norm. A small family was defined in terms of a family that one can afford to maintain financially and educate. Men support the idea of smaller families. Decisions on family size are influenced by external factors and experience in growing up in big families. Rearing a lot of children also influences women to prefer smaller families either for themselves or for their children. KEY TERMS FAMILY SIZE PERCEPTIONS BIG FAMILY SMALL FAMILY DECISIONS ON FAMILY SIZE EXPERIENCE ATTITUDES WOMEN SMALL FAMILY NORMS MODERN FERTILITY PERCEPTIONS TRADITIONAL FERTILITY PERCEPTIONS FAMILY SIZE # TABLE OF CONTENTS | LIST OF CONTENTS | PAGE | |------------------------------------------------------|------| | SUMMARY | 4 | | CHAPTER 1: INTRODUCTION TO THE STUDY | 11 | | 1.1 INTRODUCTION | 11 | | 1.2 RESEARCH QUESTION | 12 | | 1.3 OBJECTIVES OF THE STUDY | 13 | | 1.4 RESEARCH DESIGN | 13 | | 1.5 SAMPLING | 14 | | 1.5.1 GROUP A | 14 | | 1.5.2 GROUP B | 15 | | 1.5.3 GROUP C | 17 | | 1.6 METHOD OF DATA COLLECTION | 17 | | DEFINATION OF CONCEPTS | 20 | | 1.8 LIMITATIONS OF RESEARCH | 24 | | 1.9 PRESENTATION OF CONTENTS | 26 | | CHAPTER 2: LITERATURE REVIEW | 27 | | 2.1 INTRODUCTION | 27 | | 2.2 MODELS AND THEORETICAL BASE FOR THE STUDY | 27 | | 2.2.1 THE CONVERGENCE HYPOTHESIS | 27 | | 2.2.2 THE DEMOGRAPHIC TRANSITION THEORY | 29 | | 2.2.3 MODELS THAT EXPLAIN FACTORS INFLUENCE DECISIONS ON FAMILY SIZE | 30 | | a) A DIAGONAL MOBILITY MODEL | 30 | b) THE ONE DECISION AND THE SEQUENTIAL DECISION MODEL 31 c) THE MICRO-PROBALISTIC MODEL OF FAMILY EXTENSIONS 32 2.3 PERCEPTIONS OF FAMILY SIZE 33 2.3.1 INTRODUCTION 33 2.3.2 FERTILITY PERCEPTIONS 34 2.3.3 FACTORS INFLUENCING PERCEPTIONS OF FAMILY SIZE 37 a) FACTORS IN THE PERCEIVER 37 * ATTITUDES 37 * EXPERIENCE 38 * EXPECTATIONS 39 b) FACTORS IN THE SITUATION 40 c) VALUES 40 2.4 FACTORS INFLUENCING DECISIONS ON FAMILY SIZE 42 2.4.1 AGE AT MARRIAGE 42 2.4.2 AGE AT FAMILY FORMATION 43 2.4.3 FAMILY PLANNING 43 2.4.4 SEX OF CHILDREN 44 2.4.5 EDUCATION 44 2.4.6 RELIGION 46 2.4.7 FAMILY INCOME AND THE ECONOMIC VALUE OF THE CHILDREN 47 2.4.8 SOCIALIZATION 48 2.4.9 THE ATTITUDE OF MEN 49 2.4.10 CULTURE 50 2.4.11 THE ROLE OF WOMEN 52 a. CASE STUDY ON THE CULTURE OF TWO SOUTHERN SOTHO WOMEN 52 2.5 HOW PERCEPTIONS ARE CHANGED 55 2.5.1 THE ATTRIBUTION THEORY 55 2.5.2 THE ROLE OF CULTURE IN COMMUNICATING MESSAGES REGARDING FAMILY SIZE 61 2.5.3 THE ROLE OF PERSUASION IN MODIFYING, DISCARDING OR REPLACING ATTITUDES 63 CHAPTER 3: DISCUSSION OF RESEARCH RESULTS 67 3.1 INTRODUCTION 67 3.2 PREFERRED FAMILY SIZE 68 3.3 PREFERRED SEX OF CHILDREN 70 3.3.1 PREFERRED NUMBER OF BOYS 71 3.3.2 PREFERRED NUMBER OF GIRLS 74 3.3.3 THE INFLUENCE OF SEX OF CHILDREN ON DECISION MAKING REGARDING FAMILY SIZE 76 3.4 FAMILY SIZE OF THE WOMEN WHO HAD COMPLETED THEIR FAMILIES 79 3.5 A COMPARISON OF THE WOMEN'S PERCEPTIONS OF FAMILY SIZE 82 3.6 THE ROLE OF THE WOMEN AS THAT OF BEARING CHILDREN 85 3.7 FACTORS INFLUENCING THE WOMEN'S DECISIONS ON FAMILY SIZE 87 3.7.1 INFLUENCE OF THE RESPONDENTS' FAMILY OF ORIGIN ON HER FAMILY SIZE 87 3.7.2 PARENTAL INFLUENCE ON DECISION | Section | Page | |------------------------------------------------------------------------|------| | MAKING REGARDING THE NUMBER OF CHILDREN THEIR CHILDREN SHOULD HAVE | 88 | | 3.7.3 THE ROLE OF CHILDREN | 90 | | 3.7.4 THE INFLUENCE OF FAMILY INCOME ON THE DECISION REGARDING FAMILY SIZE | 93 | | 3.7.5 INFANT MORTALITY RATE | 95 | | 3.7.6 FAMILY PLANNING | 97 | | a) THE USE OF CONTRACEPTIVES | 97 | | b) WOMEN'S PERCEPTIONS VERSUS ATTITUDE OF MEN | 103 | | 3.7.7 MARITAL STATUS AND FAMILY SIZE | 107 | | a) MARITAL STATUS | 107 | | b) AGE AT MARRIAGE | 108 | | c) AGE AT FAMILY FORMATION | 109 | | d) DECISIONS ABOUT FAMILY SIZE | 111 | | 3.7.8 RELIGIOUS DENOMINATION | 112 | | 3.7.9 EDUCATION | 117 | | 3.7.10 URBAN RESIDENCE | 121 | | CHAPTER 4 CONCLUSIONS AND RECOMENDATIONS | 123 | | 4.1 INTRODUCTION | 123 | | 4.2 OBJECTIVES OF THE STUDY | 123 | | 4.3 CONCLUSIONS | 124 | | 4.3.1 PERCEPTIONS OF FAMILY SIZE | 124 | | 4.3.2 FACTORS INFLUENCING DECISIONS ON FAMILY SIZE | 125 | | 4.4 RECOMMENDATIONS | 130 | | BIBLIOGRAPHY | 133 | ANNEXURE A: FACTORS INFLUENCING PERCEPTION AND DECISIONS OF THE WOMEN WHO HAVE COMPLETED THEIR FAMILIES REGARDING FAMILY SIZE 139 ANNEXURE B: FACTORS INFLUENCING PERCEPTIONS AND DECISIONS OF THE WOMEN WHO HAVE NOT STARTED WITH THEIR FAMILIES REGARDING FAMILY SIZE 148 ANNEXURE C: FACTORS INFLUENCING PERCEPTIONS AND DECISIONS OF THE MALES WHO HAVE NOT STARTED WITH THEIR FAMILIES REGARDING FAMILY SIZE 155 # LIST OF TABLES/HISTOGRAMS/FIGURES ## BAR CHART | 3.1 | Preferred family size of the respondents who had completed their families and respondents who had not started with their families | 68 | |-----|-----------------------------------------------------------------------------------------------------------------|----| | 3.2 | Preferred number of boys | 72 | | 3.3 | Preferred number of girls | 74 | ## FIGURES | 3.1 | Preferred sex of children | 70 | ## TABLES | 3.1 | Family size of respondents who had completed their families | 80 | |-----|---------------------------------------------------------------------------------------------------------------|----| | 3.2 | Women’s perceptions of family size | 82 | | 3.3 | Respondents’ religious denomination | 113| | 3.4 | Educational qualifications of the women who had completed their families | 118| CHAPTER 1 INTRODUCTION TO THE STUDY 1.1 INTRODUCTION One of the main environmental conservation problems is South Africa’s excessively high population growth. According to the Department of Welfare and Population Development the population of South Africa is 41 244 000 with a growth rate of 2,3% per annum. Gauteng is the most populated province in South Africa with the estimated population of 7 048 000 and a growth rate of 2,0%. The average number of children per family is 4,1 (Central Statistical Services (CSS) Household Survey: 1995). According to the national report on population (South African Communication Service (SACS) 1996: 161), which was drawn up for the international conference on population and development held in September 1994 in Cairo, South Africa’s population will increase to 80 million in 30 years. In 1984 the population development programme (PDP) was started in South Africa. The main aim of the programme is to ensure a balance between resources and the population numbers. One of the ways of achieving this objective is to facilitate perceptions towards a smaller family norm. The programme is based on the modernisation theory which states that: * Fertility behaviour will not change appreciably if the focus is only on socio-economic development and not on people’s values as well. * Traditional, social and structural characteristics as well as psychological and social values of traditional African culture is counterproductive for the acceptance of the small family norm and fertility decline. * Population development should only concentrate on changing people’s traditional perceptions regarding fertility to modern perceptions. For this purpose fertility perceptions must be seen within the framework of general perceptions (Van Rensburg: 1990: 1). This study will focus on the last point, namely, on perceptions of fertility. 1.2 RESEARCH QUESTION Before one can solve a problem one needs to define the problem and go further to determine the causes of the problem. The purpose of this study is therefore to explore the perceptions of black women of Sebokeng, Vanderbijlpark district on family size. The study will answer the following questions: • What are the women of Sebokeng’s perceptions of family size? • What factors influence perceptions and decision making process regarding family size? 1.3 OBJECTIVES OF THE STUDY The objectives of the study are as follows: (1) to explore the women’s perceptions of the family size. (2) to investigate factors that influence the women’s decision making regarding family size. (3) to make recommendations to the Department of Welfare and Population Development as to which areas they must concentrate on in facilitating perceptions toward small family norm and what the role of a social worker can be. 1.4 RESEARCH DESIGN Because of the many variables that influence perceptions towards family size, the exploratory research design as discussed by Grinnell (1983:237) was used. This design is used when little is known about the field of study and when one wants to gather data to find out “what is out there?” The information gathered can be used to generate the hypothesis which can be verified using more rigorous research designs. The intervening variables can never be controlled for one cannot generalise the results of the study beyond the particular experimental group or setting. The purpose of the study is to build a foundation of general ideas and tentative theories which can be explored later with more precise and hence more complete research designs and comparative methodologies. 1.5 SAMPLING Three groups of respondents were used for the purposes of the study. 1.5.1 GROUP A This group consisted of 50 women who had completed their families. All the women were found in the clubs for the aged in Sebokeng, a black residential area in the Western Metropolitan Sub-structure in Vanderbijlpark. The average years of stay in the area was 12,7 years. Half of the respondents grew up in the rural areas in the Free State Province and the other half grew up in the urban areas of the old Vaal Triangle of which Sasolburg is now in the Free State Province and Vereeniging and Vanderbijlpark are in Gauteng Province. The clubs for the aged were established by Vanderbijlpark municipal nurses, for health purposes. Later on the social worker took over for the purposes of handwork, lunch and socialisation. The aged meet on Tuesdays and Wednesdays especially during the last two weeks of the month when pensions are not being paid out. Although the clubs are for the aged, women who do not qualify for an old age pension are also admitted and they also assist with other activities of club members. Although there were three clubs, it was not possible to get 50 respondents from one club only. Therefore the researcher invited members from all three clubs to participate in the research basing it on availability sample. Amongst the respondents 88% (44) received old age pensions and 12% (6) were members of the club who had not reached pensionable age but they had completed their families. The average age of the respondents was 55,24 and the highest percentage of the respondents occurred in the age group of 65 years. An analysis of the respondents’ marital status showed that 28 were married, 18 were widowed and 4 were divorced. 1.5.2 GROUP B The second group consisted of 50 women who had not started with their families. All the respondents reside in Sebokeng, a black residential area in the Western Metropolitan Sub-structure in Vanderbijlpark. The average years of stay in the area was 7,9 years. Of these respondents 84% (42) grew up in the urban areas in the Vaal Triangle and 16% (8) grew up in the rural areas mainly in the Free State Province. All the respondents had completed standard 10 and were studying towards a teacher’s diploma at Sebokeng College of Education. Since it was towards the examination and some students studied independently either at home or at different venues, researcher interviewed only those students who were available on condition that they had not started with their families. The respondents’ ages were between 20 and 29 years. The average age of the respondents was 20,12 and the highest percentage of the respondents appeared in the age group of 21 years. An analysis of the respondents’ marital status showed that 98% (49) were single and 2%(1) was single but lived with men. Although this group was used to achieve the same objectives of the study as stated in 1.3 the group was also used for the following objectives: * To determine whether there was a change in women’s perceptions of family size. * To determine whether there was a difference in perceptions of family size of the higher educated women compared to less educated women. * To determine whether there is a difference in the perceptions of the older women compared to the younger women. 1.5.3 GROUP C The group consisted of 25 males who completed Std 10 and who were also training for teachers’ diploma at Sebokeng College of Education. All the males resided in Sebokeng at the time of the study and they were all single. The male respondents were not part of the study as such but were used as a reference for female respondents’ responses. Regarding the interview schedule the same procedure was followed as for female respondents. 1.6 METHOD OF DATA COLLECTION Interview schedules were constructed for all the groups by the researcher. For the group that had already completed their families, a schedule with semi-structured questions was constructed (see annexure A). This schedule included in-depth open ended and closed questions regarding the respondents’ perceptions of family size and what determined their perceptions. It was intended that each respondent would not be interviewed for more than an hour so as to maintain her attention span. A pilot study was conducted with four respondents. Their responses and comments were recorded, ambiguous questions were identified and appropriate grammatical problems were attended to. Prior to and after the pilot study, the draft interview schedule was submitted to the researcher’s promoters for discussion and corrections. An interview schedule was printed for each respondent. Between May and July 1995 the respondents were formally interviewed. The initial contact was made with the social worker for the Association for the Care of the Aged to negotiate that the members of the clubs be interviewed for research purposes. A personal contact was then made with the respondents where the purpose of research was explained. The researcher then personally conducted one semi-structured interview with each respondent. During the interview she recorded the respondents’ answers and comments on the schedule. The researcher used the combination of both direct i.e. asking the exact question using both open and closed questions and non direct interview styles which allowed unlimited freedom to explore, based on the general problem area. Although she followed the questions on the schedule, she permitted discussion with the interviewee to get more information on specific issues. This allowed them to focus on the prescribed topic, but prevented them from feeling inhibited from expanding in their answers. The main subjects covered in the interview schedule were demographic characteristics of the respondents, perceptions of family size, the actual family size of the respondents and factors influencing the decisions on family size. With the second group i.e. the group of women who had not started with their families, the researcher constructed an interview schedule (see annexure B) based on the responses of women who had completed their families. In other words the questionnaire was constructed after the responses of group A were studied. The main subjects covered in the interview schedule were demographic characteristics of the respondents, perception of family size and factors influencing the decisions regarding family size. Regarding constructing the interview schedule, pilot study and administration of the interview schedule, the same steps as with women who had completed their families were followed. The respondents were interviewed between September and November 1995. They were interviewed at the college at the familiar environment. The responses and comments were recorded on the schedule. For the male respondents who had not started with their families a schedule (see annexure C) based on the responses of the female respondents (group A and B) was constructed. The schedule consisted of closed questions where the respondents had to respond with “yes or no” or “true or false”. Since studies (which will be discussed later in chapter 2) that were conducted by some researchers showed that men have an influence on decision making regarding family size, the male students were interviewed to confirm or dispute this perception and as a reference for some of the women’s perceptions. The same procedures that were followed for interviewing female respondents (groups A and B) was followed with the male students. The male students were interviewed in November 1995. 1.7 DEFINITION OF CONCEPTS The commonly used concepts in this report are hereby defined. Big Family: Rainwater (1965: 161) defines a big family as a family with four or more children. Culture: According to the Study Guide for Socio-Cultural Anthropology (1988: 427) culture is the ways of thinking and acting and material objects created and recognised by a human group as standards acquired by individuals through learning. Giddens (1992: 31) defines culture as the whole way of life of members of the society. It includes how they dress, their marriage customs and family, their patterns of work, religious ceremonies and leisure pursuits. It covers also goods they create which become meaningful to them. Haralambos and Heald (1987: 3) defines a culture of society as the way of life of its members; the collection of ideas and habits which they learn, share and transmit from generation to generation. Culture has two essential qualities: firstly it is learned, secondly it is shared. For the purpose of this study Haralambos and Heald’s definition will be used. Child: According to the Constitution of the Republic of South Africa (1996:10) child means a person under the age of 18 years. The Child Craft dictionary (1993: 82) defines a child as someone’s son or daughter of any age. In this study the Child Craft definition will be used but step-children will be excluded. Family: According to Giddens (1992: 384 - 386) a family is a group of persons directly linked by kin connections, the adult members of which assume responsibility for caring for children. Kinship between these individuals is established through marriage. Families can be identified as nuclear or extended families. A nuclear family consists of two adults living together in a household with their own or adopted children. An extended family can be defined as a group of three or more generations living within the same dwelling or very close to each other. Haralambos and Heald (1987: 328-6) defines a family as a social group characterised by common residence, economic co-operation and reproduction. It includes adults of both sexes at least two of whom maintain a socially approved sexual relationship and one or more children, own or adopted. The smallest family unit is the nuclear family. Haralambos and Heald's definition will be used for the purpose of this study. Adopted children will also be excluded from the definition. **Family Size:** Refers to the number of people in a nuclear family i.e. a family that consists of parents and their own children. **Fertility:** Refers to the reproductive power of people reflected in patterns of child bearing. Fertility levels of the population are measured by the total fertility rate i.e. the average number of children that would be born alive to a woman during her child bearing years (Guideline document 1991: 2). **Infant Mortality** **Rate:** Refers to the number of children who die before they reach their first birthday (Guideline document 1991: 2). **Perceptions:** Robbins (1993: 135) defines perception as a process by which individuals organise and interpret their sensory impressions in order to give meaning to their environment. According to the guideline document from the Department of National Health and Population Development (1991: 1) perceptions refer to the way people view aspects of family life such as ideas and people. Perceptions are linked to values, attitudes, beliefs and norms which are culturally determined through socialisation and internalisation. The National Health definition will be used for the purposes of this study. Small Family: Rainwater (1965: 161) defines a small family as a family with two children. 1.8 LIMITATIONS OF RESEARCH 1.8.1 Research interviewing was used. Grinnell (1988: 269-73) identified certain shortcomings with research interviewing that can result in inaccurate answers. The shortcomings are misunderstanding the questions, difficulty in remembering some facts or difficulty in discussing some issues openly especially in cases of family planning and family size topic. This was the case with the group that had completed their families as some of the aged respondents were not comfortable with the pilot study. The researcher tried to control these factors by using social work interviewing techniques such as probing and indirect questions and the theoretical base of the study through literature review. 1.8.2 Using availability sampling one could not determine beforehand who the respondents would be. This was complicated by the fact that attendance at the clubs of group A participants is not compulsory. The members of the club could decide to absent themselves without informing the group leader at the club. It was also accepted that some do not come when it is pension pay out day. 1.8.3 With the group of students who had not started with their families and the male students the same situation arose i.e. the researcher could not determine before time who the respondents would be. This was complicated by the fact that the students had completed their syllabus and were preparing for the examinations. Some students did not come back to the college at all or left after break to study at the library or different venues. The researcher had to get volunteers from different classes as long as they had not had children. There was no guarantee that those who agreed to be interviewed would be present when they had to be interviewed. Although the researcher managed to get 50 female students to participate only 25 male students were available. 1.8.4 With the male respondents closed questions were used. The male students were used as a reference for female student respondents’ responses and were not part of the study. It is women’s perceptions that researcher was interested in. Closed questions did not provide the male respondents with an opportunity to explain their responses and how they were related to females’ responses. 1.8.5 The male respondents who had completed their families were not interviewed. Their perceptions could not be used as a reference in the study. 1.8.6 The results cannot be generalised beyond the defined sample statistics i.e. black women who have completed their families and those who have not started their families, who live in Sebokeng in Vanderbijlpark. 1.9 PRESENTATION OF CONTENTS Chapter I: The orientation and Introduction Chapter II: Literature review Chapter III: Discussion of research results Chapter IV: Conclusion and recommendations CHAPTER 2 LITERATURE REVIEW 2.1 INTRODUCTION In this chapter the researcher will discuss the models and the theoretical base for the study, perceptions of family size, factors influencing perceptions and decisions about family size and link them with the expectations on the role of women in the Southern Sotho culture and how perceptions are changed. 2.2 MODELS AND THEORETICAL BASE FOR THE STUDY 2.2.1 THE CONVERGENCE HYPOTHESIS: Goodman (1978: 539) discussed the convergence hypothesis that was developed by the functionalists. This hypothesis states that as industrialisation proceeds all industrial countries would converge or become more and more similar to one another. Another aspect of the hypothesis concerns change in personal values that modernisation is thought to entail. In this hypothesis modernisation was defined as "a transformation of traditional values of pre-modern society into the types of technology and associated organisations that characterise the advanced, economically prosperous and relatively politically stable nation of Western World". The values characterising the modern person consist of among others e.g. * openness to new experiences * high occupational and educational ambitions * an interest in planning one's affairs, being prompt and readiness to take a role in community affairs. Goodman (1978: 541) concluded that living in the city, attending school and working in the industry are the most important modernising agents. These agents help bring about changes that are important in the process of gender socialisation and the expected gender role behaviour e.g. fertility behaviour. The convergence hypothesis forms a basis on which the population development programme concentrates in facilitating perceptions towards a small family norm. The question is why do we need to facilitate perceptions towards a small family norm. The answer is found partly in the demographic transition theory on which the programme is also based. This theory also explains the stage at which the South African population is. Researcher will also discuss models that explain factors influencing decisions regarding family size. 2.2.2 THE DEMOGRAPHIC TRANSITION THEORY: According to this theory, demographic transition takes place in four stages. 1st stage: both infant mortality and fertility are high resulting in a stable population growth rate 2nd stage: infant mortality drops, fertility remains high and causes a rapid population growth 3rd stage: fertility begins to drop 4th stage: fertility and infant mortality are at a low and approximately equal level. This results in a zero or negative population growth. According to this theory the South African population is presently somewhere between the second and the third stages of the demographic transition i.e. the birth rate is still high compared to the lower death rate. This results in rapid population growth rate. There are significant signs of declining population rate especially in urban areas probably because of the modernising influence of modern life-style. Amongst blacks fertility has just started declining, the death rate is fairly low but the infant mortality rate is still high and can yet decline significantly. Due to the fact that most blacks still live in rural areas and are not exposed to modern social and economical influences and may see their children as economic assets, they maintain some traditional norms with regard to big families and may maintain high birth rates (van Rensburg: 1992: 9-11). Since Sebokeng is a township in the urban areas the population in this area is expected to be showing a significant decline. The situation in Sebokeng will be discussed in detail in chapter 3. 2.2.3 MODELS THAT EXPLAIN FACTORS THAT INFLUENCE DECISIONS ON FAMILY SIZE a) A DIAGONAL MOBILITY MODEL This model links the wife's educational attainment to her ability to influence family decisions. It also shows that a higher educational level may lead to increased communication between husband and wife and decision making strategies. It goes on to show that the role of educational attainment in shaping demands for children is a process that may be experienced by both partners. The size of the family of origin may be associated with both educational attainment and reference norms about the appropriate size of one's family. The expectation that children will be afforded the same educational opportunities as their parents also suggests a downward pressure on family size goals that would be experienced by both spouses. The educational attainment may also affect one's inclination to invest in other sources of personal satisfaction rather than increase family size (Sorenson 1989: 125-35). b) THE ONE DECISION AND THE SEQUENTIAL DECISION MODEL OF FERTILITY. Urdy (1983: 117-28) discussed the one decision and the sequential decision model of fertility as the process that is being followed in making decisions about family size. The one decision model states that when couples marry they decide how many children they want to have and set forth to achieve their goal - never swayed from it by any circumstances surrounding them. This model is rooted in the proposition that fertility values and preferences are acquired through socialisation in childhood and youth and that husbands and wives enter into marriage with preferences which are either the same initially or are negotiated before or early in marriage with a fertility plan. The sequential decision model proposes that the number of children a couple wants is constantly under reconsideration in response to problems of child bearing, economic prospects, the developing character of marriage and other factors. According to this model decisions are made one birth at a time. The assumption is that a couple does not develop one optimal control strategy. In each period an independent decision is made with respect to fertility control. c) THE MICRO-PROBABILISTIC MODEL OF FAMILY EXTENSIONS Several studies (Osman & Yamashita 1987: 377-82; Park 1983: 332-352; Klat 1983: 171-85) discussed the micro-probabilistic model of family extension which explains the effect of preferred sex of children on the family size. According to this model couples determine the desired number of boys and girls and the maximum desired number of children at the beginning of their productive years and continue to produce until the desired number of children reaches the desired number of preferred sex. This model concludes that: - Couples with an unbalanced sex ratio among offsprings tend to have large families. - All girl families are shown to be particularly motivated to increase further but it is not clear to what extent son preference produces extra birth. - The last member is more likely to be a boy rather than a girl regardless of the family size. - Parents try to have at least one boy and one girl regardless of their final number of children, once achieved the probability of stopping having children increases. The model also suggests that fertility is a sequential decision making process. Depending on the stage of family building the sex of the earlier births seems to be an important consideration as to whether or not to have additional children. Birth beyond the second child seems to be affected by the sex of the fourth child. A complicated decision making process seems to take place considering the sex sequence of all the previous children. 2.3 PERCEPTIONS OF FAMILY SIZE 2.3.1 INTRODUCTION Family size norms are mainly determined by cultural values, attitudes, beliefs and perceptions. Thus a couple with more traditional fertility perceptions would adhere to a large family norm and produce many children. Traditional fertility perceptions are characterised by high status and value placed on children. Children are viewed as gifts from the upper being, which cannot be refused. The more children a woman bears for her husband and family the higher the status. The woman's role is viewed primarily as a bearer and caretaker of children at home. Children are also viewed as security for old age and remembrance after death. Likewise a couple with modern fertility perceptions will most likely adhere to small family norm and use contraceptives to plan their family. Modern fertility perceptions are characterised by a lower value placed on children. The small family is viewed as economically and personally advantageous. People believe in planning families and the use of contraceptives to limit family size. They do not attach economic value to children. They have a broad view on the women's role, which includes women as additional or main bread winners and decision makers in the family. In this section the researcher will discuss perceptions of family size, their determinants and how perceptions are changed. 2.3.2 FERTILITY PERCEPTIONS According to the guideline document compiled by the Department of National Health and Population Development (1991:1) perceptions refer to the way in which people view aspects of life, such as objects, ideas, happenings, people etc. Perceptions are linked to values, attitudes, beliefs and norms which are mainly culturally determined through socialisation and internalisation. Perceptions related to cultural life and world views change less readily. According to this document fertility perception refers to people's views on aspects related to fertility. These aspects include marriage, sexual relations, contraceptive use, abortion, fertility decision making, patterns of communication between sexual partners, family size, women's roles, the value of children, gender and child spacing. Fertility perceptions may be viewed in the continuum with traditional and modern perceptions as extreme role. People do not have either traditional or modern perceptions but are on differing points on the continuum. Thus, not all people living in more traditional settings necessarily have traditional fertility perceptions and vice versa. Mostert & Lötter (1990: 63-73) reported that the desired average family size was 3.6 for South African black couples and the desired number of children was 4 which is lower than of the other African states. This study showed that the fertility desires had undergone decline among blacks in South Africa. The lower desires are prevalent in urban areas. They also reported that more than a quarter of black women who had two children indicated that they did not want more children. On the other hand black women between the ages 20-24 had almost the same desired family size as other non-white groups. Taking the low fertility norms of young black women into account, Mostert & Lötter expected that the desire to terminate reproduction after a small number of children have been born will increase in future. Vlassoff (1990: 216-25) found that the ideal number of boys and girls was declining and the family size norm was shifting downward to a two child norm in India. Both men and women expressed concern over lack of employment opportunities, the growing shortage of land, the need for increased investments in education and the costs entailed in child bearing. Having a small family was considered a rational response to problems. Mott and Mott (1985: 88-99) conducted a study in Yoruba village of Bolorundora in South West Nigeria. They found that fertility intentions within the context of this culture are formed on an individual not on a family level. Women had preferences which were clearly individual and not related to their husband's desires. Harrison (1982: 221) did research in the Third World. He came to the conclusion that, while the ideal number of children in the developed countries was 2 - 3,1, it was 3,8 - 9,4 in the Third World. He stated that people in the Third World believe in large families. He argued the point of lack of access to family planning clinics. He stated that every culture had its family planning methods. The fact that people do not use these methods shows that they want to plan large families. He concluded by saying unless attitudes to large family size and costs and benefits to having them are changed making contraceptives available may provide a social service but may not have significant impact on birth rate in many countries. If one was to adopt Harrison's views one would first have to establish what determines the perceptions of family size. In the following section the researcher will look at the factors that influence family size perceptions and decision making process regarding family size. 2.3.3 FACTORS INFLUENCING PERCEPTIONS OF FAMILY SIZE Silverman (1982: 376) described the factors influencing perceptions as factors in the target, factors in the perceiver and factors in the situation. For the purpose of this study researcher will discuss factors in the perceiver and factors in the situation. Researcher will also discuss how values influence perceptions. a) FACTORS IN THE PERCEIVER When a person looks at a target and tries to interpret what he sees, that interpretation is heavily influenced by personal characteristics of the individual perceiver. Among the more relevant personal characteristics affecting perceptions are attitudes, past experiences and expectations. * ATTITUDES Tedeschi (1976: 185) states that an attitude is a combination of beliefs and values. Beliefs usually involve expectation of response. The outcome associated with belief has a particular value to a person. A person’s beliefs and values serve as an anchor for many social adjustments and agreeing or disagreeing with statements or opinions regarding various issues. The beliefs and values of an individual are of paramount importance in determining behaviour. The ability to predict behaviour from knowledge of an attitude may be improved by consideration of other relevant attitudes held by an individual and whether his behaviour leads to contradicting or competing responses. (Baro & Byne 1984: 124; Silverman 1982: 399) defined attitudes as a predisposition to respond in a consistent manner to a particular person, group or object. Attitudes may have been learnt if not through personal experience then through the teachings of others. Attitudes may strongly shape our perceptions of the social world, our relations with others and influence a long range of social behaviour. They reflect how one feels about something. Since attitudes are learned through personal experience and the teachings of others, a woman whose parents believed that a role of a woman is to bear as many children as possible in order to please her husband may also develop the same attitude and end up having a big family. A woman whose husband feels that using contraceptives to prevent unwanted pregnancies is wrong may not plan her family and end up with a big family size. * EXPERIENCE According to the Guideline Document from the Department of National Health (1991:3) it was concluded that experience with modern institutions, such as the school and workplace away from home as well as exposure to mass media, have an influence on people's (fertility) perceptions. Institutional changes provide a new basis for individual experience in the school, the work, the city etc. Exposure to modernising and developing forces and ideas, changes the way they perceive, value, express and behave with respect to themselves, their interpersonal relations and the world around them. In cases of women, experience with modern institutions helps change the way they view their role as that of a wife and bearing children. The woman’s status is then determined by achieved rather than prescribed status. Experience in growing up in a big family or in bringing up a big or small family can also have an influence in deciding on family size. * EXPECTATIONS Expectations can also have an influence on the fertility perceptions. The expectations include expectations of the husband and the in-laws about the role of the woman and the expectation that parents have about the role that children will play when they are old. Sorenson (1989: 125 - 35) found that the expectation that children will be afforded the same educational opportunities as their parents suggest a downward pressure on family size goals that would be experienced by both spouses. The expectations of the parents also have an influence on the use of contraceptives. Higgins (1981: 136-43) states that not only is the timing of contraception an important factor but frequency of the use and the type of method used has a significant bearing on expected family size. Those who use one method expect to have few children than those who use mixed methods. Regular users also expect fewer children than occasional users. b) FACTORS IN THE SITUATION The context in which we see objects or events is important. Elements in the surrounding environment, i.e. the situation, influence perceptions. Chaundhuri (1983:5-6) states that in urban areas, lack of space, costs of educating children and attempts to improve the standards of living motivate people to limit their families. In rural areas, some traditional norms with regard to big families and fertility may also maintain high birth rates. Harrison (1982: 227) states that social pressures sometimes push people to have large families even if they do not want them. He also argues that people have large families because their children will be a source of income, yet their poverty is increased because everyone else follows the same strategy. c) VALUES Values are important because they lay foundations for understanding of attitudes and motivations and because they influence our perception. Further they imply that certain behaviours or outcomes are preferred to others. Values are basic convictions that a specific mode of conduct or end-state of existence is personally or socially preferable to the opposite or converse mode of conduct or end-state of existence. When we rank the individuals values in terms of interest we obtain a person's value system (Robins 1993: 171). Milton Rokeach as quoted by Robbins (1993: 173-74) created the Rokeach Value Survey (RVS) which consists of two sets of values with each set containing eighteen individual value items. One set, called the terminal values, referred to the desirable end-states of existence i.e. goals that a person would like to achieve during his life time. The other set is the instrumental, values referring to preferable mode of behaviour or means of achieving terminal behaviour. People in the same category or occupation tend to hold similar values. The terminal values have an influence on family size. A woman who values comfortable life for example, may either have more children if she believes that they will be a source of income that will provide her with the kind of life she wants or she may decide to have few children who will not demand more money for education and maintenance. This woman will then be able to invest for her future. 2.4 FACTORS INFLUENCING THE DECISIONS ON FAMILY SIZE The researcher reviewed literature to establish the factors that influence perceptions that affect the decision making process regarding family size. Different authors came up with different factors which will be discussed below: 2.4.1 AGE AT MARRIAGE In his study Bailey (1989: 285-92) concluded that the wife’s age at first marriage is inversely and significantly related to fertility. Therefore raising age of marriage by means of some social legislation or extended schooling can lower fertility substantially. This was also stated by Chaundhuri (1983: 5-6). He referred to general marital fertility as “the number of children born per year per 1000 married women having particular indicators e.g. income group, literacy rate or religious group”. Chaundhuri argued that the birth rate in India might be reduced by as much as 30% if all the women married by the age of 19 years instead of 18 years. Nagi (1983: 245-62) concluded that delaying the age at marriage contributed to a decline in fertility in Muslim countries. He stated that since marriage signifies the initiation of male sexuality an increase in age at marriage will mean the postponement of sexual activities and the first birth. 2.4.2 AGE AT FAMILY FORMATION In his study Pillai (1984: 290-95) analysed the effect of age at family formation on the family size. Age at family formation is the mother’s age at the birth of the first child. According to the study age at family formation has a negative effect on the family size i.e. the greater the age at family formation the more likely is the woman to be interested in extramarital activities such as school and participation in labour market and the more is the decrease in preference for motherhood. 2.4.3 FAMILY PLANNING Warren (1987: 42-8) investigated the most important determinants of fertility in Puerto Rico. He came to the conclusion that contraceptive use especially female sterilisation has the strongest effect on fertility. The prevalence of contraceptive use is high in the educated groups. Breast feeding was found to have little influence on fertility. Harrison (1982: 221) argued that the point of lack of access to family planning clinics cannot be used as an excuse for having large families since every culture has its family planning methods. 2.4.4 SEX OF THE CHILDREN Studies by Karki (1988: 169-78) and Arnold and Kuo (1984: 229-318) discussed the reasons why parents preferred a specific sex of children. Parents, in Nepal and Korea respectively, prefer sons to daughters because of their culture and the various roles that sons play in their family life e.g. carrying a family name, performing death rituals to ensure that the gates of heaven are open to parents. More parents especially in rural areas wanted boys more for religious reasons. In other words girls were wanted for qualities that apply when they are young e.g. companionship while boys were wanted for qualities that apply when they are old. 2.4.5 EDUCATION Sorenson (1989: 125-35) stated that the expectation that the children will be afforded the same educational opportunities as their parents also suggests a downward pressure on family size goals that would be experienced by both spouses. The educational attainment may also affect one’s inclination to invest in other sources of personal satisfaction rather than increase family size. Maternal education has been found to influence age at first birth positively, age at first birth further influences the number of children the couples have negatively. High educational attainment impinges on attitude change towards fertility behaviour. It may also improve literacy levels which may determine access to information related to acquisition of family size. Improvement of the status of women through education and participation in labour market is important because it reduces the birth rate. Informal education is also important since most of what people learn at school about sex, reproduction and families comes to them informally through peer communication and informal exposure to information through class and non class situation (Gatara 1982: 181). Gatara (1982: 201) further found that marital education has a negative effect on fertility. She recommended that education should be made compulsory as it will help increase the age at marriage for females, eliminate young age at marriage and/or change the cultural perception that young girls should get married and bear children. In addition, education will facilitate acquisition of information on family planning, prepare females for search of employment outside their home and compete with the demand for raising large families. Although husbands’ education is not statistically significant it does exhibit a negative effect on fertility. Thus parents who obtain good education may earn a higher salary through better employment opportunities. She concluded by saying mass education may be a key to fertility decline. 2.4.6 RELIGION Gatara (1982: 235) stated that no detailed probe as to how religious institutions enter into a decision making process about family size has been made. She goes on to say that Christian religion is capable of affecting fertility preferences and family size especially in cases of Christian schools because of the means by which the church imparts its values on young people in schools. Harrison (1982: 119) stated that those religions which are against family planning, like Roman Catholic Church and the Zion Christian Church, cannot quote a verse that is against family planning in the bible. Those people impose their beliefs and play on other peoples feelings until they feel guilty. If you press further you find that they fear that family planning will encourage immorality and premarital sex. In India it was found that superstitions, beliefs and customs even without religious restrictions, greatly influence family planning. General marital fertility in India is lower among Christians than Hindus and Moslems (Chaundhuri 1983: 5-6). In the study on the attitudes of black South African men towards fertility and family planning, Lötter (1977: 1-10) found that less than 30% of the sample believed that God or “Badimo” does not approve of family planning. 2.4.7 FAMILY INCOME AND THE ECONOMIC VALUE OF THE CHILDREN Family income has been found to play a role on deciding on the family size. Large families can be found to be a hindrance in achieving socially desired goals because of the restrictions children place on their parents hence affecting the opportunities to work and be involved in other extra-marital activities. This view was confirmed by Mostert & Lötter (1990:45-62) who stated that the economic value of the children has declined. Children have become an economic liability. They do not only become dependant much longer but parents need large amounts of money to educate, clothe and feed them. This has led to an emergence of a two child family norm in developing countries. Karki (1988: 169-78) stated that the economic value of the children is changing even in rural areas of Nepal. Also the reasons for wanting sons and daughters support the suggestion that the economic motive of having children may be weakening. Many villagers link poverty to large family size. The land has also become so expensive that its purchase has become practically impossible. Those families that had land have become moderately well off because as generations grow, inheritance customs continually divide large estates between sons. Pillai (198: 290-95) conducted a study among women in India. He came to the conclusion that the family income also plays a role in deciding on family size. 2.4.8 SOCIALISATION Socialisation is the process by which individuals learn the culture of their society through the family, educational system, occupational groups and peer groups. Without socialisation an individual would bear little resemblance to any human being defined as normal by the standards of his society (Haralambos and Heald 1987: 4-5). The family type has also been found to influence perceptions towards family size. Extended and joint families tend to favour large families while nuclear families because of inadequate household labour and economic support favour smaller families. On the other hand Oosthuizen in Mostert & Lötter (1990: 211-222) stated that although the nuclear family is still in tact in some areas it is now supplemented by one parent families which have a strong influence on family size perceptions. Higgins (1981: 160-64) stated that a woman’s own pregnancy history seems to influence the number of children she would like her daughter to have. The higher the pregnancy rate of a woman is the more are the children wanted for her daughter. Users of family planning want fewer children for their daughters than non users. 2.4.9 THE ATTITUDE OF MEN Frankel (1985: 155-62) carried out a study among the Huli of the Southern Highland in Papua New Guinea. He found that women have accepted and need contraceptives. He also suggests that some men would accept family planning if it is effectively provided. He concluded by saying “For the programme to be accepted men’s attitudes will have to alter”. Lötter (1977: 1-10) carried out a study with 2000 men in South Africa excluding the then self governing states. The purpose of the study was to assess the attitudes of black men towards fertility and family planning. The study found that the younger and better educated urban segments of the population showed a greater preference for smaller families. Generally men thought that children are a gift from God. About half of the urban areas respondents were in favour of the idea of using contraceptives to prevent many pregnancies. Mbizvo & Adamchalk (1991: 31-8) conducted a study in Zimbabwe in 1988 to assess the attitude of men towards family planning. They concluded that the major problem facing African based family planning promotion and population development is the exclusion of men when probing circumstances that govern the couples’ contraceptive behaviour. In this study it was found that: * family planning was not used for reducing the family size but for spacing - thus fertility is still high because male partners still desire large families. * There is evidence that the influence of education and urban residence is changing men’s attitudes therefore reducing family size desires. 2.4.10 CULTURE Mostert & Lötter (1990:50) stated that fertility decline does not and cannot occur in widely differing socio-economic contexts. Its onset appears to be determined more by ill understood cultural factors e.g. the role and status of women; than by any objectively ascertainable development factors such as labour force participation of women, reduction of infant mortality rate levels and education. He concluded by saying the Indian population is still very high in their country of origin because their culture still plays an important role. Haralambos & Heald (1987: 3) defined culture of a society as a way of life of its members, the collection of ideas and habits which they learn, share and transmit from generation to generation. It also defines accepted ways of behaving for members of a particular society. Culture is learned and transmitted through socialisation. Every culture contains norms and values. A norm is a specific guide to action which defines acceptable and appropriate behaviour in particular situations. Norms are enforced by positive and negative sanctions i.e. reward and punishment. Sanctions can be informal like an approving or disapproving glance or formal such as a fine or reward offered by an official body. Usually a threat of such negative sanctions is sufficient to enforce normative behaviour. A value is a belief that something is good and desirable and provides specific directions for conduct. It also defines what is important, worthwhile and worth striving for. Also related to the culture of the society is the social position known as stature. Some are relatively fixed, there is little an individual can do to change his assignment to a particular position e.g. gender. Each status in a society is accompanied by a number of norms known as roles which define how an individual occupying a particular status is expected to behave. Thus, norms, values and roles are culturally determined as a result gender roles are a product of culture (Haralambos & Heald 1987: 373). 2.4.11 THE ROLE OF WOMEN Haralambos & Heald (1987: 337-9) stated that culture is the means by which men control and regulate nature. Women are seen to be closer to nature and therefore as inferior to men. Their bodies and physiological functions are more concerned with natural processes like menstruation, pregnancy, child birth and lactation. Their social roles as mothers and the family itself is seen to be closer to nature compared to the activities and institutions outside the family. On the other hand men are seen to be closer to culture since their thought processes are defined as more abstract and objective than those of women. Since culture is seen to be superior to nature women’s psyche is devaluated and men come out on top making decisions. In marriage the wife rather than the husband makes adjustments, conforms to wishes and increasingly comes to resemble him. a. CASE STUDY ON CULTURE OF TWO SOUTHERN SOTHO WOMEN Two women belonging to the Southern Sotho culture, one who grew up in the traditional community in Qwa Qwa and one who grew up in the rural areas in Lesotho, were interviewed by researcher. The reason why women from the Southern Sotho culture were interviewed was the fact that the culture of the community (about 90%) is Southern Sotho. The purpose of the interviews was to determine the thinking of Southern Sotho women regarding the effect of their culture and the role of the woman on family size. The findings from these interviews cannot be generalised to all Southern Sotho women. The following information was obtained. The sex of the children plays an important role from the time children are born. Boys are regarded as important in the family because they will keep a family name and remain with the parental family. They are also given an opportunity to be educated because it is believed that they will uplift the family in future. Girls are not given an opportunity to be educated because as soon as they are old enough to marry they will leave the parental family. If they are educated they will get jobs and spend their earnings on the husbands’ families and thus improve their husbands’ quality of life. When a decision about education is made the future of the daughter i.e. whether or not she will have a good quality of life, is not considered. Her husband is expected to provide and look after her. The community also plays a role. If parents continue to educate their daughters they are seen to have deserted their traditions. Parents are expected to prepare their daughter for marriage as marriage is seen to be more important than education. Girls are then expected to get married between the age of 17-20. If a woman has reached age 21 without getting married she is considered to have failed and her chances of getting married are slim. A woman is not expected to have children before marriage. In her marriage a woman is expected to play different roles e.g. looking after her husband and his family, providing sexual satisfaction to her husband, reproducing and increasing family members. On the eve of her wedding the elderly women inform a woman about her roles. In addition she is told never to refuse to have sex with her husband. If a woman refuses to have sex with her husband the husband tells the elder members of the family. A family meeting is convened where the problem is solved. The most important role is that of bearing children. A woman is expected to fall pregnant within a year of marriage in which case she must inform her mother-in-law. If she does not fall pregnant within that period the mother-in-law and even her mother becomes worried and they take her to traditional healers who then give her medicine to cure her infertility. Her husband is never thought to be infertile. If she does not conceive her husband will then be free to marry another wife. If a woman refuses to have sexual intercourse with her husband or to have children she is taken back to her family and the in-laws demand their money back. Contraceptives are never used. A woman is expected to wait for a period of 2 - 3 years before she can have another child. This is easily achieved where a woman would sleep with her mother-in-law for as long is she was breastfeeding. Polygamy is encouraged because the husband would sleep with another wife when the other one was breastfeeding. It must be noted that this arrangement does not always work as some women fall pregnant before the end of a two year period especially where the husband works nearer home. Having a lot of children is not regarded a problem. A man with many children was envied and the in-laws were happy that the money spent on lobola is paid back by the number of children. Whether the family could afford to maintain the children was not an issue because they used to plough the fields and rear cattle and sheep. 2.5 HOW PERCEPTIONS ARE CHANGED In this section the researcher will discuss how perceptions are changed referring to the attribution theory, the role of culture in communicating messages aimed at influencing women to accept a small family norm and the role of persuasion in modifying, discarding or replacing attitudes. 2.5.1 THE ATTRIBUTION THEORY In order to change people’s perceptions it would be important to look at what their behaviour is attributed to. According to the attribution theory Silverman (1982: 376) states that behaviour can be internally or externally determined. Externally considered behaviours are those that are believed to be resulting from outside forces i.e. a person is seen to be forced into a behaviour by situations e.g. lack of family planning methods. Internally caused behaviours are those that are believed to be under personal control of the individual e.g. sterilisation after the birth of two children. Attribution is based on the study of how we make assumptions about why people act in certain ways and how they are feeling when they do so. The first important question to be resolved is whether to attribute a person’s behaviour to internal or external factors. All behaviour stems at least from internal states but the degree of external pressure we perceive can influence our final assessment of what caused a particular behaviour (Silverman 1982:376). A woman may prefer to have a family of two children for example but because of the financial circumstances she may end up having one child. Kelly (1973) as quoted by Silverman (1982: 378) stated that in any given situation a process of attribution follows a definite sequence: 1. We make an automatic check of several different categories that seem to be relevant to the situation. 2. We make inferences about the person perceived, the stimulus that provoked the person’s reaction and the setting under which the reaction took place. We use the following guidelines: a. Consistency: Whether the response occurs in the same way over extended period of time. The more consistent the behaviour is the more the observer is inclined to attribute it to internal causes. In this study, for example, if women in both groups prefer big families their preferences can be attributed to internal factors. The implication is that the duration in terms of years and age does not affect their preferences but their desires which are internal play a role. b. Consensus: Whether other people in the same situation respond the same way. If consensus is high you would be expected to give external attribution to a person’s behaviour. If there is no consensus you may be expected to give internal attribution. If all women who live in urban areas for example have smaller families you would attribute it to the external factor like the high cost of living. c. Distinctiveness: The degree to which a reaction is characteristic of a person and occurs in various situations and in response to various stimuli. What needs to be evaluated is whether the behaviour is usual or not. If it is usual it will possibly be attributed to internal causes. In this study if both the women who live in urban areas and in rural areas or both the less educated and higher educated prefer big families their desires can be attributed to internal factors. If there is a difference in the desires of the different groups their desires can be attributed to external factors. The attribution Theory can be illustrated as follows: \[ \begin{array}{cccc} \text{Observation} & > & \text{Inter relation} & > \\ \text{Distinctiveness} & \rightarrow & \text{Attribution cause} \\ & & \text{High External} \\ & & \text{Low Internal} \\ \text{Individual Behaviour} & \rightarrow & \text{Consensus} & \rightarrow \\ & & \text{High External} \\ & & \text{Low Internal} \\ & & \text{Consistency} & \rightarrow \\ & & \text{High External} \\ & & \text{Low Internal} \\ \end{array} \] (Robbins 1993: 140) Before one could even think of changing behaviour or perception it would be important to know what the causes of the behaviour can be attributed to. If the same behaviour is attributed to different causes then different programmes will be developed to change the behaviour. In cases of perceptions of family size it would be important to establish whether all women in the same residential area for example have the same perceptions or different age groups have different perceptions although they live in the same environment. If there is no consensus then different programmes would have to be developed based on the individual group needs, but if consensus is high one approach would be used. In addition it would be important to establish what determined the perceptions. If there is consensus among all respondents then external factors would be considered in drawing the programme. It must be noted that there are errors or biases that disrupt attribution. For instance there are tendencies to under estimate the influence of external factors and over estimate the influence of internal factors when making judgement about behaviour, This is known as fundamental attribution error. There is also a tendency for individuals to attribute their own successes to internal factors like ability or effort while putting the blame for failure to external factors like bad luck. This is known as self servicing bias. Silverman (1982: 381) refers to the attribution biases which result from the fact that the way in which we view others differ from the way we view ourselves. Firstly we can never have direct knowledge of other people’s experience and in many cases we are unfamiliar with events that formed their responses. Secondly we form our own concepts of what is normal or universal in human experience from our own experience and these concepts may be experiences different from our own. Thirdly our ability to empathise with the feelings of others may be limited by the fact that we are all, in varying degrees, motivated by self interest. Another kind of bias is selective perception. People also selectively interpret what they see based on their own personal experiences, attitudes, backgrounds and interests. Since we cannot assimilate all we observe we take in bits and pieces according to our background. People also use stereotyping in judging others. Stereotyping refers judging someone on the basis of our perception of the groups to which he belongs. Generalisations make assimilation easy and it helps us maintain consistency. The errors or biases can have an effect on developing programmes aimed at changing perceptions of family size. Family size preferences can also be attributed to different factors both internal and external. These factors are affected by different situations like the environment and cultural beliefs. People who share the same cultural beliefs may not necessarily have the same preferences of family size. Programmes aimed at changing perceptions of family size should take the above into consideration. The attribution process as discussed by Kelly in Silverman (1982:376) must be followed i.e. - several different factors that seem to affect decisions on family size e.g. sex of children, income, must be checked • it must also be determined under which circumstances do these desires occur e.g. rural areas or urban areas and • it must also be established whether the desires are consistent, distinct or there is consensus amongst all the people in the same situation. Once it is clear to which factors family size preferences are attributed messages and programmes that aim to facilitate perceptions towards a small family norm can be developed. Programme developers must avoid falling in a trap of stereotyping, generalising and attribution bias as discussed above. It is therefore important that programme developers familiarise themselves with factors in the situation and factors in the perceiver. Two factors that can be considered are the role of culture and the role of persuasion in communicating messages that aim to facilitate perceptions toward a small family norm. 2.5.2 THE ROLE OF CULTURE IN COMMUNICATING MESSAGES REGARDING FAMILY SIZE Mani (1984: 9-20) emphasises the role of culture in communication of messages and calls for the involvement of field workers and audiences in materials production for family planning information and educational activities. The audience is those who should be informed and motivated to accept a small family norm and persuaded to accept contraceptives. He argues that it is common practice in family planning communications that materials through which messages are communicated are created by the "elite" culture and are directed to the mass culture. This on many occasions has led to surprises due to unexpected reactions and interpretations by the mass audience. Despite the recognition that messages are always mediated through culture, communicators see culture as an obstacle to their programmes and instead of incorporating it in their messages they often blame it for ineffective communication. It is important to remember that the message is much more likely to succeed if it fits the patterns of understanding attitudes, values and goals that the receiver has or at least if it starts with the pattern and tries to reshape it slightly. This calls for the involvement of field workers and audiences in material production. When we involve the audience in material productions the source is brought closer to the destination. This amongst others increases the area of common experience between the two as a result the audience is able to recover the original message with minimal distortion and the cultural factors that enter into the encoding process are similar to those that enter during the decoding of signals into messages. It will also help to remove ideas that go against cultural patterns especially if adopting messages from other countries. On the other hand the involvement of field workers is important because they have higher credibility among their audiences hence material will also include cultural symbolism, costume and language that are meaningful to the audience, also feedback is immediate. 2.5.3 THE ROLE OF PERSUASION IN MODIFYING, DISCARDING OR REPLACING ATTITUDES Silverman (1982: 330-401) discussed the role of persuasion in modifying, discarding or replacing an attitude. He stated that attitudes are discarded in response to new information that is of pressing importance. Persuasion involves a communicator, a message and an audience. The degree to which the audience will be persuaded to change its attitude on a given issue depends to a large extent on a degree to which it regards the communicator as credible. The success of the communicator depends to some extent on the degree to which their attitudes are perceived to be similar to those of their audience. Communicators who are liked by the audience are more successful in changing attitudes than those who are disliked. If the recommendations of a liked communicator are seen to be stemming from external factors (important factors which should not be ignored) then the reverse is true. In the case of family size, a woman who belongs to the same cultural group who has had difficulties in bringing up a lot of children may be regarded as a credible communicator. Such a woman may be more effective in sending messages that aim to change perceptions towards a small family norm than a woman who has not had the same experience or who belongs to a different cultural group. Silverman (1982:330-401) also stated that * the messages that seem to present more than one side of an issue are more effective than one dimensional messages as the communicator appears to be more informed and therefore credible. * the information people generate on their own about an issue is an important determinant of how much and which direction their attitude will change. According to McGuire (1960) as quoted by Silverman (1982:330-401) most people defend their beliefs by avoiding contact with conflicting ideas. As a result of lack of experience with conflicting ideas, such people are vulnerable to persuasion. He states that there are two methods of increasing resistance to persuasion: * Exposure to ideas that confirm one’s beliefs and * Exposure to opposing arguments that are not so strong to be overpowering but make it necessary to develop arguments of one’s own to counter them, especially where there is resistance to attack on deeply cultural beliefs. Brehm in Tedeschi (1976:7) suggested that when an individual’s freedom to choose his own opinions and attitudes are threatened, he reacts by attempting to re-establish the freedom that has been threatened. An attempt to force people to take specific position or to influence them beyond their desire to be influenced will threaten their sense of freedom and arouse what is called psychological reactance. This depends on how important a particular attitude is to them as well as a degree to which they perceive their freedom threatened. People may attempt to re-establish their freedom by avoiding agreement with opposing arguments, avoiding even the slightest influence or moving far away from the opposing position than they have been. Mostert & Lötter (1990: 50) concluded by saying that if urbanisation reflects relocation of kin groupings and does not disengage effectively kin control and power, if industrialisation does not result in rising aspirations for mobility, if labour force participation of women does not provide alternative forces for status and prestige to women and does not release women from male domination, if educational advances are focused on specialised socio-economic groups and not dispersed more widely to all sectors of the population, if mortality reduction is brought about through diffusion without changes in living standards, there is a likelihood that these changes will not result in the necessary pressure engendering fertility reduction. CHAPTER 3. DISCUSSION OF RESEARCH RESULTS 3.1 INTRODUCTION In this chapter the researcher will discuss the research results. The researcher begins by comparing the perceptions of family size of the group that had not started with their families with those who had completed their families. The researcher goes further and explains the actual family size of the respondents who had completed their families and compares it with their preferred family size. In discussing the results the researcher refers to literature. Reference will also be made to the responses by male respondents. Finally the researcher will analyse factors that influence decisions on family size. The results will be presented in the form of tables and graphs followed by short discussions. Fifty women who had completed their families (group A), fifty women who had not started on their families (group B) and twenty five males who had not started on their families (group C) were interviewed. 3.2 PREFERRED FAMILY SIZE The preferred family size was established from the female respondents, i.e. those who had completed their families and those who had not started with their families. The information obtained is indicated in Bar chart 3.1. Bar chart 3.1. PREFERRED FAMILY SIZE OF THE RESPONDENTS WHO HAD COMPLETED THEIR FAMILIES (GROUP A) AND THE RESPONDENTS WHO HAD NOT STARTED WITH THEIR FAMILIES (GROUP B). According to Bar chart 3.1, 17 respondent (34%) who had completed their families preferred to have 8 children, 16 (32%) preferred to have 4 children, 8 (16%) preferred to have 6 children, 3 (6%) preferred 10 children, 3 (6%) preferred 7 children, 2 (4%) preferred 5 children and only 1 i.e. (2%) preferred 1 child. The average number of preferred children was 6.38 and the mode was 8 children. The ages of these respondents were between 50 - 71 years of age. The Bar chart further shows that 26 (52%) of the respondents who had not started with their families preferred to have 2 children, 11 (22%) preferred to have 3 children, 9 (18%) preferred to have 4 children, 3 (6%) preferred to have 5 children and 1 (2%) preferred to have one child. The average number of children preferred by this group was 2.74 and the mode was two. These respondents were in the age group 20 - 29 years. These findings confirmed the findings by Mostert & Lötter (1990: 63-73) that the fertility desires have undergone some decline among blacks in South Africa. Mostert & Lötter (1990: 73) concluded by saying that, taking low fertility norm of young black women into account, one can expect that desires to terminate reproduction after a small number of children have been born will increase in future. The findings of this study also confirmed Vlassof’s (1990: 216-25) findings namely, that the family size norm was shifting downward to a two child norm. 3.3 PREFERRED SEX OF CHILDREN The information related to the preferred sex of children was also obtained from women who had completed their families (Group A) and those who had not started with their families (Group B). The information obtained will be indicated in Figure 3.1. Figure 3.1 PREFERRED SEX OF CHILDREN GROUP A | BOYS | GIRLS | |------|-------| | 52.80% | 47.20% | GROUP B | BOYS | GIRLS | |------|-------| | 52.20% | 47.8% | According to Figure 3.1 there was no significant difference between the preference of sex of the children in the two women's groups. Fifty three percent of the women who had completed their families against fifty two percent of women who had not started with their families, preferred boys. It further shows that both women who had completed their families and those who had not started with their families preferred to have more boys than girls, although there was no significant difference. The respondents who had completed their families stated that they preferred boys to girls because girls will get married and look after other people’s families while boys will stay with parental families and look after their parents. This confirms the findings about the culture of Southern Sotho as stated by the two women interviewed namely Mahao and Motsamai (see page 53), i.e. girls were not educated because it was believed that they would get married and uplift other people’s families. The women who had not started with their families who preferred boys stated that they liked boys. The preferred number of children according to sex will be discussed in more detail in the next sections. 3.3.1 PREFERRED NUMBER OF BOYS The researcher established the preferred number of boys from both the respondents who had completed their families (Group A) and the women who had not started with their families (Group B). The information obtained is indicated in Bar chart 3.2. Bar chart 3.2 shows that most of the respondents i.e. 17 (34%) who had completed their families preferred to have 4 boys. They were followed by 15(30%) who preferred to have 2 boys, 7 (14%) who preferred to have 5 boys, 7 (14%) who preferred to have 3 boys, 2 (4%) who preferred to have 6 boys, 1 (2%) who preferred to have at least 1 boy and 1 (2%) who said it does not matter. The average number of preferred boys was 3.36. It was also found that most of the respondents who had not started with their families i.e. 28 (56%) preferred to have one boy, followed by 17 (34%) who preferred to have 2 boys, 3 (6%) who said it does not matter, 1 (2%) who preferred 4 boys and 1 (2%) who did not want boys at all. The average number of preferred boys was 1.38. It can be concluded from this Bar chart that women who had completed their families i.e. 34% preferred a higher number of boys, i.e. up to four, compared to women who had not started with their families of whom 56% (28) preferred to have two boys. It can also be concluded that the ideal number of boys is declining. The respondents who had completed their families stated that they preferred boys because they will be able to look after their parents when they are old. They also stated that they preferred more boys because children are not the same. This means that if one child does not want to look after the parents, the other one would be able to look after their parents. The findings of this study agree with the findings of Arnold and Kuo (1984: 229-318) who stated the reason for son preference among the Asians as the importance of carrying a family name, achievement, work related qualities and qualities that apply when they are old. Karki (1988: 169-78) stated that parents in Korea preferred sons to daughters because of the various roles that sons play in their family life e.g. carrying a family name, performing death rituals and for economic reasons. On the other hand Vlassof (1990: 216-25) found that the ideal number of both boys and girls seemed to be declining. These findings were confirmed by the women who had not started with their families of whom 56% preferred to have one son and who also preferred to have fewer children. 3.3.2 PREFERRED NUMBER OF GIRLS The preferred number of girls was established from both the group of the women who had completed their families (Group A) and the women who had not started with their families (Group B). The information obtained is displayed in Bar Chart 3.3. According to Bar chart 3.3 21 (42%) of the women who had completed their families preferred to have 2 girls, 17 (34%) preferred to have 4 girls, 7 (14%) preferred to have 3 girls, 3 (6%) preferred to have 5 girls 1 (2%) preferred to have 1 girl and 1 (2%) said it does not matter. The average number of preferred girls was 3. Comparing the findings in Bar chart 3.2 with the findings in Bar chart 3.3 it can be concluded that these respondents preferred slightly less girls than boys. With those who had not started with their families 29 (58%) preferred to have 1 girl, 15 (30%) preferred to have 2 girls, 2 (4%) preferred to have 3 girls, 3 (6%) said it does not matter and 1 (2%) said she does not want a girl at all. The average numbers of preferred girls was 1,38. Comparing the information in Bar chart 3.3 with information in Bar chart 3.2, it can be concluded that the women who had not started with their families preferred almost the same number of boys and girls. From these two Bar charts it can be concluded that both respondents who had completed their families and those who had not started with their families preferred almost the same ratio of boys to girls. Those who had completed their families preferred slightly less girls to boys but the difference is not big, i.e. 0.36 more boys than girls. It can further be concluded that those who had completed their families preferred to have more children compared to those who had not started with their families. i.e. 3.36 : 1.38 boys and 3 : 1.38 girls. 3.3.3 THE INFLUENCE OF THE SEX OF THE CHILDREN ON DECISION MAKING REGARDING FAMILY SIZE The respondents who had completed their families and those who had not started with their families were interviewed regarding the influence of the sex of children on the decision making process regarding family size. Sixty six percent (33) of the respondents who had completed their families stated that the number of girls and boys they had did not influence their decision regarding the number of children they wanted to have. These respondents believed that children are a gift from God as a result one cannot decide as to how many children of which sex one will have. Thirty eight percent (17) stated that the number of boys and girls they had had an influence on the decision making process regarding the number of children they wanted to have. They wanted to have the equal number of boys and girls. Only forty seven percent (9) of the seventeen respondents had the same number of boys and girls. From the above it can be concluded that the **sex of children did not** have a strong influence on the decision making process regarding the number of children women who had completed their families wanted to have. With the women who had not started with their families 98% (49) stated that if they do not get the number of boys or girls they wanted they will accept what they get. Only one respondent in the group of women who had not started with their families stated that she preferred to have two children but she will try up to a third child if she does not get the number of boys and girls that she wanted. She stated that she was the only child, and she does not have friends in her family. She therefore feels that there should be a balance between boys and girls. In view of the above findings it can be concluded that for both the women who had not started with their families and those who had completed their families, the sex of the children did not have a significant influence on the decision making process regarding the number of children that they wanted to have. Most of the respondents i.e. 98% of the women who had not started with their families and 62% of the women who had completed their families believe that children are a gift from God hence, He decides what to give. In other words women prefer to have both boys and girls but their preference does not influence the decision regarding how many children to have. The responses of both women’s groups were compared with the responses of the male respondents who had not started with their families. Ninety two percent (23) of the 25 respondents stated that it does not matter what the sex of the children is. The findings also confirm the findings by (Osman & Yamashita 1987: 377 - 82; Park 1983: 332-352; Klat 1983:171 - 85) who stated that parents try to have at least one boy and one girl regardless of their final number of children; once achieved the probability of stopping having children increases. The study also confirmed the findings by Park (1983: 351) who stated that it is not clear to what extent son preference produces excess births although all girl families are shown to be particularly motivated to increase further. He concluded by saying that if couples could determine the sex of their unborn children before conception the total fertility rate may be reduced nearly to the level of the ideal family size. 3.4 FAMILY SIZE OF THE WOMEN WHO HAD COMPLETED THEIR FAMILIES The information about the actual family size that the respondents had was obtained from the women who had completed their families, by means of an interview schedule (Annexure A). The findings are reflected in table 3.1. Table 3.1 shows that 12 (24%) of the respondents who had completed their families had 3 children. 7 (14%) had seven children. 6 (12%) had six children. 5 (10%) had five children. 5 (10%) had eight children, 4 (8%) had nine children. 4 (8%) had eleven children. 3 (6%) had four children. 2 (4%) had two children and 2 (4%) had ten children. The average number of children the respondents had was 6.04 which was not that different from their preferred number of children i.e. 6.38. When asked whether this was the number that they had initially wanted the respondents stated that it was not a question of what they wanted. They did not use any contraceptives to prevent unwanted pregnancies to stop pregnancies but they could not get anymore children. All the women in this group stated that they would not have the same number of children again if they had to start all over again. The reason was that they cannot afford to maintain a lot of children and that bringing up children was a lot of work. From the above it can be concluded that women who had completed their families’ perceptions of family size were changing towards a small family norm. This can be attributed to experiences that the women had in maintaining large families and bringing up a lot of children. This confirms what was stated by Robbins (1993: 185) when he stated that one of the factors that influences perceptions is experience. Robbins (1993:140) also stated that if other people in the same situation respond in the same way, i.e. if consensus is high one is expected to give external attribution to a person’s behaviour. This was the case with the women who had completed their families as all of them stated that they would not have the same number of children again because of the difficulties experienced in bringing up a lot of children. According to Goodman (1978: 539) one aspect of the convergence theory concerns change in personal values that modernisation is thought to entail. Values characterising the modern person concern among others “an openness to new experiences”. The women who had completed their families showed this openness to new experiences of smaller families that they could afford to maintain. 3.5 A COMPARISON OF WOMEN’S PERCEPTIONS OF FAMILY SIZE A comparison of the women who had completed their families and women who had not started with their families’ perceptions of family size was made. The researcher began by comparing the women who had completed their families’ preferred number of children with the number of children in their actual family size, what they saw as the ideal number of children, the number of children their parents had and what they perceived to be a number of children in a large family. The researcher then compared the findings about the perceptions of the women who had completed their families with the perception of women who had not started with their families. The findings are reflected in Table 3.2 in averages. Table 3.2 WOMEN’S PERCEPTIONS OF FAMILY SIZE | | PREFERRED NO OF CHILDREN | ACTUAL NO OF CHILDREN | IDEAL NO OF CHILDREN | NUMBER OF CHILDREN THE RESPONDENTS PARENTS HAD | NO OF CHILDREN IN A BIG FAMILY | |------------------------|--------------------------|-----------------------|----------------------|-----------------------------------------------|-------------------------------| | Those who have completed their families | 6,38 | 6,04 | 3,2 | 7,26 | 6,14 | | Those who had not started their families | 2,74 | – | 3 | 4,9 | 5,14 | Table 3.2. shows that the women who had completed their families came from large families i.e. families with an average of 7,26 children. These women also preferred to have large families with an average of 6.38 children although this was slightly lower than what their parents had. The average number of children these respondents had was 6.04 which was almost the same as their preferred family size. (See Bar chart 3.1) The average number of children that a woman should have as perceived by women who had completed their families was calculated at 3.2 which was half the average number of children they had. The average number of children in a big family was calculated at 6.14. It must be noted that these women preferred an average of 6.38 children and had an average of 6.04 children which is almost the same as what they regarded as an average number of children in a big family. From the above it can be concluded that the women’s perceptions of family size are definitely changing towards a small family norm. The respondents further stated that the average of 6.04 children which was their actual average family size was not easy to maintain. It can therefore be concluded that family size can be defined in terms of whether one can afford to maintain it or not. The women who had not started with their families came from families with an average of 4.9 children. These women preferred to have an average of 2.74 children which is almost half of what their parents had. These respondents also stated that they preferred this number because it was easy to maintain and educate. The calculated average number of children that the respondents felt that couples should have was 3 which was almost the same as their preferred average family size. The average number of children in a big family as seen by the respondents was calculated at 5,14 which is almost the same as the number that their parents had. The respondents felt that the average number of 5,14 children was not easy to educate and maintain financially. From the above table it can also be concluded that women who had not started with their families preferred to have smaller families, and that family size is defined in terms of whether one can afford to maintain it or not. When comparing the perceptions of the women who had not started with their families and the perceptions of women who had completed their families it can be concluded that perceptions are definitely changing towards a smaller family norm. Both the women who had completed their families and the women who had not started their families stated that the ideal family size is 3.2 and 3 respectively. These findings confirm the demographic transition theory as discussed by van Rensburg (1992:9 -11). Comparing this theory with the findings it can be concluded that fertility is beginning to drop especially in urban areas probably because of the modernising influence of modern lifestyle. Fertility of the women of Sebokeng is therefore at a third stage of the demographic transition theory. 3.6 THE ROLE OF WOMEN AS THAT OF BEARING CHILDREN The study found that the women in both groups felt that bearing children was an important role for women. All the respondents who had completed their families stated that not having children would affect their marriage. They would have been insulted by the in-laws and the husband would have had to marry another woman who would be able to bear children. These respondents stated that they would have regretted it if they did not get children. Only five of these respondents stated that they would have adopted a child if they did not get a child at all. Women who had not started with their families stated that it is a stigma for a woman not to have children. A woman must have children to show that she is fertile, to be remembered when she is dead and to have someone to inherit from her. All the respondents who had not started with their families stated that they would adopt children if they did not get children at all. Only five stated that they would take children from relatives rather than adopt through a welfare agency. All the respondents who had completed their families stated that a woman should have children even if she is not married. On the other hand 46 (92%) of the women who had not started with their families stated that they would have at least one child even if they are not married. It can be concluded from the above that although women see having children as one of their roles, it does not lead them to having big families. They all stated that they would be satisfied with the number of children that they have even if it is less than what they wanted. These findings agree with the findings by Staples (1985: 10005 - 13) who found that among other things blacks believe in the institution of a family and amongst the most traditional values is that of motherhood and childbearing. He further stated that the role of a mother is regarded as more important than any role including that of a wife. 3.7 FACTORS INFLUENCING THE WOMEN’S DECISIONS ON FAMILY SIZE In this section the researcher is going to discuss the factors influencing the women’s decision regarding family size i.e. the number of children they want to have. The findings will also be linked to the findings from the literature. 3.7.1 INFLUENCE OF THE RESPONDENT’S FAMILY OF ORIGIN ON HER FAMILY SIZE It was found from the research that women who have completed their families came from big families i.e. families with an average of 7,26 children. These women also had big families i.e. families with an average of 6,04 children. These respondents also stated that families with an average of 6.14 children are big, and not easy to maintain (see table 3.2). These respondents also stated that the number of children their parents had did not affect their decision regarding family size because children are a gift from God as a result they did not plan their family size. Women who had not started with their families came from smaller families i.e. families with an average of 4,9 children. These women preferred families with an average of 2,74 children and they regarded families with an average of 5,14 children as big (see table 3.2). These respondents stated that the number of the children that their parents had influenced them negatively toward a family size because their parents could not afford to maintain them. They further stated that big families are only beneficial in times of financial and emotional needs because they serve as support systems. From the above it can be concluded that women who came from big families preferred to have big families and ended up with big families. Women who came from smaller families preferred to have smaller families. 3.7.2 PARENTAL INFLUENCE ON DECISION MAKING REGARDING THE NUMBER OF CHILDREN THEIR CHILDREN SHOULD HAVE. Researcher found that all the respondents who had completed their families never communicated with their parents regarding family size or children. All these respondents stated that it was common knowledge that a married woman should have children, but the number of children was never discussed. These women also never discussed with their in-laws the number of children they should have. The mother in-law only spoke when a woman could not bear children. In this case the woman would be insulted because she was thought to be barren. Forty six percent (23) of the respondents who had completed their families stated that they did not discuss family size with their daughters because traditionally it was never done. Fifty four percent (27) of the respondents who had completed their families stated that they did discuss family size with their daughters and they encouraged them to have smaller families because it is expensive to maintain a lot of children. Comparing the findings with theory e.g. Higgins (1981:160-64) stated that a woman's own pregnancy history seems to influence the number of children she would like her daughter to have. According to Higgins, the higher the pregnancy rate of a woman the more children are wanted for her daughter. This study found the opposite to the findings by Higgins and suggests that experience in bringing up a lot of children can lead parents to advising their children to have fewer children. The findings about women who had completed their families regarding the influence of parents on decision making regarding family size were confirmed by the respondents who had not started with their families. Eighty percent (40) of those respondents stated that their parents did discuss with them the number of children they should have. They encouraged them to be educated, setting goals, using contraceptives to prevent unwanted pregnancies and to have the number of children that they can afford to maintain and educate. From the above findings it can be concluded that - parents are beginning to have influence on their children regarding family size and they are encouraging them to have smaller families. - parents’ attitudes and norms are also changing from the belief that parents should not talk about the number of children with their children to the modern attitude that people should discuss and plan for the future. - The perceptions of family size are changing from a big family to a small family norm that parents can afford to maintain and educate. 3.7.3 THE ROLE OF CHILDREN The researcher found that respondents who had completed their families expected their children to look after them (their parents) when they are old. In addition they were expected to educate and look after their siblings. This role was expected to be played by boys compared to girls because girls would get married. These respondents stated that this expectation influenced them to have at least more than one boy in case the other one does not help but it did not influence their decision as to how many children to have. With the respondents who had not started with their families 54% (27) stated that they did not expect their children to provide for them financially when they are old. Instead these respondents stated that they wanted to educate their children so that they could look after themselves. The parents would then further their studies and invest for their future. They also expected their children to support them emotionally. This expectation led them to decide on smaller families. From the above it can be concluded that - the expectations that the parents had on the role that their children would play in future does not have an influence on the decision making process regarding the number of children that the women who had completed their families wanted to have. The expectation however did have an influence on the decision making process regarding whether to have children or not. - Women who have not started with their families saw children as an economic liability who have to be educated so that they may be able to look after themselves. These findings confirm the findings by (Karki 1988: 77; Oosthuizen in Mostert & Lötter 1990: 211-222; Vlassof 1990: 216 - 25) who found that children do not only become dependant much longer on parents, but parents need large amounts of money to educate and feed them. This leads to a two child family norm. The expectation that children will be afforded the same educational opportunities as their parents also suggests a downward pressure on the appropriate size for one’s family. These authors found that both men and women expressed concern over lack of employment opportunities, the growing shortage of land, the need for increased investment in education and the cost of child bearing. Karki (1988: 169-78) found that the economic value of the children is changing even in rural areas. Reasons for wanting sons and daughters support the suggestion that the economic motive of having children may be weakening. Many villagers link poverty to large family size. It can therefore be concluded that * Children are no longer expected to look after and provide for their parents instead parents see themselves as having a responsibility to provide for educating their children. * Due to their responsibility parents prefer a small family. 3.7.4 THE INFLUENCE OF FAMILY INCOME ON THE DECISION MAKING PROCESS REGARDING FAMILY SIZE The information on family income was obtained from the women who had completed their families. This information was compared with the perceptions of the women who had not started with their families as they were not working. The findings are as follows: Seventy percent (35) of the respondents who had completed their families stated that they had worked as domestic workers before they got married and thirty percent (15) stated that they had not worked before they got married. Ninety six percent (48) of the women in this group stated that they did not have a job at the time of the interview. Seventy two percent of them (34) were pensioners and 28% (14) were awaiting pension. Sixteen percent (8) of the women who had completed their families were working as domestic workers and 4% were self employed, sewing clothes for other people. Thirty two percent (16) of the respondents earned between R600 and R1000 per month and it was both husband and wife who were working. Sixty eight percent earned below five hundred Rand per month and only the husband was working. All the respondents who had completed their families stated that their family income did not have an influence on the decision making process regarding the number of children they wanted to have. Fifty percent (25) of these women grew up on the farm. They said it did not matter how much money the family had because they could get milk and mealie meal from the farmer. Women were also expected to have children irrespective of the family income. From the above it can be concluded that **family income did not have an influence on the decision making process regarding the number of children** women who had completed their families wanted to have or whether or not to have children at all. The above findings are in contrast to the findings of Pillai’s (1984: 290-95) study that was carried out in India. In this study Pillai found that family income plays a role in deciding about family size. In contrast to women who have completed their families women who had not started with their families stated that if they had to start working they would have few children irrespective of the amount of money they earn. Eighty four percent (21) of the male respondents did not agree with this perception. They stated people should have the number of children they can afford to maintain, give the best and plan for the future. These findings are in line with the findings about the expectation about the future role of the children, where the respondents stated that children are an economic liability who need a lot of money to be maintained and educated. 3.7.5 INFANT MORTALITY RATE Forty four percent (22) of the respondents who had completed their families stated that they had children who died immediately after birth. Thirty four percent of these respondents (8) stated that the death of their babies influenced their decision to have more children because they wanted to replace the children that they had lost. Fifty six percent (28) of the respondents who had completed their families stated that they did not have any children who died immediately after birth but all these respondents stated that parents who have children who died after birth should replace their children to maintain a balance in numbers and to avoid further loss through death. Thirty percent (15) of the respondents who had completed their families stated that they had pregnancies that did not result in a live birth. They also stated that these deaths influenced them to try and have more children. Seventy percent (35) stated that they did not have pregnancies that did not result in live births but they also stated that parents who had lost children should try and have more children in order to avoid further loss. Eighty four percent (42) of the respondents who had not started with their families stated that parents whose children have died should replace them if they are still young to have children and to provide a friend for the remaining child. It must be noted that most of the respondents who had not started with their families preferred to have two children. Sixteen percent (8) stated that couples should not replace children because it does not help with feelings resulting from the loss of a child. From the above it can be concluded that infant mortality rate has a positive effect on family size, as most of the respondents i.e. 56% of the women who had completed their families and 84% of the women who had not started with their families stated that people should replace the children who have died. Comparing this finding with theory on the demographic transition it can be concluded that the mortality rate is fairly low in the urban areas. Comparing this with the fertility rate as indicated in table 3.2 where it was found that fertility is in the third stage of the demographic transition, it can be concluded that the population is between the second and the third stage i.e. the birth rates are still higher compared to the lower death rates. 3.7.6 FAMILY PLANNING a) THE USE OF CONTRACEPTIVES The study found that all the women who had completed their families had never used contraceptives to prevent unwanted pregnancies or to space the children. They stated that traditionally it was expected of a woman to have children and there were no family planning methods. When breast feeding, a woman was expected to sleep with her mother-in-law because sleeping with a man when breast feeding was believed to cause the child to loose weight. Eight percent (4) of these respondents stated that they would be happy if their husbands had relationships with other women when they were breastfeeding because they would not bother them with sexual intercourse. All the respondents who had completed their families stated that couples should discuss and agree on the use of contraceptives. They stated that they had advised their children that it is not advisable for couples to have children that they could not afford to maintain. It can be concluded from these findings that women's perceptions are definitely changing towards the use of contraceptives. A more positive attitude (acceptance) is developing towards the use of contraceptives. These findings also confirm: what was discussed by Mahao and Motsamai when discussing the culture of Southern Sotho i.e. married women are expected to bear children (see case study on the culture of two Southern Sotho women:54). The findings by Harrison (1982:221) when he argued that the point of lack of access to family planning clinics cannot be used as an excuse for having large families since every culture has its own family planning methods were also confirmed in this study. He concluded by saying that the fact that these methods e.g. breast feeding are not used shows that people are planning large families. It can be concluded that perceptions are influenced by factors in the perceiver in this case the past experiences that the women who had completed their families had. Seventy two percent (36) of the respondents who had not started with their families stated that they use contraceptives to prevent unwanted pregnancies. Even those who did not discuss with their boyfriends before they started using contraceptives stated that their boyfriends are happy because they are not ready for children. Only 12% (4) of the 36 respondents stated that their boyfriends did not know that they use contraceptives and if they knew they would stop them because they want children. Eighty two percent (41) of the women who had not started with their families could not explain the fertility cycle well. Eighteen percent (9) could explain it and 55% of the nine (5) had used it as a method of family planning. All the respondents who had not started with their families stated that they learnt about contraceptives at school from the family planning advisors. They also believe that husbands and wives should discuss and agree on the use of contraceptives to ensure that they are used, to avoid unwanted pregnancies and to avoid sexually transmitted diseases. Ninety eight percent (49) of the respondents who had not started with their families stated that it is both husband and wife’s responsibility to use contraceptives because they will both be affected by the presence of the unwanted child and failure to maintain it. The findings about women who have not started with their families confirms what was found about women who had completed their families i.e. perceptions are changing towards a small family norm that people can afford to maintain. These findings also confirm the findings by Goodman (1978: 539) i.e. couples who place a lower value on children will more likely adhere to a small family norm and use contraceptives to plan their families. Warren (1987: 42-8) also stated that the prevalence of contraceptive usage is high in educated groups. This was the case with women who had not started with their families, who had done standard 10 and were also studying towards a teachers diploma compared to women who had completed their families whose highest standard of education was standard eight. The findings about the perceptions of women in both groups were compared with the perceptions of males who had not started with their families and the following information was obtained: Fifty six percent (14) of the male respondents who had not started with their families stated that they used contraceptives. Forty four percent (11) stated that they do not use contraceptives. Ninety six percent (24) of the male respondents stated that husbands and wives should discuss and agree on the use of contraceptives. Ninety two percent (23) of the male respondents stated that it is both husband and wife’s responsibility to use contraceptives. Thirty nine percent of these respondents do not use contraceptives. It must be noted that the male respondents were not given an opportunity to give the reasons why they do not use contraceptives. The findings about the male respondents confirmed the findings about the women who had not started with their families. These male respondents were studying at the same college of education as the female respondents and also stated that they learnt about family planning at school. The aforementioned can be used as proof of the findings by Mbizvo and Adamchack (1991: 31-8) who stated that the major problem facing African based family planning promotion and population development policy is the exclusion of men probing circumstances that govern the couples contraception behaviour. He also stated that education and urban residence is changing men’s attitudes therefore reducing family size desires. The findings about the influence of education and urban residency were confirmed by Lötter (1977: 9-10). Frankel (1985: 55-62) suggested three programme initiatives that could lead to change: * increasing the availability of male family planning methods * educational programmes that stress the need for males to have a positive attitude towards family planning * concentration on younger men since their attitudes are less rigid. From the above it can be concluded that: - there is a positive attitude towards the use of contraceptives in both the women’s groups - education and urban residence played an important role in influencing the use of contraceptives and changing perceptions towards smaller families - the male respondents’ attitudes are also positive towards the use of contraceptives for family planning. - men who have been exposed to family planning information tend to support the use of contraceptives - school plays an important role in promoting the use of contraceptives hence a small family norm. Although 72% (36) of the women who had not started with their families use contraceptives to prevent unwanted pregnancies, 80% (29) of these women could not clearly explain the fertility cycle. This puts them at the risk of unwanted pregnancy, especially if they stop using the method for one reason or another. In addition to giving information about contraceptives more information must be given about the fertility cycle and it can be used as a family planning method. b) WOMEN’S PERCEPTIONS VERSUS ATTITUDES OF MEN All (100%) of the respondents who had completed their families stated that making a woman pregnant proves a man’s manhood. A married man who does not have children is regarded as a woman. They further stated that men pride themselves in having made a woman pregnant. Although the respondents knew that a man could be infertile, they stated that the society never thinks that a man is infertile if a couple cannot bear children. Instead it is believed that a woman is infertile or that he has bad luck. All the respondents who had completed their families stated that sex is not only for procreation but also for pleasure. Seventy two percent (36) of these respondents stated that they had at one time or another refused to have sex with their husbands i.e. when they did not want to or when they were angry but not to prevent unwanted pregnancy. Twenty eight percent (14) stated that they had never refused to have sex with their husbands because a woman is supposed to have sex with her husband. Eighty percent (40) of the women who had not started with their families shared the same perception with the woman who had completed their families i.e. men pride themselves in having made a woman pregnant because they (men) believe that it proves that they are men, productive and matured. However respondents stated that they do not believe that making a woman pregnant proved a man’s manhood. They stated that making a woman pregnant proves that the man and the woman are fertile. They felt that there are many other ways through which a man can prove his manhood like being responsible and planning his family. Twenty percent (10) of the women who had not started with their families stated that not all men pride themselves in making a woman pregnant. They only experience pride when they are first informed that a woman is pregnant if it is a planned pregnancy, but thereafter have regrets. All the respondents who had not started with their families stated that sex is not only for procreation but also for pleasure. Ninety percent (45) of these respondents stated that they had at one time or another refused to have sex with their boyfriends either because of fear of pregnancy, did not desire to have sexual intercourse or were not ready to be involved in a sexual relationship. It must be noted that 72% (36) of the respondents who had not started with their families had stated that they were sexually active and used contraceptives to prevent unwanted pregnancy, and 28% (14) had stated that they did not use contraceptives because they were not sexually active. Eighty percent (20) of the male respondents confirmed the women’s perceptions i.e. sex is not only for procreation. Only 20% (5) stated that sex is for procreation. Sixty eight percent (17) of the male respondents stated that men do not experience pride if they had made a woman pregnant. These respondents also stated that making a woman pregnant does not prove a man’s manhood. This perception is in contrast with that of the women who had completed their families and is in agreement with the perception of eighty percent of the women who had not started with their families. Thirty two percent (8) of the male respondents stated that men pride themselves in making women pregnant and that making a woman pregnant proves a man’s manhood. It can be concluded from these findings that: * the perception that sex is only for procreation is changing as both the women who had completed their families and the women who had not started with their families stated that sex is also for pleasure. It must be noted that 72% of the women who had completed their families and 90% of the women who had not started with their families had at some time refused to have sex with their husbands or boyfriends. This shows that women are no longer afraid of being sent back home as stated by Mahao and Motsamai if they refused to have sex with their husbands as this had no adverse consequences on their relationship (see case study on the culture of two Southern Sotho women:54). * both groups of women namely, those who had completed their families and those who had not started with their families hold a strong perception that men experience pride irrespective of whether they are married or not if they have made a woman pregnant. This may have a negative effect on small family size norm if the woman has a relationship with a man who holds traditional values and believe that women should have children. This effect is not strong especially in the younger generation as 80% (40) of the women who had not started with their families stated that men do not always become proud after making a woman pregnant. - Although there was no difference in the attitude of men and women in the purpose of sex, it is not clear what influence the perceptions about men have on decision making regarding family size. 3.7.7 MARITAL STATUS AND FAMILY SIZE a) MARITAL STATUS In this study it was found that 56% (28) of the respondents who had completed their families were married, 36% (18) were widowed and 8% (4) were divorced. Ninety eight percent (49) of the respondents who had not started with their families were single and 2% (1) was single but lived with a man. One hundred percent (25) of the male respondents were single. b) **AGE AT MARRIAGE** The study found that the women who had completed their families got married between the ages of 16 and 27 years. The average age at marriage was 21.08. The women who had not started with their families were between the ages of 20 and 29, they were not married and were still studying. All the respondents who had completed their families stated that the age at which they got married had an influence on the number of children that they wanted to have. They stated that if they got married later they would have had fewer children. It must be noted that this effect was not based on a decision as to when to start a family but the decision was left to nature. All the respondents who had completed their families stated that they started with their families immediately after getting married. Sixty eight percent (34) of these respondents had their first children within the first year of marriage. Forty five percent of the thirty four respondents had children before they got married but they did not wait longer than a year before they had a second child. These findings confirm what was found by Bailey (1989: 285-92) that the wife’s age at marriage is significant and inversely related to fertility. Therefore raising age at marriage by means of some extended schooling can lower fertility substantially. Chandhuri (1983: 5-6) also confirmed the findings of the study when he stated that the higher the age at marriage the less is the general fertility. It can be concluded from these findings that the younger the woman is at marriage the bigger the family size and visa versa. This conclusion was also confirmed by all the respondents, including male respondents, who stated that getting married at a later age has a positive effect on the promotion of the small family norm. c) **AGE AT FAMILY FORMATION** In this study it was found that the average age of the respondents who had completed their families’ age at marriage was 21.08. Forty six percent (23) of these respondents already had one child when they got married. Sixty eight percent (24) including those who already had a child when they got married started immediately after marriage with their families. These respondents stated that they did not use any contraceptives. It is therefore not clear whether the respondents started immediately purposefully or it was because they did not use any contraceptives. Twenty four percent (12) of these respondents stated that women should start immediately with their families to prove that they are fertile. Forty six percent of the women who have completed their families stated that a woman should start a year later and 32% (16) stated that they should start after 2 years with having children. The women who prefer not to start immediately with their families regard this waiting period as a time to be used for adjusting in the marriage and planning for the children. It must be noted that the respondents who had completed their families had an average of 6,04 children and preferred to have an average of 6,38 children. The younger respondents i.e. all women who had not started with their families and 56% of the male respondents stated that people should stay up to 3 years before starting with their families. The waiting period should be used for planning for the children financially, adjusting and enjoying marriage. These respondents believed that if they get married later in life they can start later with their families and have fewer children. From the above findings it can be concluded that delaying age at family formation contributes to couples having smaller families. These findings confirm the findings by Pillai (1984: 290-95) who stated that the greater the age at family formation the more likely is a woman to be exposed to extramarital interests, school and participation in labour market and the more is the decrease in preference for motherhood. d) **DECISIONS ABOUT FAMILY SIZE** Urdy (1983: 117-28) discussed the *one decision model* which states that when couples marry they decide how many children they want and set forth to achieve their goal - never swayed from it by circumstances surrounding them. This model proposes that the fertility values and perceptions are acquired through socialisation in childhood and youth and husbands and wives enter into marriage with preferences which are either the same initially or are negotiated before or early in marriage into a fertility plan. The women who had completed their families partly disputed the *one decision model*. They all stated that they did not discuss beforehand or plan the number of children they wanted to have. They also partly agreed with the model where it concerns socialisation. They all stated that traditionally the number of children was never discussed, children were a gift from God and it was expected that a married woman should have children. All the respondents including the male respondents stated that couples should discuss and agree on the number of children they wanted to have so that they can plan for the number of children they can afford. This study agrees with Urdy’s (1983: 117-28) sequential decision model which proposes that the number of children couples want is constantly under consideration in response to problems of child bearing, economic prospects, the developing character of marriage and other factors. He concluded that decisions are made one birth at a time. 3.7.8 RELIGIOUS DENOMINATION The information about the respondents’ religious denominations was obtained from all three groups. The information obtained is listed in the following table: TABLE: 3.3 RESPONDENTS RELIGIOUS DENOMINATION | RELIGIOUS DENOMINATION | NUMBER OF RESPONDENTS | |------------------------|-----------------------| | | Those who have completed families | Those who have not started families | Male Respondents | | | NO | % | NO | % | NO | % | | Anglican Church | 17 | 34 | 5 | 12 | 1 | 4 | | Apostolic Church | 8 | 16 | 13 | 26 | 4 | 16 | | Methodist | 8 | 16 | 9 | 18 | 4 | 16 | | Roman Catholic | 6 | 12 | 4 | 8 | 1 | 4 | | NG Kerk/Dutch Reformed Church | 1 | 2 | 4 | 8 | 3 | 12 | | Lutheran Church | 4 | 8 | 0 | 0 | 1 | 4 | | Christian Church | 0 | 0 | 8 | 16 | 6 | 24 | | Zion Christian Church | 6 | 12 | 4 | 8 | 2 | 8 | | Jehova’s Witness | 0 | 0 | 2 | 4 | 1 | 4 | | Unity Reform Church | 0 | 0 | 1 | 2 | 0 | 0 | | Moslem | 0 | 0 | 0 | 0 | 1 | 4 | | None | 0 | 0 | 0 | 0 | 1 | 4 | | TOTAL | 50 | 100 | 50 | 100 | 25 | 100 | According to Table 3.3 the respondents belong to different religious groups. The first group is Christian churches (Baptist etc.) i.e. religious system of the Church of Christ comprising spiritual healing. For the purpose of the study all the Christian churches i.e. Baptist, Assemblies of God, Rhema were grouped together. The second group is the African independent churches e.g. Zion Christian Church and Apostolic Church and then third group are Protestants e.g. Anglican, Roman Catholic, NG Kerk, the religion of any Christian churches of Western Christendom that adhere substantially to principles established during the reformation. Although all the respondents who had completed their families had never used contraceptives it must be noted that their attitude had changed towards acceptance of family planning. Seventy two percent of the women who had not started with their families and fifty six percent of the male respondents used contraceptives. These respondents were spread among all the religious denominations. Twenty eight percent (14) of the women who had not started with their families stated that they did not use contraceptives. Five of these respondents belonged to the Independent church, four belonged to the Christian church and four belonged to the Protestant churches i.e. 2 from the Roman Catholic Church, 1 from the Anglican Church and 2 from the Methodist Church. Reason for not using contraceptives was that the respondents were not sexually active. Seventy two percent (36) of the women who had completed their families belonged to the Protestant churches. Although the respondents in this group belonged to different religious denominations all of them stated that nothing is ever said in their churches about family size or the number of children the couples should have. All these respondents also stated that religion did not have an influence on the number of children that they wanted to have but they believed that children are a gift from God. All the respondents who had completed their families stated that according to the bible people who limit the family size are sinning against God because God said "be fruitful and multiply in numbers..." Genesis 1:28. The respondents further stated that reality does not allow people to have a lot of children, therefore they believe that people who limit the family size are not sinning against God but are clever because they are planning their families. People who have a lot of children suffer because they cannot afford to maintain them (the children). The respondents concluded by saying that God does not punish people who do not want to have children but the in-laws punish a woman who does not want to have children by insulting her. All the women who had not started with their families concurred with the women who had completed their families and stated that the church never says anything about family size or the number of children that couples should have. The church discourages unmarried women from having sex before marriage, unwanted pregnancies and even the use of contraceptives. The youth is encouraged to abstain from sex. These discussions are not held during the service but during youth sessions where experts are involved. It must be noted that 72% (36) of these respondents stated that they used contraceptives to prevent unwanted pregnancies. Only 28% (14) stated that they did not use contraceptives. The respondents who did not use contraceptives also belonged to different religious groups. All the women who had not started with their families stated that people who limit the family size are not sinning against God. They believed that such people are wise because they are planning families that they can afford to maintain. Seventy eight percent (39) of these respondents stated that God does not punish people who do not want to have children. They stated that God expects people especially married couples to have children that they can afford to maintain. Twenty two percent (11) of the respondents who had not started with their families stated that God expects people to have a lot of children because He said to Abraham "I will make your offspring like the dust of the earth ...." Genesis 13: 16. These respondents also stated that God punishes people who do not want to have children either by giving them a lot of unwanted children, or they live a longer life and does not give them anyone to look after them when they are old or sick. It must be noted that all the respondents believed that children are a gift from God but they also stated that everyone should decide for himself as to how many children he/she wants to have. Sixty percent (15) of the male respondents stated that religion does not have an influence on family size. Eighty percent (20) male respondents stated that people who limit the family size are not sinning against God. These respondents stated that God does not expect people to have a lot of children. God also does not punish people who do not want to have children. From the findings in all three groups it can be concluded that religion has a limited influence on the family size. Those respondents who believe that people who do not want children are sinners cannot quote any verse in the bible or any teachings from the church. These findings confirm the findings by Harrison (1982: 119), who stated that people who discourage the use of contraceptives impose their beliefs and play on other people’s feelings until they feel guilty. If you press further you find that they fear that family planning will encourage immorality and premarital sex. The findings based on the responses of the women who had not started with their families regarding the use of contraceptives also agree with the findings of Gatara (1982: 181) who stated that western religion is capable of affecting fertility preferences and family size because of the means by which the church imparts its values on young people. 3.7.9. EDUCATION The information regarding educational qualifications of the respondents was obtained from both women’s groups. All the respondents who had not started with their families had completed standard 10 and were studying towards a teacher’s diploma. The educational qualifications of the women who had completed their families are listed in Table 3.4 below: TABLE 3.4 Educational qualifications of the women who had completed their families. | SCHOOL STANDARD | NUMBER OF RESPONDENTS | |-----------------|-----------------------| | | NO | % | | Have never been to school | 11 | 22 | | Standard 1 | 1 | 2 | | Standard 2 | 8 | 16 | | Standard 3 | 2 | 4 | | Standard 4 | 6 | 12 | | Standard 5 | 5 | 10 | | Standard 6 | 4 | 8 | | Standard 7 | 2 | 4 | | Standard 8 | 9 | 18 | | Standard 9 | 2 | 4 | Twenty two percent (11) of the respondents who had completed their families had never been to school and 18% did up to standard 8. The highest standard completed was standard 9 which was completed by only 4% of the respondents in this group. The average completed standard was 4,22. According to this table 54% of the respondents had not done more than the level of education required for a person to be defined as literate i.e. standard 5. It must be noted that the average number of children that the respondents in this group had was 6,04 and the average number of children that they stated that they preferred was 6,38. The respondents had defined this family size as big as they felt that they could not afford to maintain. The respondents in this group also stated that they expected their children to look after them (their parents) and to look after and educate their siblings when they are old. The perceptions of these women were however changing towards a small family norm. This change is attributed to experience in bringing up a lot of children and maintaining big families. All the respondents who had not started with their families including the male respondents had done up to standard 10 and were studying towards a teachers diploma. They had actually done more than the level of schooling required for a person to be defined as literate. The women who had not started with their families’ average preferred number of children was 1.38. They felt that this number was manageable and easy to maintain. Fifty four percent (27) of these women stated that they did not expect children to look after parents when they are old. Parents would educate their children so that they can look after themselves. The parents would then further their studies and invest in the future. The findings based on the responses of the women who had not started with their families confirm the findings of Chaundhuri (1983: 5-6) i.e. the fertility rates of educated women are definitely lower than those of illiterate women. The responses of the women in this group also confirm what was stated by Sorenson (1989: 125-35) i.e. the expectations that children will be afforded the same educational attainment as their parents suggest a downward pressure on family size goals that would be experienced by both spouses. The educational attainment may also affect ones’ inclination to invest in other sources of personal satisfaction rather than increase family size. Mbizvo and Adamschalk (1991: 31-8) also found that the influence of education and urban residence is changing men’s attitude therefore reducing family size desires. This has been confirmed by the responses of the male respondents who also stated that they did not expect their children to look after their parents when they are old. From the findings in all the groups it can be concluded that: * **education has an influence on the decision making regarding family size.** The more educated the woman is, the less is the desire to have more children and the more is the interest in other areas like labour market. * **schools play a role in providing information on family planning.** This contributes to educated women and men accepting the use of contraceptives. * **education contributes to women delaying age at marriage for females and age at family formation.** The recommendation by Gatara (1982: 110) regarding maternal education, i.e. **education be made compulsory for women,** may be useful in changing perceptions regarding family size. She stated that this would in turn increase age at marriage for females, eliminate young age at marriage and/or change the cultural perception that young girls should marry and bear children and facilitate the acquisition of information on family planning. In addition it will prepare females for employment outside the home and compete with the demand of raising large families. 3.7.10 URBAN RESIDENCE The information regarding urban residence was obtained from both the women who had completed their families and the women who had not started with their families. Fifty per cent (25) of the women who had completed their families grew up in rural areas and the other fifty percent (25) grew up in urban areas. All the respondents who had completed their families were residing in urban areas at the time of the study and they stated that they expected their children to look after them when they are old. All those respondents preferred to have big families i.e. families with more than four children. Their perceptions were changing towards a small family norm, i.e. families that one could afford to maintain. It can be concluded from the findings that the place where the respondents grew up did not have an influence on their decision making process regarding family size but modernisation, urban residency and experience had taught the respondents that they should have the number of children that they can afford. Eighty four percent (42) of the respondents who had not started with their families, grew up in urban areas and still lived in urban areas. Sixteen percent (8) of the respondents grew up in rural areas but live in urban areas. All the respondents in this group preferred a family with an average of 1.38 children i.e. a family that they could afford to maintain. The findings with this group concur with the findings of the women who had completed their families. The findings also confirm the convergence theory as discussed by Goodman (1978: 439) i.e. living in the city and working in the industry were experiences that help an individual to be modern and change personal values. The values characterising a modern person are: - openness to new experiences. - high occupational and educational ambitions, and - an interest in planning one’s affairs. Based on the discussions on urban residence, it can be concluded that urban residence has a negative effect on family size. CHAPTER 4 CONCLUSIONS AND RECOMMENDATIONS 4.1 INTRODUCTION The study was carried out on the black women of Sebokeng, a black residential area in the Western Metropolitan sub-structure in Vanderbijlpark. Fifty women who had completed their families and fifty women who had not started with their families were interviewed. Reference was also made to responses of 25 males who had not started on their families. 4.2 OBJECTIVES OF THE STUDY - to explore women’s perceptions of family size - to investigate factors that influence women’s decisions regarding family size. - to make recommendations to the Department of Welfare and Population Development as to which areas they must concentrate in facilitating perceptions towards a small family norm and what the role of a social worker can be. 4.3 CONCLUSIONS 4.3.1 PERCEPTIONS OF FAMILY SIZE The perceptions of family size of both women who had completed their families and women who had not started with their families are changing towards a small family norm. A small family was defined as the family that one can afford to maintain. The change in the perceptions of the women who had completed their families can be attributed to experiences that women had in bringing up a lot of children and maintaining big families. Women who had not started with their families who were also more educated preferred smaller families i.e. an average family size of 2.74 children compared to women who had completed their families who were less educated who preferred an average family size of 6.38 children. There was no significant difference between the preferred number of boys and girls in the two women’s groups. Women who had completed their families preferred 3.36 boys:3 girls while women who had not started with their families preferred 1.38 boys:1.38 girls. The ideal number of boys was also found to be declining. It was also not clear to what extent boy preference produces excess births, but it did not influence decision making regarding family size. Although all the women in both groups saw having children as one of their roles, it does not lead them to having big families. The fertility of the women of Sebokeng is at the third stage of the demographic transition, i.e. the fertility is beginning to drop. 4.3.2 FACTORS INFLUENCING DECISIONS ON FAMILY SIZE The second objective was to investigate factors that influence women’s decisions regarding family size. DECISIONS ON FAMILY SIZE The study proposes that the number of children couples want is consistently under consideration in response to problems of child bearing, economic prospects, the developing character of marriage and other factors. Decisions are made one birth at a time. There was consistency among the respondents regarding factors that influence their decision on family size. It can be concluded that decisions on family size are influenced by external factors. The following factors were found to have an influence on family size: THE WOMAN'S FAMILY OF ORIGIN Women who came from big families i.e. families with an average of 7.26 children, preferred to have big families i.e. a family with an average of 6.38 children. These women ended up with big families i.e. families with an average of 6.04 children. While women who came from smaller families i.e. families with an average of 4.9 children preferred to have smaller families i.e. families with an average of 2.74 children. PARENTAL INFLUENCE Experience in bringing up and maintaining a lot of children contributed to parents advising their children to have smaller families. Parents' attitudes and norms are also changing from a belief that parents should not talk about family size to their children to an attitude that parents should discuss and plan for the future. Fifty four percent (27) of the women who had completed their families stated that they did discuss family size with their children and they encouraged them to have smaller families because it is expensive to bring up a lot of children. INFANT MORTALITY RATE The study also found that infant mortality rates have a positive effect on family size as most of the respondents i.e. 70% who had completed their families and 82% of those who had not started with their families stated that parents should replace children who died. SEX PREFERENCE Although the study found that sex preference does not have an influence on decision making regarding family size, it was not clear to what extent sex preference produces excess births. Sixty eight percent (31) of the women who had completed their families stated that the sex of the children did not have an influence on their decision regarding family size because God decides which sex of a child to give. Ninety eight percent (49) of the women who had not started with their families stated that if they did not get the number of boys and girls that they wanted they would accept what they get. USE OF CONTRACEPTIVES The findings from literature suggested that women who use contraceptives tend to have smaller families. This study also found that: - both the women’s groups and the males have accepted the use of contraceptives for planning families. - education and urban residence contributed to women using contraceptives and changing perceptions towards a small family norm. men who have been exposed to family planning information tend to support the use of contraceptives. AGE AT MARRIAGE Delaying the age at marriage also contributes to women being interested in extra marital activities like working in open labour market or education hence having smaller families. Hundred percent of the women who had completed their families stated that the age at which they got married had an influence on the number of children they had. These women did not use contraceptives to prevent unwanted pregnancies. AGE AT FAMILY FORMATION Delaying the age at which couples start having children also contributes to women having smaller families. The average age at marriage of the women who had completed their families was 21.08. Sixty four percent of these women started immediately after marriage with their families. The average age of the women who had not started with their families was 20.12 and they were still attending college. RELIGION Although Gatara (1982:181) found that religion was capable of influencing fertility perceptions, presently it has a limited influence on family size. EDUCATION Findings from both literature and research revealed that education has an influence on decision making regarding family size. The more educated the woman is the less is the desire to have a lot of children and the more is the interest in other areas like open labour market and investing for their future. Hundred percent of the women who had not started with their families had completed standard ten and were studying towards a teacher's diploma. These women preferred a family with an average of 2.74 children. Women who had completed their families' highest standard of education was standard 8. These women preferred a family with an average of 6.38 children. Education also contributes to women delaying age at marriage and age at family formation which contributes to women having smaller families. Educational institutions also play a role in educating both males and females about contraceptives which help prevent unwanted pregnancies. Hundred percent of the women who had not started with their families had learnt about the use of contraceptives at school. **URBAN RESIDENCE** Literature and research also revealed that urban residence has an influence on family size. The cost of living in urban areas encourages women to have fewer children that they can afford to educate and maintain. **FAMILY INCOME** This study also found that family income does not have an influence on the women’s decisions regarding family size. Fifty percent of the women who had completed their families who also grew up on farms stated that it did not matter how much money they had because they could get mealie meal and milk from the farmer. PERCEPTIONS ABOUT MEN Although all the women felt that sex is not only for procreation but also for pleasure, one hundred percent of the women who had completed their families and 80% of the women who had not started with their families believed that men generally feel proud after having made a woman pregnant. It was not clear how this perception influences decisions on family size but it may have a negative effect on small family size norms if a woman has a relationship with a man who holds traditional values and believes that the main role of a woman is to have children. EXPERIENCE This study found that experience in growing up in a big family or in bringing up a family with a lot of children makes women to want fewer children than their parents had. 4.4 RECOMMENDATIONS In view of the above findings the researcher recommends that: - when designing programmes and developing messages that aim to change perceptions towards a small family size norm, factors affecting different target groups, i.e. factors in the situation, should be taken into consideration. Different programmes and messages for different target groups, e.g. urban women and rural women, should then be developed. The programmes and messages should concentrate on the external factors. In cases of women in rural areas, culture, which defines the role and status of women, may play a role in determining perceptions regarding family size. Programmes aimed at changing perceptions of family size of this group must then include messages that are aimed at improving the status of women. - women who have experience in bringing up of children in a big family and maintaining a lot of children should be involved in sending messages aimed at changing perceptions towards smaller family norms. These messages can include information about the disadvantages and difficulties experienced in bringing-up of a lot of children, hence promoting a smaller family norm. - Family planning promotion programmes should not only concentrate on the use of contraceptives but also on changing perceptions towards a small family norm. In addition both males and females should be educated about the fertility cycle and how it works as a family planning method. - both males and females should be helped to realise that there is no difference in their perceptions regarding family size. Mixed male and female groups during educational programmes can be used to achieve this objective. - since there is already change of perceptions of women in the urban areas more efforts should be placed on educating women in rural areas and farms regarding the advantages of smaller families. Farmers can also be involved in motivating their employees to have small families. - education about the advantages of smaller families should include information about the advantages of delaying age at marriage and age at family formation. This must be combined with educational policies which make education compulsory up to grade 12 (std. 10). - the possibility of using educational institutions for promotion of a small family norm should be explored. - in-depth research must be done on the effect of women’s perceptions of men on family size. Relevant programmes can then be developed. - in-depth research should also be done on the effect of sex preference on family size as well as the possibility of using churches to encourage couples to have smaller families they can afford to maintain should be explored. - social workers are equipped with interviewing and often offer premarital counselling. These sessions can be used effectively to help couples plan their families and the number of children they want to have and can afford to maintain. These sessions can also include making decisions on what they will do if they do not get the number of children they want or they do not get children at all. BIBLIOGRAPHY Agyet W.K. A. 1988 *Fertility and family panning in the Third World: A case study of Papua New Guinea*. Crown Helm Arnold A & Kuo E C Y. 1984. The value of daughters and sons: A comparative study of gender preferences of parents: *Journal of comparative studies*. vol. xv, no. 2: 299-318 Bailey M. 1989. Determinants of fertility in rural society: some evidence from Sierra Leone. *Social science and medicine*, vol. 28, no. 3: 285-92 Baro R.A and Byne D. 1984. 4th Edition. *Social Psychology: Understanding human interaction*. Caldwell J.C. 1982. *Theories of fertility decline*. London Academic press Chaundhuri SK 1983. Socio-economic and demographic study of factors influencing fertility control in India. *Indian medical journal association*. vol. 81: 5-6 Frankel S. 1985. Social and cultural aspects of family planning programmes. *Papua New Guinea Medical Journal*, vol. 28, no. 3: 155-62 Gadalla S, Mc Cathy J and Campbell O. 1985. How the number of living sons influence contraceptive use in Menoufia Governorate, Egypt. *Studies in family planning*, vol. 16 no. 3: 164-9 Garden A. 1991. *Elemental human experiences of the aged*. University of South Africa Gatara T.H. 1982. *The influence of religion and education on current family size and family preference in Kenya*. University Microfilms International. Giddens A 1992. *Sociology*. Polity Press Goodman N. 1978. *Society today*. Random New York House Grinnell R M. 1988. *Social work research and evaluation*. Itasca: Peacock Haralambos M & Heald R 1987: *Sociology themes and perceptions*. Second edition. Great Britain. Holy Bible: New International version 1978. Harrison P. 1982. *Inside the Third World*. Great Britain: The Chancier Press Higgins E. 1981. *Family planing profiles and their socio-cultural correlation’s*. University of Natal: centre for applied Social sciences Hirchman C and Guest P. 1990. Multilevel models of fertility determination in four Eastern Asian countries. *Demography*, vol. 27 no.3: 369-96 Karki Y B. 1988. Sex preference: The value of daughters and sons. *Studies in family planning*, vol.19 no. 3: 169-78 Klat M. 1983. Sex of children and family size: a one decision model. *Mathematical bio-sociology*, vol. 64: 171-85 Lötter J M. 1977. *Attitudes of black South African men towards fertility and family panning*. South African Human research council: The institute for sociological, demographic and criminological research. Mani S B. 1984. Culture and communication: an argument for audience involvement in family planning materials production. *Journal for social welfare* 19-26 Mbvizo M T and Adamschalk D J. 1991. Family planning knowledge, attitudes and practices of men in Zimbabwe. *Studies in family planning*, vol. 22, no.1: 42-8 Mostert W P and Lötter J M .1990. *South African demographic future*. Human sciences research council Mott F L. and Mott S H. 1985. Household decisions in West Africa: a comparison of males and females. *Studies in family planning*, vol. 16, no. 2: 88-99 Nagi H M. 1983 Trends in Moslem fertility and the application of the demographic transition model. *Social biology*, vol. 30, no. 3: 377-82 Oni G A. 1985. Effects of women’s education on post partum practises and fertility in urban Nigeria. *Studies in family planning*, vol. 16, no.6 : (pt1) 321-31 Osman M J. and Yamashita T S. 1987. A model for evaluating the effects of son and daughter preference on population size, vol. 78, no. 6: 377-82 Park C B. 1983. Preference for son, family size and sex ratio: an empirical study in Korea. *Demography*, vol. 20, no. 3: 333-352 Pillai V K. 1984. Age at family formation and family size: A cross cultural comparison. *Journal of comparative studies*, vol. 15, no. 2: 290-95 Rainwater L 1965. *Family Design*. Aldine. Roberts M and Rip M R. Black fertility patterns: Cape Town and Ciskei. *South African medical journal*, vol. 66, no. 13: 481-4 Robins S. P. 1993. *Organisational behaviour*. 6th Edition. Prentice hall international inclusive Silverman R E. 1982. *Psychology*. 4th edition. Prentice hall inclusive international South African Communication Service. 1996. *South Africa: Year Book* Sorenson A M. 1989. Husbands and wives characteristics and fertility decisions: A diagonal mobility model. *Demography*, vol. 1, no. 26: 125-35 Staples R. 1985. Changes in Black family structure: The conflict between family ideology and structural conditions. *Journal of marriage and family*, vol. 47, no. 85: 10005 - 13. Tedeschi J T. 1976 *Social psychology*: interdependence, interaction and influence. John Weiley and sons. Urdy J R. 1983. Do couples make decisions one birth at a time? *Demography*, vol. 120, no. 2: 117-28 Vlassof C. 1990. Fertility intentions and subsequent behaviour: a longitudinal study in rural India. *Studies in family planning*, vol. 21, no. 1: 216-25 Warren C. 1987. Fertility determinants in Puerto Rico. *Studies in family planning*, vol. 18, no. 1: 42-8 Warren C, Hiyani F, Wingo P, & Aziz A. 1990. Fertility and family planning in Jordan: results from the 1985 Jordan husband and wife fertility survey. *Studies in family planning*, vol.21, no.1: 33-39 Weinbark R.M and Grinnel R.M. 1991. 2nd edition. *Statistics for social workers*. Longmen New York. **UNPUBLISHED MANUSCRIPTS** Guideline document 1991 Department of National Health and Population Development Van Rensburg E. 1992 *Demographic transition in South Africa: Demographic theory and model*. Paper presented at the University of Pretoria Van Rensburg E. 1990. Modernisation theory in facilitating perceptions towards a small family norm. Programme advice service: *Department of National health and population development* Study Guide: Socio-cultural Anthropology 1988. University of South Africa. Constitution of the Republic of South Africa, Act 108 of 1996. Child Craft Dictionary: 1993. Word Book International. Central Statistical Service Household Survey: 1995 **INTERVIEWS** Mahao J. *Southern Sotho Culture and family size*. 2401 Florida, Beverly Hills Vanderbijlpark Motsamai S. *Southern Sotho Culture and family size*. 2408 Garden City, Beverly Hills Evaton West FACTORS INFLUENCING PERCEPTIONS AND DECISIONS OF THE WOMEN WHO HAVE COMPLETED THEIR FAMILIES REGARDING FAMILY SIZE. CONFIDENTIAL 1. Residential Address: ____________________________________________ 1.1 For how long have you lived at this address ________________________ yrs. since birth _______________________ 1.2 Where and in which part of the country did you grow up before you came to this address? PLACE PART OF THE COUNTRY _______________ URBAN _______________ RURAL _______________ SEMI-RURAL _______________ 2. School standard passed _______________________ 3. Occupation _____________________________________________ 3.1 Did you ever work before you got married? YES ( ) NO ( ) 3.2 Do you have a job at present? YES ( ) NO ( ) 3.3 Did you work all the years during marriage? YES ( ) NO ( ) Elaborate: _____________________________________________ 3.4 What was your household income? FATHER 100 - 500 ________________________________ 600 - 1000 ________________________________ 1000 - 2000 ________________________________ above 2000 ________________________________ MOTHER 3.5 How was your income generated? ________________________________________ ________________________________________ 3.6 Do you think your family income had an effect on decision making concerning the number of children you wanted to have? YES ( ) NO ( ) Elaborate ______________________________________________________ _____________________________________________________________ 4. Religious denomination _______________________________________ 4.1 Did your religion have any influence on the decision making process concerning the number of children you wanted to have? YES ( ) NO ( ) Elaborate ______________________________________________________ _____________________________________________________________ 4.2 Do you think that people who limit the family size are sinning against God? YES ( ) NO ( ) Elaborate ______________________________________________________ _____________________________________________________________ 4.3 How does God punish those who do not want to have children? ________________________________________________________ 4.4 Does God expect people to have a lot of children? YES ( ) NO ( ) Elaborate ________________________________________________ 5. Date of birth ___________________________________________ 5.1 Marital Status Married Single and live with a man Divorced and live with a man Divorced Widowed Widowed and live with a man 5.2 If married, how old were you when you got married? _________ 5.3 When did you have your first child? I) before marriage ii) after marriage 5.4 If widowed/divorced and living with another man, did you have any children in your second relationship? YES ( ) NO ( ) If yes, why did you have more children? ______________________ 5.5 If remarried do you have children in your second marriage? YES ( ) NO ( ) 5.6 How long after marriage did you have your first child? _________ 5.7 What do you think is the ideal length of time between marriage and the first child? 1 year _______ 2 years _______ 3 years and above _______ Elaborate 5.8 Do you think the age at which you got married had an effect on your decision as to when to start a family? YES ( ) NO ( ) Elaborate 5.9 Did you decide when you first got married on the number of children you wanted to have? YES ( ) NO ( ) 5.10 Was your husband/boyfriend involved in a decision making process concerning the number of children you wanted to have? YES ( ) NO ( ) 5.11 Do you think husbands and wives should discuss and decide together on the number of children they want to have? YES ( ) NO ( ) Explain 5.12 Was your mother/mother-in-law involved in a decision making process concerning the number of children you wanted to have? YES ( ) NO ( ) 5.13 Who in your extended family supported large families? 5.14 Who in your extended family supported smaller families? 5.15 Did these people have an influence on your decision concerning the family size? Explain 5.16 How many children did your mother have? 5.17 Do you think this number influenced the decision concerning the number of children you wanted to have? YES ( ) NO ( ) Elaborate 5.18 Were you ever told by your parents that your main role in marriage is to bear children? YES ( ) NO ( ) Explain 5.19 Did you have pressure from your parents/siblings to have children? YES ( ) NO ( ) Explain 6. How many children do you have? 1st marriage ________ 2nd marriage ________ 3rd relationship ________ Total ________ 6.1 How many boys and how many girls? Boys ________ Girls ________ 6.2 How many boys and how many girls would you like to have? Boys ___________ Girls ___________ 6.3 Did the number of boys and girls you had affect the number of children that you have? YES ( ) NO ( ) Elaborate ______________________________________________________ ______________________________________________________________ 6.4 Would you encourage your daughter to have a child even if she is not married? Elaborate ______________________________________________________ ______________________________________________________________ 6.5 Did you have any children who died immediately after birth? YES ( ) NO ( ) 6.6 If yes, do you think this death influenced your decision to have other children? Elaborate ______________________________________________________ ______________________________________________________________ 6.7 Did you have any pregnancy that did not result in live birth? YES ( ) NO ( ) If yes, do you think this death influenced your decision to have other children? Elaborate ______________________________________________________ ______________________________________________________________ 7. Do you think the number of children you have is what you wanted when you got married? YES ( ) NO ( ) 7.1 If no, why did you not have the number that you first wanted? __________________________________________________________ 7.2 If you had to start all over again, would you have the same number of children that you have now? YES ( ) NO ( ) Elaborate _________________________________________________ __________________________________________________________ 7.3 Do you discuss with your daughter the number of children she must have when she is married? YES ( ) NO ( ) Explain _________________________________________________ __________________________________________________________ 8. As you know people have ideas about the number of children couples should have, how many children do you think a couple should have? Why ___________________________________________________ 8.1 How many children would have been there in a family before you call it large? Explain _________________________________________________ __________________________________________________________ 8.2 Are large families happier than small families? YES ( ) NO ( ) Explain _________________________________________________ __________________________________________________________ 8.3 What would you do if you only had one child? __________________________________________________________ 8.4 What would you do if you had no children? 8.5 What role do you expect your children to play when you are old? 8.6 What role do you expect your children to play where it concerns their siblings? 8.7 Did you have this expectation before you started a family? YES ( ) NO ( ) Explain 8.8 Did this expectation influence your decision concerning the number of children you wanted to have? YES ( ) NO ( ) Explain 9. Do men pride themselves in having made a woman pregnant? YES ( ) NO ( ) Explain 9.1 Do you believe that making a woman pregnant proves a man's manhood? YES ( ) NO ( ) Explain 9.2 Is sex purely for procreation? YES ( ) NO ( ) Explain 10. Did you ever refuse to have sex with your husband? YES ( ) NO ( ) Explain 11. Can you explain the fertility cycle? 12. Some people use contraceptives to limit the number of children or space children, did you also use them? YES ( ) NO ( ) 12.1 If yes, did you discuss with your husband/boyfriend before you started using contraceptives? ________________ 12.2 How does your husband/boyfriend feel about you using contraceptives? _____________________________________________________________________________________ 12.3 When did you start using contraceptives? before marriage after marriage after completing a family 12.4 Do you think husbands and wives should discuss and agree on the use of contraceptives? YES ( ) NO ( ) Explain _____________________________________________________________________________________ _____________________________________________________________________________________ FACTORS INFLUENCING THE PERCEPTIONS AND DECISIONS OF WOMEN WHO HAVE NOT STARTED WITH THEIR FAMILIES REGARDING FAMILY SIZE. 1. Residential address 1.1 For how long have you lived at this address _______ yrs since birth ___________ 1.2 Where and in which part of the country did you grow up before you came to this address? | PLACE | PART OF THE COUNTRY | |----------------|---------------------| | URBAN | | | RURAL | | | SEMI-RURAL | | 2. School standard passed ________________________ 3. Occupation ___________________________________ 3.1 Did you ever work in your life? YES ( ) NO ( ) 3.2 Do you have a job at present? YES ( ) NO ( ) 3.3 What was your household income? | HUSBAND/BOYFRIEND | SELF | |-------------------|------| | 100 - 500 | | | 600 - 1000 | | | 1000 - 2000 | | | above 2000 | | 3.4 How was your income generated? 3.5 If you were to start a family now do you think your household income would have an effect on decision making concerning the number of children you want to have? YES ( ) NO ( ) Elaborate 4. Religious denomination 4.1 Does your religion have any influence on the number of children you want to have? YES ( ) NO ( ) Elaborate 4.2 Do you think that people who limit the family size are sinning against God? YES ( ) NO ( ) Elaborate 4.3 How does God punish those who do not want to have children? 4.4 Does God expect people to have a lot of children? YES ( ) NO ( ) Elaborate 5. Date of birth 5.1 Marital Status Married Single and live with a man Divorced and live with a man Divorced Widowed Widowed and live with a man 5.2 If married, how old were you when you got married? ____________ 5.3 Do you think the age at which you got married had an influence as to when to start a family? YES ( ) NO ( ) Explain _______________________________________________________ 5.4 What do you think is the ideal length of time between marriage and the first child? 1 year _______ 2 years _______ 3 years and above _______ Elaborate _______________________________________________________ 5.5 If married did you decide when you first got married on the number of children you want to have? YES ( ) NO ( ) 5.6 Do you think couples should decide on the number of children they want to have when they first get married? YES ( ) NO ( ) Elaborate _______________________________________________________ 5.7 Was your husband/boyfriend involved in a decision making process concerning the number of children you wanted to have? 5.8 Do you think husbands and wives should discuss and decide together on the number of children they want to have? YES ( ) NO ( ) Explain 5.9 Was your mother/mother-in-law involved in a decision making process concerning the number of children you want to have? YES ( ) NO ( ) 5.10 Who in your extended family supports large families? 5.11 Who in your extended family supports smaller families? 5.12 Did these people have an influence on your decision concerning the family size? Explain 5.13 How many children did your mother have? ________________ 5.14 Do you think this number influenced your decision concerning the number of children you want to have? YES ( ) NO ( ) Elaborate 5.15 Were you ever told by your parents that your main role in marriage is to bear children? YES ( ) NO ( ) Explain 5.16 Did you have pressure from your parents/siblings to have children? YES ( ) NO ( ) Explain 6. How many children would you like to have? 6.1 How many boys and how many girls? Boys ___________ Girls ___________ 6.2 What will you do if you do not get the number of boys and girls that you want? 6.3 What will you do if you do not get the number of children that you want? 6.4 What will you do if you do not get any child at all? 6.5 Will you have children if you do not get married? Elaborate 6.6 Do you think couples who have had children who died should try and have more children? YES ( ) NO ( ) Explain 6.7 Do you have any expectations about the role your children should play when you are old? YES ( ) NO ( ) Explain 7. How many children do you think couples should have? 7.1 How many children would have been there in a family before you call it large? Explain 7.2 Are large families happier than small families? YES ( ) NO ( ) Explain 7.3 Do you discuss with your mother the number of children you must have when you are married? YES ( ) NO ( ) Explain 8. Do men pride themselves in having made a woman pregnant? YES ( ) NO ( ) Explain 8.1 Do you believe that making a woman pregnant proves a man’s manhood? YES ( ) NO ( ) Explain 8.2 Is sex purely for procreation? YES ( ) NO ( ) Explain 8.3 Did you ever refuse to have sex with your husband/boyfriend? YES ( ) NO ( ) Explain 8.4 Can you explain the fertility cycle? 9. Some people use contraceptives to limit the number of children or space children, do you also use them? YES ( ) NO ( ) 9.1 If yes, did you discuss with your husband/boyfriend before you started using contraceptives? 9.2 How does your husband/boyfriend feel about you using contraceptives? 9.3 When did you start using contraceptives? Before marriage After marriage 9.4 Do you think husbands and wives should discuss and agree on the use of contraceptives? YES ( ) NO ( ) Explain 9.5 Whose responsibility is it to use contraceptives? i) a man ii) a woman iii) both Elaborate FACTORS INFLUENCING THE PERCEPTIONS AND DECISIONS OF MALES WHO HAVE STARTED WITH THEIR FAMILIES REGARDING FAMILY SIZE. CONFIDENTIAL 1. Residential Address: _______________________________________________________ 1.1 For how long have you lived at this address _________________________________ 1.2 Where and in which part of the country did you grow up before you came to this address? | PLACE | PART OF THE COUNTRY | |----------------|---------------------| | | URBAN | | | RURAL | | | SEMI-RURAL | 2. School standard passed ___________________________________________________ 3. Occupation _____________________________________________________________ 3.1 Did you ever work in your life? YES NO 3.2 Do you have a job at present? YES NO 3.3 The family income has an influence in the decision concerning the number of children the couple would like to have. TRUE FALSE 3.4 The more money you earn the more children you want. TRUE FALSE 3.5 Couples should have few children irrespective of the amount of money they earn. TRUE FALSE 4. Religious denomination ___________________________________________________ 4.1 My religion has an influence on the decision making process regarding the number of children a couple would like to have. TRUE FALSE | | Statement | TRUE | FALSE | |---|---------------------------------------------------------------------------|------|-------| | 4.2 | People who limit family size are not sinners | TRUE | FALSE | | 4.3 | God does punish those who do not want to have children at all. | TRUE | FALSE | | 4.4 | God does not expect people to have a lot of children. | TRUE | FALSE | | 4.5 | It is God who gives us children not the ancestors. | TRUE | FALSE | | 5.1 | The younger you get married the sooner you start a family. | TRUE | FALSE | | 5.2 | Couples should stay for at least a year after marriage before they start a family. | TRUE | FALSE | | 5.3 | Couples should decide immediately after getting married on the number of children they want to have. | TRUE | FALSE | | 5.4 | Husbands and wives should discuss and agree on the number of children they want to have. | TRUE | FALSE | | 5.5 | Parents should be involved in the decision making process of their children regarding the number of children they want to have. | TRUE | FALSE | | 5.6 | The woman's main role in marriage is to bear children. | TRUE | FALSE | | 5.7 | It does not matter what the sex of the children is a couple has. | TRUE | FALSE | | 5.8 | It is important to have children even if one is not married. | TRUE | FALSE | | 5.9 | Couples whose children have died should replace them. | TRUE | FALSE | | 5.10 | Large families are not happier than smaller families. | TRUE | FALSE | | Question | TRUE | FALSE | |-------------------------------------------------------------------------|------|-------| | 5.11 Men become proud if they have made a woman pregnant. | | | | 5.12 Making a woman pregnant proves a man's manhood. | | | | 5.13 Sex is only for procreation. | | | | 5.14 It is both a man and a woman's responsibility to use contraceptives.| | | | 5.15 Couples should discuss and agree on the use of contraceptives. | | | | 5.16 Do you use contraceptives? | YES | NO |
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جَدِّدوْ اِيمَانَكُمْ Renew your imaan for 5 MINUTES a day A Simplified Guide to teaching THE IMAANI A’MAAL used in the TARBIYAH of children & adults. Prepared by Madrasah Al Muhajireen wal Ansaar Lenasia, South Africa Title: Renew your Imaan for 5 Minutes a day A simplified guide to teaching The Imaani a’maal used in the tarbiyah of children and adults. FIRST EDITION: September 2021 / Safar 1443 SECOND EDITION: January 2022 / Rabi ul Aakhir 1443 Published and Compiled by: Madrasah Al Muhajireen wal Ansaar Noorul Huda lil Aalam P. O. Box 1000 Lenasia 1820 Johannesburg South Africa Tel: +5511995387866 / +27833102629 E-mail: email@example.com www.mmwa.co.za Permission is granted for reprinting this booklet without any alterations. A humble appeal is made to the readers to offer suggestions, corrections and recommendations to improve the quality of this and further publications as well as your reading experience. May Allah Ta’ala reward you for this. The Madrasah humbly requests your duas for them, their parents, families, asaatizah and mashaailkh. Whoever focuses all his concerns on one thing, the concern of his Hereafter, Allah will relieve him of worldly concerns, But whoever wanders off in concern over different worldly issues, Allah will not care in which of its valleys he died. Sunan Ibn Majah ## Contents **Preface** - The inception of the A’maal ................................................................. 4 - The journey from Soweto (South Africa) to South America .................. 7 **Introduction to the A’maal** ................................................................. 10 **Brief Overview** .................................................................................. 13 **First day in the Classroom** ............................................................... 14 **Daily timetable** ................................................................................. 15 **Breakdown of A’maal** ...................................................................... 16 **Imaan Mudhakarah** 1. Ma’rifatullah .................................................................................. 17 2. Mahabatullah .................................................................................. 18 3. Nafi and Ith’baath .......................................................................... 19 4. Magheebaath ................................................................................... 20 **Ta’leem of Fadhaa’il** ....................................................................... 21 **Eight intentions** ............................................................................... 22 **Dhikr and Dua with concentration** .................................................. 23 **6 Adhkaar** .......................................................................................... 24 **Lessons to learn from South America** - Taking Maktab to the people ............................................................. 26 - Giving extra time .............................................................................. 26 - Weekly, Monthly and Yearly Maktab .............................................. 27 **Conclusion** - Requiring assistance ........................................................................ 29 - Spending time in the Training Center .............................................. 29 - Weekly Imaani mudhakarah ............................................................ 29 **Other publications** ........................................................................... 30 **Contact the Madrasah** ..................................................................... 31 **Notes** .................................................................................................. 32 Inception of the Imaan Mudhakarah and the Four Imaani A’maal, by Shaykh Yusuf Bhikhoo Allah Ta’ala made it such that the inception of the Imaan mudhakarah began when I was in Soweto, South Africa. Due to Allah Ta’ala’s favour, I was teaching both adults and older students (up to university level) in Soweto. There were no younger students to attend the maktab as, at that time, there were very few families where the father, mother and children were Muslim. Therefore those who were showing interest and accepting Islam were mainly 15 years and older. I gradually found that there was no way they could regularly perform salaah and practice deen at home since the environment in the township and at home was totally unfavorable to what I was teaching them. In fact, a time came when they refused to come to madrasah on Thursdays even though I was picking them up. On a little investigation, I found that they were skipping Thursdays simply because their mothers would give them a wheelbarrow and send them to the liquor depot after school to go buy crates of liquor. Every second home was a shebeen (illegal liquor store). This was one of the easiest ways to make money for a widowed woman. She would send the children to buy liquor at the wholesale price and people would come to their home over the weekend and buy the liquor. I also found out that these boys, who were students in our madrasa, were asked by their mothers to serve the liquor. Some of the boys also said that their mothers wanted them to wash the cars of the clients that came in to buy liquor. All of this was very disturbing to me, very hurtful and painful, because I was trying to take these boys from one level to another level of not only ta’leem but of their tarbiyah, of their practicing deen, their spirituality, but they were getting involved in this almost every single weekend because it was a very lucrative business. Some boys would tease their classmates that they also drink the liquor left over in the bottle by the customers. So I was really heart sore and sitting depressed for days on end. Sometimes, with no students in the class, I would make dua at that time, “O Allah, I don’t know what to do here. O Allah, only You can sort this matter out. O Allah, only You have the solution in your hands.” At that time I remembered a story of Hadhrat Moulana Ilyyas  where he asked a few people in a gathering as to when Tabligh started. Some replied 1923 and others said 1924. He told them, “Not really. I started going to Mewat (a village in India) at that time but the work of Tabligh started 6 years later.” Hadhrat Moulana Ilyyas  told them that after 6 years of working in Mewat, when he was finding no inroads and people were not even listening to him anymore, he went to a group of ulema to present his case: “I have tried whatever I could. I built masaajid, brought in ulema, and tried various other methods, but it has come to a point that whenever I enter Mewat, the message goes around from village to village and people start hiding. They don’t even want to come in front of me.” So these ulema pacified Moulana Ilyas  and told him, “You don’t have to do much more than this. You have done what you could, you are not mukallaf (accountable), beyond this point you are not responsible. Now why don’t you go to a community that has got thirst and work amongst them?” So Moulana Ilyas  said, “I returned from that meeting quite content with their advice and guidance that I should leave these people. They even told me  ﻟﻠﻠﻪ ﺗﻌﺎﻟﻲ ﺗﻠﺒﻴﺴﻨﻲ -that your work is only to convey the message and the rest is in Allah Ta’ala’s hands. You don’t have to go beyond a certain point. I left the gathering of the ulema and I thought let me just visit Mufti Kifayatullah  who at that time was the Mufti of India, let me visit him and present my matter to him also. When I went to Hadhrat Mufti saheb and I presented my case, he concurred with the ulema and told me, “Leave them even if they have become murtad” and “You can’t do what is more than your responsibility.” As I was leaving the house of Hadhrat Mufti saheb, a little whisper in my heart said “FIR ALLAH KAHAI HAI?” (then where is Allah Ta’ala in this whole equation?). You planned, made effort, you presented your report to the ulema and went to them for mashwera and you even went to Mufti saheb for mashwera, so where is Allah in all of this? And then Allah gave me the ability to read the Kalimah, La ilaaha illaah. That nobody can take care of the matter of Mewat besides Allah; nobody can guide the people of Mewat besides Allah. I was reading that kalimah and I was putting the matter solely and completely in Allah’s hands. I was not able to read a kalimah like this one for the rest of my life after that. That specific kalimah was very special because I was feeling completely despondent and seeing no hope or road ahead. On the one hand, I had the ulema pacifying me and telling me to leave the Mewatis. And on the other hand, there was also that whisper in my heart that “Allah can and nobody besides Allah can!” When I proceeded with that whisper in my heart, Allah took me for Hajj and it was during that Hajj that Allah opened so much of the work on me and the wisdom behind it, what to do and how to do, the usools etc. I returned from Hajj confident that now Allah is going to make it happen and I will just be a part of it.” So on that day while sitting concerned about the matter in Soweto, Allah made me recall the incident of Moulana Ilyas. This incident made me feel that while I’m not one who can read the kalimah or who can turn to Allah, but if Allah is the only one who can do, then let me ask Allah. So I started a little dua and asked Allah and, in whatever broken way it was, I began to feel confident. I also started reading the kalimah in this dua that I was now making everyday and also saying “Nobody can give Soweto hidaayat besides Allah, nobody can do besides Allah.” That made me more confident and gradually I was optimistic that Allah is going to do it, Allah is going to make it happen. I wasn’t aware that that dua was actually for South America. By the time I felt that Allah is going to make it happen, Allah made me think of the Imaani aspect. In tabligh we take people out and work on their Imaan where they speak about Allah and on that basis, when they return home, they are able to take on a certain level of their deen and practice it even if people are watching them at their workplace or while traveling. The Imaan that they learnt becomes their strength, their Imaan becomes their deen, their Imaan becomes their ability to carry out what they know of deen. So I started thinking that why can’t we do this for children and pondered more about it. I thought let me do a little research in the matter and the incident of Hadhrat Umar bin Abi Waqas came to mind which showed his determination and zeal in participating in the Battle of Badr even when he was told that he couldn’t go because he was only about 15 years old. Hadhrat Umar was hiding, hoping that Rasulullah would not see him and thus prevent him from going. It came to my mind that a 15 year old boy had developed so much Imaan that he was ready to go to the battle field despite the risks. Being the first battle of Islam, he didn’t know whether there will be victory or loss, didn’t know whether he is going to return or die. He is a young boy with a lot of aspirations in life, yet he is ready to place his neck on the block and die for Allah’s deen. This Imaan must have been developed in Makkah Mukarramah. I then started delving into the stories of Makkah Mukarramah: the story of Ibn Abbas where Nabi guided him in imaniyaat, the house of Arqam and how the Sahaaba used to gather together etc. Particularly the incident of Abu Dhar Ghifaari, in which he came to Makkah Mukarramah to find out more about Muhammad, became predominant in my mind and heart at that time in Soweto. Abu Dhar secretely went to the house of Arqam despite the hostile and dangerous environment just to meet Nabi and he embraced Islam after listening to a bit of the talk of deen. What an environment of Imaan was created in Makkah Mukarramah! Because the sahaaba were doing the mudhakarah of Imaan and the ta’leem of fadhhaal every day, the atmosphere of Makkah Mukarramah was ringing with Ahad, Ahad, Ahad, & La ilaha illallah was so predominant. This imaan induced in them great hopes and aspirations in Allah, their intentions became bigger than themselves. Their dhikr was on a level where their complete attention was with Allah. After studying all of this, I found that these were the a’amaal which the Sahaaba did in Makkah Mukarramah and this is the madrasah from which Umair bin Abi Waqqas came from. Then I started doing these a’maal, namely Imaan mudhakarah, Ta’leem of fadhha’il, 8 intentions and Dhikr and Duas with diyaan (concentration) of Allah, in Soweto amongst the students. In a very short time I saw striking results. I started seeing that these boys and others, on their own, decided to leave their bad habits and became more serious about deen. From the few students that I can even point out today, one became an aalim and is currently teaching in a madrasah. I was thus convinced that the solution was that Imaan has to be incorporated into ta’leem. Just like the madrasah of Makkah Mukarramah had imaaniyaat in it, every madrasah has to have imaaniyaat be it a maktab, hifdh class, aalim class or even a course for new muslims. All have to be put on the foundation of imaan. In one sitting, Abu Dhar Ghifaari developed such yaqeen and imaan on Allah that he accepted Islam and was able to go into the Haram and proclaim the kalimah loudly, thus putting his life at risk, even after Nabi told him not to go. Even after almost being killed (Abbas saved him as he had no family to protect him there), he came back the next day to repeat his brave proclamation. It was as if he was saying, “You almost killed me yesterday and today you can actually finish the job. But first I want you to accept this kalimah and I want this kalimah of Allah to come alive. I have decided to give my life for this deen and the kalimah.” How does this happen in such a short period of time? The madrasah of Makkah Mukarramah had the method of teaching yaqeen, reliance and trust on Allah and that has to be adopted in every madrasah irrespective of its size or level of ta’leem. The concept of imaan has to be adopted into the system of ta’leem. This will enable the students to be spiritually linked to Allah. Otherwise as one new muslim mentioned to us, “We came from religions such as Christianity which has no actions like salaah, how you dress, what you eat etc. There is only false spirituality, which they only talk about. When we accepted Islam, we looked for that spirituality that was the truth but we only found facts and figures at the start. So the person who made me Muslim started to teach me how many faraa’id there are in salaah, how many sunan in wudhu, do this, don’t do that, this is halal, that is haraam, but never spoke to me about my link with Allah and who is Allah to me. All these orders you are teaching me about, whose orders are they? I want to know that Being. I was trying to tell the person teaching me that I want to know Allah. Don’t start telling me that this is right and this is wrong as the question deep down in our hearts is Who is Allah? But when you introduced me to this Imaan mudhakarah, I now found it to be the missing link. I now present it to every new Muslim that I possibly can, that while you learning the faraa’id, remember you also have to know your Allah. Do these a’maal, namely Imaan mudhakarah, Ta’leem of fadhha’il, 8 intentions and Dhikr, and you will get to know who Allah is. You will have a spiritual link with Allah and then it will be easy for you to accept His commandments, it will be easy for you to live and die for Him, it will be easy for you to fulfill His commandments even in adversities. When your family wants to throw you out of the house, you will still not give up your salaah, your Islamic dressing, your halaal food. With this, the desire will come in you that Allah’s deen must come alive in the world.” The journey from Soweto (South Africa) to South America This is how the effort of Imaaniyaat started in Soweto and least did I know that Allah is doing all of this for South America. Very soon after, I left Soweto and handed it over to one of our respected ulema and then started effort in South America. When I saw the conditions there, I gradually realized that the whole imaaniyaat and mudhakarah effort of Soweto was preparing me for the work in South America. In South America, I found that muslims from Arab countries had come 150 years ago but their children who were now 50-60 years old didn’t know anything about deen. They had married the locals, had zero contact with Islam because there were no masaajid or madaaris in their towns, and many had even started going to church. When we visited them and told them that they are Muslim, they told us to take their children and teach them about the deen of their grandfathers. They even showed us pictures and recounted their memories of them. However, the father would say, “Leave me alone as I am already going to church, but my children have to know the religion of their grandfather.” Then I realized that this is the same scenario that we faced in Soweto, this child that we are now going to be teaching is not in an Islamic environment - his house looks like a church, his parents have placed crosses all over, how is this child going to stand up on the deen? Then I realized that the same a’maal of imaan mudhakarah, ta’leem of fadhaa’il, 8 intentions and dhikr with concentration were the solution. We started doing these a’maal in our madrasah from the very beginning but a few things did change in how we did them. I had heard about the 8 intentions from Haji Abdul Wahab Saheb who regularly quoted Moulana Yusuf and Moulana Ilyas but I had to review and understand them. So along with a few teachers from our madrasah, I presented the 8 intentions to Moulana Faheem Saheb that I had heard from Haji Abdul Wahaab Saheb. He told us that he had written them down and, in front of all of us, opened a book. We had a look at it and I made a few adjustments where I had the wording wrong. And that’s how we verified the 8 intentions that were from Moulana Yusuf and Moulana Ilyas. Once, I presented them to Moulana Ismail Godhra and he also verified them. We saw lots of instances of students benefiting from the a’maal. Particularly, there are two incidents that served to boost our confidence and conviction that every system of ta’leem should also have imaaniyaat incorporated in it. In our Imaan mudhakarah, we teach the students nafi and ithbaat, negating the apparent properties, qualities and effects that come from material things and attributing them to Allah. For example, water does not quench thirst, only Allah quenches thirst. So one day I was walking down the street in Venezuela to the madrasah. Two girls from our madrasah, around 7 and 9 years old, were walking in front of me and they didn’t know that I was behind them. From the opposite direction, a mad man was approaching. Everyone in the locality knew that he caused trouble, made noise and touched you to scare you. As he came nearer, one girl said to the other, not knowing that I was behind them, that if we negate his harm by saying that only Allah can give harm or take away harm, then Allah will remove his harm and he won’t trouble us. Subhanallah! So the other girl said to her, “Let’s recite the kalimah.” They began to recite the kalimah, La ilaha illallah - nobody gives benefit and harm besides Allah. These girls were now using this Imaan mudhakarah in their day to day life; it wasn’t just confined to the classroom. They were using it in a real life situation. The thought that immediately occurred to me was that these girls are ready for the battlefield where they will even negate the spears and guns. That was the first incident. The second incident happened in another South American country. A mother phoned one of our teachers to inquire about her 11 year old son. She said that one evening after her son came home from madrasah, he started packing his bag as he was going on a school excursion the next day. I told him that I have already packed his bag together with his lunch. He told her that he also needed to pack a bottle of water to perform wudhu and a piece of cloth to pray on as he will need them to perform his salaah during the trip. The mother was surprised and asked her son, “Your father doesn’t even read jumu’ah salaah and I don’t pray either so is your teacher forcing you to pray? Are you going to be punished at madrasah if you don’t pray during the excursion?” The young boy replied that the madrasah teacher didn’t even know about the excursion. Allahu Akbar! The mother then asked, even more surprised, “You are the only muslim in your class going on this excursion with non-muslims, your madrasah teacher doesn’t even know about it, nor are your parents with you, and yet you are ready to pray?” The mother told the teacher that after her son returned from the excursion she asked him, “How did your salaah go?” This boy replied that when the time of dhuhr had begun, they were in a park so he could easily make wudhu and perform salaah. I asked him how he knew which direction to face as there were no muslims with him. Her son replied that when the school told them about the trip, he was aware of the challenge he might face to find the qiblah, but since he was determined not to miss salaah, he had gone to the madrasah teacher’s husband who was an aalim asking him for guidance on finding the qiblah. Allahu Akbar! The word that came to my mind was ‘tahqeeq’ (to check up and investigate). This 11 year old boy is making tahqeeq on how to worship Allah. He is finding out how to obey Allah’s commandment. His home does not have an Islamic environment, neither does his school and class, much less the excursion, yet he learns beforehand how to find the qiblah and packs his own water and musallah (prayer mat). So this boy performed his dhuhr salaah. His mother then asked him, “Ok, but how did you perform asr salaah?” He replied, “At the time of asr salaah the class was on the top of a building where we had a panoramic view of the whole city. We were told that none of us should leave the gathering, otherwise we may get lost. The teachers thus kept on rounding us up and keeping us together. I became restless that my salaah is going to be missed. Just then a security guard saw that I was edgy and thought I needed to use the bathroom. I told him I just need a place to pray so he took me to his security room where I performed my asr salaah.” So this mother phoned the teacher to find out if she forced her son to perform salaah or threatened to punish him if he didn’t. The teacher said this is news to me and she immediately sends this report to me. After studying it, I became absolutely convinced that this 11 year old boy with these Imaani a’maal can take on, with his own heart, the responsibility to practice the deen although he hasn’t even reached the age where he is required to perform salaah. He could have asked his teacher, “Am I supposed to be reading salaah?” and look for the loophole in this matter. Instead, he is determined, even at that age, not to miss his salaah even during an excursion. These two incidents further gave me conviction in the a’maal and then I was also encouraged by our senior ulema who visited South America and saw the system. One Egyptian sheikh, whose children attend our madrasah, met with one of our visiting ulema and told him, ‘Every day my daughter comes home from madrasah and tells me, ‘My teacher has given me a topic that we have to talk about tomorrow regarding Allah’s greatness in His creation e.g. in an apple, or water, moon, fingers etc. Part of my homework is that I need to sit with you, O my father and mother, and we must talk about how we see Allah’s greatness in His creation and then I have to talk about it in class.’” The sheikh told our visiting aalim that after doing this a few times, I realized and told my wife, “There are many days that go by where I don’t talk about Allah. Even when I give a jumm’ah khutbah, I will talk about some philosophical matter, some political matter or some current issue that is going on in the world. I will talk about that or at the most I will talk about some a’maal of deen like salaah etc but, sometimes for weeks on end, I leave out talking specifically about Allah. I only realized this vacuum once I started talking to my daughter as she brings homework and we talk about Allah. She also teaches me how to make dhikr with concentration and we do this together at home. I realized that there was a vacuum in my own life.” The visiting aalim mentioned to me what the sheikh had told him and he added that this system needs to be introduced in all madrasahs. It is then that we gathered some courage to present it to a few other madrasahs. By Allah’s favor, there are now many institutions in South Africa and around the world that call us and we go and present the a’maal to them. The reason for writing this note is to give a small background of where we found the necessity for these a’maal. But I also take this opportunity to request whoever is reading this note to make dua for us. We are not fit أَلَا تَعْبُدُونِي وَتُحَمِّيَنِي نَفْسَكُمْ. We are not even fit to take Allah’s name once, so how do we think that we have some kind of privilege of talking to or teaching others about Allah? Allah is very kind and merciful for enabling us just to be part of the madrasah. We request you to make dua that Allah accept it. Allah give us ikhlaas, protect us and give us all the qualities necessary for this so that we can assist other people in this matter as well. Jazakallah khair. Shaykh Yusuf Bhikhoo Madrasah al Muhajireen wal Ansaar Johannesburg, South Africa 18 Rabi ul Aakhir 1443 / 23 November 2021 Introduction From amongst all the A’maal that Sahaabah practiced in Makkah Mukarramah, there were four A’maal that they practiced to establish Imaan, Yaqeen and Tawakkul in Allah Ta’ala. These A’maal are: 1. Mudhakarah of Imaan (to talk and listen about Allah Ta’ala’s greatness) 2. Taleem of Fadhaail (virtues of good deeds) 3. To do every action with as many pure intentions as possible 4. To make the Dhikr of Allah Ta’ala with concentration The purpose of doing the four Makki A’maal is to develop the consciousness, within us and everyone else, that the pleasure of Allah Ta’ala is our goal in life. Allah Ta’ala is pleased when His Deen settles within us in such a way that in every action, we have Yaqeen in Allah Ta’ala, and we carry out the commandments of Allah Ta’ala and Sunnats of Nabi that are expected from us in that action. This is an imitation of how the Sahaabah carried out the efforts of strengthening Imaan, especially in the beginning stages of Islaam, also known as the Makki period. Sahaabah said: فَتَعَلَّمُوا الْإِيمَانَ قَبْلَ أَنْ تَتَعَلَّمُوا الْقُرْآنَ ثُمْ تَعَلَّمُوا الْقُرْآنَ فَأَدْرَكُتُمْ بِهِ إِيمَانًا We learnt Imaan before learning Qur’aan. Thereafter we learnt Qur’aan and through this our Imaan increased. (Sunan Ibn Maajah:61) وَ رَوْيٌ عَنْ أَبِي عَمْرٍ أَنَّهُ قَالَ: لَقَدْ عَشَّتُ نَفْسِي مِنْ ذُهُورٍ وَلَنْ أَخْدُنَا بِلُؤْلُؤَ الْإِيمَانَ قَبْلَ الْقُرْآنِ، وَتَذَلِّلُ الشَّرْوَةَ عَلَى مُحْمَدٍ فَتَعَلَّمُوا خَلَالَهَا وَحَرَامَهَا، وَمَا يَبْتَغِي أَنْ يَفْعَلَ عَنْدَهُ مِنْهَا كَمَا تَعَلَّمُونَ أَثْرَ الْقُرْآنِ، ثُمْ لَقَدْ رَأَيْتُ رَجُلًا يُؤْنِي أَحْدَاثُمُ الْقُرْآنَ قَبْلَ الْإِيمَانَ فَيَفْعَلُ ما يَتَنَحَّجُ إِلَى خَاتَمِهِ مَا يَدْرِي مَا أَمْرُهُ وَلَوْ رَاحَ، وَمَا يَبْتَغِي أَنْ يَفْعَلَ عَنْدَهُ مِنْهُ مَا يَدْرِي مَا تَرَ الْدَّفَلَ Sayyiduna Abdullah Ibn Umar said: During the greater portion of my life, I have seen that a man (from the Sahaabah) learns Imaan before the Qur’aan. Whenever a Surah was revealed to Muhammad , the man would learn what was proclaimed lawful and unlawful and where it was appropriate to stop, just as you people learn the (words of the) Qur’aan itself. However, I now see people learning the Qur’aan before Imaan, and while they have read from Surah Faatiha up to the end of the Qur’aan, they have no idea about what the Qur’aan instructs and what it prohibits. They also do not know where it is appropriate to stop and instead, they scatter the verses about like unwanted dates. (Mustadrak Haakim:101) It has been narrated by Sayyidah A’ishah that the first Aayaat to be revealed of Qur’aan were those that were mentioned in the surahs of “Mutassal.” In these surahs, mention was made of Jannah & Jahannam. Until the time came when people were firm in Islaam, then the Aayaat of Halaal & Haraam were revealed. And in the beginning of Islam, if the prohibition of drinking wine was revealed, then they would have said that we will never leave out drinking wine, and if it was revealed not to fornicate, they would have said, we will never leave out fornication. (Bukhaari:499) The lessons of Imaan which Sahaabah learnt in Makkah Mukarrarah brought about and established 2 motives in their hearts. The first was that Allah Ta’aala became the object and purpose of their lives, and secondly the only desire they had was for Allah Ta’aala’s Deen and Name to come alive in their own lives and in the lives of the entire humanity until Qiyaamah. By Sahaabah learning Imaan before Ahkaam (commandments), it prepared them to easily carry out all the commands of Allah Ta’aala. We should therefore learn and teach children and adults Imaan, Qur’aan and the laws of Allah Ta’aala simultaneously, with a strong emphasis on Imaan. This balance of teaching Imaan with Ahkaam (commandments) should be maintained from the age of 3 years through Maktab for about 15 minutes daily. Hifdh classes and Aalim classes should also be guided to do the Imaani A’maal for about half an hour to an hour daily. When teaching reverters and adults, half the duration of the lesson should be dedicated to doing the Imaani A’maal. We should be prepared to make any sacrifice required to ensure that Imaan and Deen is established in the lives of the entire humanity. The Sahaabah regularly gathered in the house of Sayyiduna Arqam and various other places to speak about and listen to Allah’s greatness and the promises of Allah Ta’aala for carrying out His commandments. وَذَكِّرْ فِي الْآذَاكَىٰ نَفْعَ الْمُؤْمِنِينَ And remind, for indeed, the reminder (Mudhakarah) is beneficial for the Mu’mineen (Surah Ad-Dhaariyaat: Ayah 55) NOTE: Mudhakarah of Imaan requires the interaction of all persons participating in the lesson. Everyone will be required to listen to the talk of Allah Ta’ala’s greatness and repeat it. The amal of Mudhakarah requires us to excessively repeat lessons so that it sinks into the crevices of our heart. By doing Mudhakarah of Imaan, adults and children develop a relationship and connection with Allah Ta’aala, so that when they learn Qur’aan they can easily understand it to be the Kalaam (word) of Allah Ta’aala, and when they are taught Salaah then the realization will come that Salaah is my Allah’s order upon me. Children of all ages, students doing Hifdh and Aalim courses, adults who were born Muslim and even new Muslims should be taught Imaan and Yaqeen in Allah Ta’ala while they are taught ‘alif and baa’ and other aspects of Deen. This will enable them to know who is talking to them when they recite the Qur’aan, and they will feel and sense that they are talking to Allah Ta’aala whilst in Salaah. Imaan was first learnt in Makkah Mukarrarah. The Imaan of Sayyiduna Abu Bakr , Umar , Bilal and the Sahaabah was that of “Ahadun, Ahadun, Ahadun” i.e. my emotions, my feelings, my giving, my loving, my life and my death are all only for Allah Ta’aala. There were 4 main actions that Sahaaba did in Makkah Mukarramah that made their Imaan, conviction, belief and dependance in Allah Ta’ala strong. 1. Imaan Mudhakarah 2. Taleem of Fadhaa’il 3. Intentions for every action 4. Dhikr and Duas done with concentration **OBJECT:** For the student to understand that our goal in life is to gain the pleasure of Allah Ta’ala. Allah Ta’ala is my only objective in life. The deen of Allah Ta’ala must come alive in me and in the whole world. To develop the consciousness of Allah Ta’ala in my life. **BENEFIT** A firm conviction in the words of Allah Ta’ala is created. **HOW TO ADOPT IT?** There must be interaction from all. Teacher and student should have a chance to speak. Topic / amal chosen should be done repeatedly so that it sinks in the heart. Speak on the level of the student. Take a report back from every student of how he benefited from the amal or who he did the amal with out of madrasah. **METHOD:** Give the topic a day before so that the student and family can ponder about the topic. **STEP 1** Take out 5 -10 minutes daily in class. **STEP 2:** Choose only 1 of the 4 a’maal. **STEP 3:** Pick a topic. **STEP 4:** The teacher will speak for 2-3 minutes. **STEP 5:** Let the students speak for 3 - 5 minutes. My first day teaching the Imaani Mudhakarah How would you go about implementing these a’maal in your class for the first time. What is Imaani mudhakarah? It’s when we listen and talk about Allah Ta’ala. Why do I have to talk about Allah Ta’ala? To make our Imaan strong. What happens if my Imaan is strong? It will be easy for me to do good. I can easily recite the kalima at the time of death and answer the angel in the grave when I will be questioned ‘man rabbuk’. (who is your creator, sustainer) What happens if My imaan is weak? We will listen to the whispers of Shaitan. If Shaitan tells us to lie that your stomach is sore just to skip madrasah, you will listen to Shaitan and do it. It will be easy for you to lie and do more wrong things. Is Imaani mudhakarah only for the classroom? No, Imaani mudhakarah is that I must think about Allah Ta’ala always and talk about Allah Ta’ala whenever I see Allah Ta’ala’s creation, with whoever I am. Now give the topic of the mudhakarah. They will have a clear understanding إن شاء الله Renew your Imaan for 5 minutes a day | A simplified guide DAILY TIMETABLE Example on how to introduce these a’amaal into our classroom daily whilst still maintaining the CURRENT SYLLABUS This 5-10 minutes can be done at the beginning or at the end of the class. Teacher to talk for 2-3 minutes Learners to talk for 3-5 minutes At times dua will be made for 1 minute or at times dhikr will be made for 1 minute EXAMPLE: | If teaching time is approx. 1 HOUR | 20 MINUTES | 20 MINUTES | 15 MINUTES | ONLY 5 MINUTES | |-----------------------------------|------------|------------|------------|----------------| | MONDAY | QURAAN / QA’IDAH | SURAHS, DUAS AHADITH | SUBJECTS/ KITAABS (YOUR CURRENT SYLLABUS) | IMAAN MUDHAKARAH | | TUESDAY | QURAAN / QA’IDAH | SURAHS, DUAS AHADITH | SUBJECTS/ KITAABS (YOUR CURRENT SYLLABUS) | TA’LEEM OF FADHAA’IL | | WEDNESDAY | QURAAN / QA’IDAH | SURAHS, DUAS AHADITH | SUBJECTS/ KITAABS (YOUR CURRENT SYLLABUS) | 8 INTENTIONS | | THURSDAY | QURAAN / QA’IDAH | SURAHS, DUAS AHADITH | SUBJECTS/ KITAABS (YOUR CURRENT SYLLABUS) | DHIKR AND DUAS WITH CONCENTRATION | | FRIDAY | QURAAN / QA’IDAH | SURAHS, DUAS AHADITH | SUBJECTS/ KITAABS (YOUR CURRENT SYLLABUS) | | Renew your Imaan for 5 minutes a day | A simplified guide BREAKDOWN OF THE A’MAAL A simple overview of the various a’maal. Examples of teaching and explaining each of these a’maal will be explained in the following pages. | Imaan Mudhakarah | Ta’leem of Fadhaa’il | 8 Intentions | Dhikr & Duas with concentration | |------------------|---------------------|--------------|---------------------------------| | **1. Ma’rifatullah** (Recognizing Allah Ta’ala’s greatness in His creation) PAGE 17 | **1. To develop a firm conviction** in the promises of Allah Ta’ala and His Nabi ﷺ. 2. **Repetition** of the hadith. 3. **Explain** the action, quality or promise. 4. Make **dua for the ability** to do the action/ stay away from the prohibition. PAGE 21 | **O Allah Ta’ala…** 1. The **ability** to do this action and the **outcome** of this action is in your hands. 2. I am doing this action to fulfill the **command** of Allah and follow the **Sunnah** of Nabi ﷺ. 3. Think of the **rewards** promised by Allah Ta’ala and Nabi Sallallahu Alayhi Wa Sallam. 4. You can **hear** me, **see** me, **You know** what is in my heart & You are **with** me. 5. I am **not fit** to do this action. 6. This action is **only for Your pleasure**. 7. Make it a **means of guidance** for me and for the whole of humanity. 8. After the action, make **Shukr** and then **Istighfaar**. PAGE 22 | **TO BE DONE WITH YOUNGER STUDENTS** 1. Revision of daily duas with concentration 2. Tasbeehat and adhkaar used in salaah. PAGE 23 | | **2. Mahabbatullah** (Bringing alive the love of Allah Ta’ala by remembering His favours) PAGE 18 | | | | | **3. Nafi & Ith’baat** (to negate the effect of the creation and affirm the command, power or ability to Allah Ta’ala) PAGE 19 | | | | | **4. Magheebaat** (the conviction in the unseen) PAGE 20 | | | | **6 Adhkaar** TO BE DONE WITH OLDER STUDENTS, HIFZ, AALIM/AH TARBIYAH CLASSES AND TEACHERS 1. Dhikr of Kalimah 2. Dhikr of La hawla wala quwwata illah billah 3. Dhikr of Aayah tul Kareemah. 4. Durood/ Salawaat upon Nabi ﷺ 5. Lengthening of one nafl salaah. 6. Repeating Ayaat of Quraan PAGE 24-25 | 1. Ma’rifatullah Recognizing Allah Ta’ala’s greatness in His creation To talk about the greatness of Allah Ta’ala as we see in His creation. **EXAMPLE:** **Benefits I get from Water** - **Plants**: made water for plants to grow. - **Washing**: gave us water to wash our clothes and body. - **Home**: made water for some animals to live in. - **Drink**: gave humans and animals water to drink. - **Animals**: gave animals water to drink and in turn we get honey, milk, silk etc. - **Bathing**: gave animals and humans water to stay clean. **Greatness of Allah Ta’ala** - made some water salty (sea) and some water sweet (river). - created everything from water. - made water colorless. **Interesting Facts** - made snow, rain, clouds, rivers and oceans. - made such a system for us to get one glass of water. (rain-river-dam-reservoir-pipes-tap) - made most of the earth and my body from water. - made water in different states: Ice, liquid, vapor. **NOTE:** This is not a science lesson so the talk should be kept as simple as possible. **OTHER EXAMPLES:** Sun, Rain, Clouds, Mountains, Plants, Sky, Animals, Insects, Fruits etc. **Object**: To encourage every person to speak about Allah Ta’ala **Duration**: 5 - 10 minutes (1 day a week) **How to do it**: 1. Teacher to choose a topic 2. Teacher will explain how the greatness of Allah Ta’ala is found in this creation & how we benefit from it (2 - 3 minutes) 3. Now ask the learners to speak about how they see the greatness of Allah Ta’ala in that creation. (3 - 5 minutes) 4. Encourage them to take this lesson home and share with family and friends. 5. Take a report back the next day or the next week. 6. This topic can be repeated as many times as one feels necessary. 2. Mahaba’tullah Bringing alive the love of Allah Ta’ala by remembering His favours. We look at ourselves and count the favours that Allah Ta’ala has blessed us with. **EXAMPLE:** **THE HAND** **Benefits I get from my hand** - made my fingers like a fork that I use to eat with - made my fingers feel hot and cold - gave me hands to lift heavy objects - made my hands open and close many times everyday - placed nerves in my fingers to touch - gave me fingers to hold different things - made my fingers feel soft, hard, wet and dry - gave me hands to lift heavy objects - made my hands open and close many times everyday - placed nerves in my fingers to touch - gave me fingers to do complex things - but nails on my fingers **Mercy of Allah Ta’ala** **Interesting Facts** - made every person’s fingerprints different - made some of us right handed and some left handed **Object:** To recognise Allah Ta’ala through the favours He has blessed us with. **Duration:** 5 - 10 minutes (1 day a week) **How to do it:** 1. Teacher to choose a topic 2. Teacher will explain how we see the greatness of Allah Ta’ala in the favours that He has blessed us with (in and out of our body) (2 - 3 minutes) 3. Now ask the learners to speak about how they see the favours of Allah Ta’ala in them and how they benefit from it. (3 - 5 minutes) 4. Encourage them to take this lesson home and share with family and friends. 5. Take a report back the next day or the next week. 6. This topic can be repeated as many times as one feels necessary. **OTHER EXAMPLES:** Deen, Imaan, Limbs, Air, Organs, Eyes, Ears, Nose, Mouth, other body parts, clothing. 3. Nafi & Ith’baath To negate and affirm To negate the qualities and effects that we see in the creation of Allah Ta’ala and link the effects directly to the command of Allah Ta’ala. EXAMPLE: NOTE: We will not negate the food as it does exist, however we can negate its effects and attribute it to Allah Ta’ala, The food cannot satisfy my hunger except with the permission of my Allah Ta’ala. The food does not give me strength except through the command of my Allah Ta’ala. Healthy eyesight cannot come from carrots, healthy eyesight comes with the permission of my Allah Ta’ala. Milk cannot make my bones and teeth strong. Only my Allah Ta’ala makes my bones and teeth strong. Benefits I can see Negate the effects carrots give me healthy eyesight milk makes my bones and teeth strong food gives me strength the food satiates my hunger Object: To have conviction, that just like an object is the creation of Allah Ta’ala, the effects are also the creation of Allah Ta’ala Duration: 5 - 10 minutes (1 day a week) How to do it: 1. Teacher to choose a topic 2. Teacher will explain how sometimes Allah Ta’ala uses the means to bring effect and sometimes Allah Ta’ala can do without means or go against the means (2 - 3 minutes) 3. Now ask the learners to speak about the topic and negate the effects of that and attribute it to Allah Ta’ala. (3 - 5 minutes) 4. Encourage them to take this lesson home and share with family and friends. 5. Take a report back the next day or the next week. 6. This topic can be repeated as many times as one feels necessary. OTHER EXAMPLES: Water(thirst), Medication(good health), Money(Success), Food(hunger) 4. Magheebaat المغييات Conviction in the unseen. To speak about the unseen creation of Allah Ta’ala until such a time that the heart becomes convinced. **EXAMPLE:** - No eye has seen such a place. - No ear has heard of such a place - Never ending happiness - Castles, rivers trees in Jannah - Chance to see Allah Ta’ala - You will receive whatever you desire. - Food, drink and enjoyment - A place that no mind can imagine **Object:** To have conviction in the unseen **Duration:** 5 - 10 minutes (1 day a week) **How to do it:** 1. Teacher to choose a topic. 2. Teacher will explain the different aspects related to the unseen. (2 - 3 minutes) 3. Now ask the students to speak about the topic. (3 - 5 minutes) 4. Encourage them to take this lesson home and share with family and friends. 5. Take a report back the next day or the next week. 6. This topic can be repeated many times as one feels necessary. **OTHER EXAMPLES:** Jahannam, Qabr, Bridge of Siraat, Pond of Kauthur, Angels, Scale of deeds, Death, etc. Ta’leem of Fadhaa’il Repeating those ahaadith / aayaat that show the virtue or warnings of actions To develop the conviction in the words of Allah Ta’ala and His Nabi Sallalahu alaihi wa salam. EXAMPLE: Salaah is the key to Jannah NOTE: THIS IS NOT MEMORIZATION OF HADITH Repeat it several times What action/quality did Nabi Sallalahu Alaihi wa salam want to come into my life / stay away from? Importance of salaah. ACTION What is required of me? To perform all my salaah. VIRTUE/REWARD What will I get if I read my salaah? Through salaah I will get entry into jannah. MAKE DUA FOR ABILITY TO READ ALL OUR SALAAH Object: To increase our conviction so that it drives us to do good actions & stay away from the prohibitions. Every time you do this action, the reward should flash in your mind. Duration: 5 - 10 minutes (1 day a week) How to do it: 1. Teacher to choose a hadith 2. Teacher to repeat the hadith a few times (ONLY the part that mentions the virtue or attribute will be read. No mention will be made of the narrator of the hadith nor is the object to memorize the hadith, the English will suffice. (2 - 3 minutes) 3. Ask few of the learners to repeat it whilst others listen. (3-5 minutes) 4. Teacher will explain the action mentioned in the hadith or the attributes mentioned as well as the reward for doing that action or bringing that attribute into our life. 5. Teacher will ask the class, Who makes intention to carry out this action? Now let us all make intention. 6. Now the teacher or learners will make dua that Allah give us the ability to do this action if it is a good action / stay away from it if it is a bad deed. (1 minute) 7. Encourage them to take this lesson home and share with family and friends. 8. Take a report back the next day or the next week. 9. This hadith can be repeated many times. OTHER EXAMPLES: Any hadith or aayaat that shows virtue/warning of an action, quality, sifaat Eight intentions To be made before, during and after every action. It beautifies and increases the value of all actions we do and makes it presentable to Allah Ta’ala EXAMPLE: 1. O Allah, only you are giving me the ability to do read salaah and the outcome of this salaah is in your hands. 2. O Allah, I am reading this salaah to fulfil your command and reading it according the Sunnah of Nabi Sallallahu Alayhi Wa Sallam. 3. Reading my salaah is the key to Jannah (doing taleem of the virtues regularly will makes this a reality) 4. O Allah, whilst i am reading my salaah, You can hear me, You can see me, You know what is in my heart and You are with me. 5. O Allah, I am not worthy to read this salaah . Others who are reading salaah are deserving and Your accepted slaves, so through their acceptance in Your eyes, accept my action too. 6. O Allah, I am reading this salaah only for Your pleasure, so give me the ability to please You and save me from your anger. 7. O Allah, accept this salaah of mine and make it a means of my guidance, and a means of guidance for the whole of humanity until Qiyaamah. 8. After reading salaah, make Shukr to Allah for having read salaah and then make Istighfaar with regret over the shortcomings in the salaah. What intentions should we make IF WE ARE READING SALAAH? Object: My every action becomes only for Allah Ta’ala Duration: 5 - 10 minutes (1 day a week) How to do it: 1. Teacher to choose an action that they will do in class. 2. For younger learners- start of with the 6th intention. For older kids they can learn all 8 intentions. 3. Get the learners to say the intention/s prior to every action. 4. Explain to them what the pleasure of Allah Ta’ala is and thats we want. 5. Ask the learners to repeat it whilst others listen. 6. Encourage them to take these intentions home and share with family and friends. 7. Take a report back the next day or the next week from the learners for which action did the learner make which intention. These intentions are for all our day-to-day actions, and not only confined to ‘Ibaadah. Eg eating... Dhikr & Dua with concentration To take those adhkaar and duas we know and read them with concentration (To be done with the smaller learners) EXAMPLE: Choose one: 1: DHIKR TRANSLATION: Allah is the greatest MEANING: Allah Ta’ala is bigger than all his creation REFLECTION: Think of how Allah Ta’ala is the greatest and ask from Allah Ta’ala for all your needs. 2: DUAS TRANSLATION: In the name of Allah, with the blessings of Allah. MEANING: I start eating in the name of Allah. REFLECTION: Think of how Allah Ta’ala blessed you with food. Object: To practice some Dhikr and Du’as, reading them while being conscious of the meaning in a way that one feels that one is talking to Allah Ta’ala Duration: 5 - 10 minutes (1 day a week) How to do it: 1. Teacher to choose a dhikr. 2. Mention the translation. 3. Explain to the learners the meaning. (2-3 minutes) 4. Close your eyes just to build concentration. (1-2 minutes) THIS ACTION IS TIME BASED, NO NEED TO GIVE A NUMBER OF TIMES THE DHIKR SHOULD BE MADE. 5. After making dua for a short while, from within your heart, ask Allah for whatever your heart desires. OTHER EXAMPLES: Any other adhkaar used in salaah or basic duas that have already been learnt. 6 Adhkaar Teachers, students and all who want to can practice the reading of the following Adhkaar daily for the increase, elevation and protection of Iman and Yaqeen in Allah Ta’ala. From amongst the many forms of Dhikr that one can make, great benefit has been experienced in these six Adhkaar on condition they are read with concentration. These Adhkaar should be read while focusing on concentration and not the number of Adhkaar. Therefore, there is no specific number attached to these Adhkaar. A person should do them for a few minutes with full concentration or for whatever amount of time Allah Ta’ala gives him the ability to do. It is preferable that these Adhkaar are done at a time when a person has no distractions and can concentrate properly. 1. Dhikr of the Kalimah لا إله إلا الله Translation: There is none worthy of worship besides Allah. Hadith: The best Dhikr is Laa ilaha illallah (Tirmidhi: 3383) What to think: - Nobody can accept me for the work of deen besides You, O Allah. - I have no objective in life besides You, O Allah. - I have no desire in life except that your Deen comes alive in my life and in the lives of the entire humanity until Qiyaamaah, and for this I am prepared to sacrifice everything ie. My health, wealth and time etc. After making Dhikr for a while, now make dua from the heart and ask Allah for whatever you need /want. 2. Dhikr of لا حَوْلٌ وَ لَا قُوَّةَ إِلَّا بِاللَّهِ Translation: There is no power to do good and no ability to stay away from evil except from Allah. Hadith: Nabi ﷺ said to Abu Moosa Al-Ashari ﺍ: “Should I guide you to a word which is one of the treasures of Jannah?” He replied in the affirmative. Nabi ﷺ said, “لا حَوْلٌ وَ لَا قُوَّةَ إِلَّا بِاللَّهِ” (Bukhaari: 4205 & Muslim: 7037) What to think: - Nobody can take me from weak imaan to strong imaan except you, O Allah. - Nobody can take me from any type of weakness to strength except You, O Allah. After making the Dhikr for a while, put your weaknesses and difficulties to Allah, and make dua. 3. Dhikr of Aayah tul Kareemah لا إِلَهَ إِلَّا أَنتَ سُبْحَانَكَ أَيُّهَا الَّذِينَ آمَنُوا كُنُّتُ مِنَ الظَّالِمِينَ Translation: There is none worthy of worship except you. You are free from all faults. Indeed I am among the wrong-doers. Hadith: Nabi ﷺ said: “The du’a Yunus ﷺ made while in the belly of the whale, لا إِلَهَ إِلَّا أَنتَ سُبْحَانَكَ أَيُّهَا الَّذِينَ آمَنُوا كُنُّتُ مِنَ الظَّالِمِينَ no Muslim makes du’a using these words except that Allah will accept that du’a” (Tirmidhi: 3505) What to think: - Think of one’s weaknesses sins and flaws. The objective is to seek forgiveness from Allah. Make the Dhikr for a while pondering over the meaning and then with regret and remorse make dua to Allah begging for forgiveness. 4. Dhikr of Durood/ Salawaat on Nabi ﷺ Translation: May salutations and peace be upon Nabi ﷺ (or any other Durood) Hadith: Nabi ﷺ said: “If anyones send one durood upon me, Allah will send ten blessing upon him.” (Muslim.288) What to think: - The sacrifices that Nabi ﷺ made, ponder over them, and understand that it is because of His sacrifices that Deen has reached me. - The various occasions where Nabi ﷺ made Du’aa for His entire Ummah, ponder over one such occasion and appreciate the fact that I was included in that Du’aa. - Ponder over some of the beautiful qualities of Nabi ﷺ, and then ask Allah to grant you those qualities and to make one a complete example of the life of Nabi ﷺ. After making Dhikr, make dua asking Allah to give us the qualities, actions and characteristics of Nabi ﷺ 5. Daily Nafl Salaah Daily, choose one nafl salaah & lengthen the salaah by repeating a specific phrase or ayat within the salaah, over & over again. Hadith: Nabi ﷺ performed salaah the entire night whilst repeating one Aayah of the Qur’aan. The Aayah is: “O Allah, if you punish them, then they are your slaves, and if you forgive them, then verily You are The Mighty, The Wise.” (IbnMaajah:1350) What to think: If you choose الأَرْحَمِ in salaah, when you come to it, repeat it as many times as you wish, pondering over how merciful Allah is. Whilst still repeating الأَرْحَمِ, now make dua at that moment for whatever your wishes are. 6. Daily recital of some ayaat of Quraan Over and above your daily recitation of Qur’an, choose some ayaat (with correct translation from reputable Ulema) and recite it over and over again. What to think: - Ponder over the meaning of the ayaat, and ask yourself, ‘What does Allah want from me?’ - Whatever Allah is speaking about in the ayaat, consider yourself lacking in this quality, therefore Allah has brought it to your attention via this ayaat. After reading the ayaat for a while, make dua, asking Allah to give you tawfeeq to bring the quality/action into your life IMPORTANT TO NOTE - The 6 Adhkaar are over and above the daily Tilaawat and Dhikr that a person is encouraged to do. - One can practice upon these 6 Adhkaar a minimum of 3-4 minutes each, daily. - The Adhkaar should be read when one has quiet time, free from distractions. Lessons learnt from South America Taking maktab to the people Keeping in mind the statement and objective of that which was in the hearts of Sahaaba رضي الله عنهم لا مُشْفَعٌد إلا الله و لا مَطْلُوبٌ إلا إعْلَامًا كَلِمَة الله We have no objective except Allah’s pleasure and we have no desire except that Allah’s deen comes alive in every person and for this to happen, we are prepared to sacrifice everything. We try to reach each and every person and make an effort to ensure that no child or adult is left without deeni ta’leem, linked with tarbiyah, be it in our area or elsewhere. On a daily basis we try to do home visits, meeting families of the locality. The objective is not only for ta’leem to come alive in every home but for the Imaani A’amaal to also come alive. With this in mind we visit these homes to strengthen relations with the parents of our students. We encourage all members of the household to get involved in the activities of the Madrasah in any way possible as the Madrasah caters for children and adult classes (male and female). Sometimes the visit is simply to thank the parent for sending their child to Madrasah whilst effort is made to do some amal of the Imaani a’maal in that home. Giving extra time Teachers are regularly advised not to look at the amount of extra time given to Madrasah but rather to consider this as a benefit and investment for one’s self and for the ummah. Teachers also give extra tuition on a Saturday and Sunday evening or week nights to make effort on weaker students who cannot cope with the daily lessons in class. In some areas of South America teachers assist with the transportation of students. In some instances there is a great desire to attend Madrasah however a lack of transport becomes a hindrance. The teacher sacrifices his time before and after Madrasah and he himself transports the children. The driving factor that motivates the teacher to make these great sacrifices is that they stand to benefit and get closer to Allah and ultimately become a means of benefitting others. Teachers are encouraged to arrive 15 to 30 minutes before class time so that they can engage in the six Zikrs mentioned in the booklet, in order to gain the help of Allah Ta’ala for the lesson of that day and also to welcome the student as they come into the Madrasah as this has a great effect on them. This time is also used to prepare themselves for the lesson of the day. They also remain behind once class is concluded and until the last child leaves the premises. **Weekly, Monthly and Yearly maktab** In an effort to reach neighbouring localities, ustaads and apas utilize the weekends to travel a distance of between **70 to 100 kilometers** to teach small pockets of locals. If there are a few ustaads and apas in one center then a roster system is drawn up. Each couple makes effort according to their own capabilities, either once/twice a month to cover these areas around them. Visits are conducted for a minimum period of 2 to 3 hours, children and adults are gathered and are taught about deen and about Imaaniyaat. The main concern here is that no adult or child should be deprived of deeni ta’leem and each one of us should regard it as our responsibility to see to that. If someone does not get the basic Deeni ta’leem, eventually there is a fear of irtidaad (apostasy). Sometimes, even though a person may not declare himself out of the fold of Islam, but due to incorrect beliefs and convictions he remains a muslim only by name or appearance. Within his heart he is filled with different types of doubts. It is therefore imperative that we try to reach each and every muslim home or individual even if these homes are situated in estates, far of locations, villages etc. especially if there is no maktab or Imaaniyaat taking place. Beyond the 100km radius, ustaads and apas travel out monthly, a distance between **200 to 300 kilometers** for a period of 2 to 3 days. Greater effort is made on all levels - Musjid programs, ladies programs, madrasah for children and home visits. In this way at least once a month, these locals are receiving some knowledge and effort of Deen. This same concept also takes place once a year in areas that are further away than **300 kilometers**, The ustaad and apa visit the place for 1 to 2 months at a time, keeping in mind that for the rest of the year these people have no other environment and effort of deen taking place. To bring this alive we are encouraged to do 2 things: 1. Each locality should try to adopt another locality or country which they will take care of their needs of Imaaniyaat and ta’leem. 2. We should try to arrange a madrasah with a boarding facility during the holiday period for 14 - 40 days in a year wherein we invite students from far off places of the country and neighbouring countries to attend this madrasah and benefit from the environment. This will, Inshallah, keep them firm on their deen for the rest of the year as the Ustaads and Apas will keep continuous contact and have concern for them regarding their deen. Of utmost importance is that we do not get involved in discussions or differences of opinion in any of these areas which may lead to disputes or division. This could lead up to children not attending madrasah, ultimately depriving them of deeni ta’leem. When such contentious questions/discussions are put to us, we request locals to refer it to their local Aalim or Mufti of the country. We also accept children that come from different and diverse backgrounds and beliefs. Past experiences have taught us that after the child spends a considerable amount of time in the environment of imaan and ta’leem they eventually understand what the correct path is and base their decisions accordingly. Conclusion Requesting assistance regarding implementation of the a’maal Any institution, Ustaad/ Apa or anyone from the general public who require assistance in implementing these a’maal in their classes or in their personal lives are welcome to contact the madrasah so that an arrangement can be made to visit that particular locality so that the a’maal can be explained in detail. Spending some time in the training center Together with this the madrasah has a full time training centre in Lenasia (Johannesburg, South Africa) where institutions/ individuals from different areas come to spend a certain number of days/ weeks in order to fully understand these a’maal and see it being practically implemented to the students. Those interested in visiting the training center are also welcome to contact the madrasah. Joining in the weekly Imaan Mudhakarah program There is also an Imaani Muzaakarah program that takes place every Monday from 10am - 11am (South African time) wherein these 4 Imaani a’maal are explained in detail. Teachers from different institutions participate in this Muzakarah on a weekly basis. Ladies of different localities also get together at a certain house to listen in to the muzakarah. This muzakarah is broadcast via live audio streaming. However instead of listening to the muzakarah alone, we are encouraged to sit together with a few people to listen in as time is given every week for us to practically do these a’maal with each other, thus making us benefit to a greater extent. Those who are interested in listening in to the muzakarah on a weekly basis are encouraged to contact the madrasah so that they may be added to a male/ female notification group. Regular updates are posted on this group regarding the time of the muzakarah, any changes to the time or any special advices. 1. Ahlan wa Sahlan - Welcome to Islam Focused on welcoming our new Muslim brothers and sisters to Islam. Taking them through their first days as Muslims whilst equipping them in all aspects of their lives- the worship of Allah, dealings with people, Imaaniyaat and various other matters. This book will empower any new muslim to confidently practice on Islam. 1. The layout of the book makes it like a syllabus for new muslims to be taught from. 2. Topics are arranged according to importance - What should be learnt now & what could be postponed for later. (some aspects might be important in deen, but might occur less frequently in the new muslims life, such matters have been mentioned in less detail.) 3. Strong emphasis on ones spiritual relationship with Allah and the Imaani a'maal for the protection and development of imaan and yaqeen in Allah. 4. Many duas of Nabi Muhammad ﷺ are taught where he asked Allah for the ability to practice on the actions of deen. 5. Painstaking effort was put in to include the quranic and ahadith references for the material in the kitaab. 6. Emphasis is given in the book to reading verses of quraan, adhkaar and duas with concentration and devotion. 7. The reader is encouraged to practice on what he or she knows. This is done in every section by making mention of the virtues promised by Allah and his Nabi Muhammad ﷺ. 8. The first few pages of the book bring to us the Introduction to Islam and this is followed up by the method of entering someone else into Islam hereby making even a new muslim a caller to Allah. This will assist them in boosting their confidence. 9. The kitaab is structured in lesson form from lesson 1-96 so the students can resume learning the next lesson at their own convenience. Section A: Duration 3 - 4 days - My first few days as a Muslim. Learn how to perform salaah of a new Muslim. Section B: Duration 3 - 4 months - Learn complete ghusai, wudhu & salaah etc. Basic aqaa'id and the fundamentals of Islam. Section C: Includes Imaaniyaat, actions that develop trust and conviction in Allah, what to do at a birth or death in the family, social responsibilities & Islamic character etc. 2. An Introduction to Islam A practical and concise booklet describing Islam to a person who wishes to read about Islam. It also describes the relationship between Allah and his servants. There is a chapter titled “Who is Allah to me?” This is a perfect booklet to be given to anyone who is interested in having an overview and brief description about what Islam is all about. Contact us For appointments, suggestions and queries: Tel: +55 11 99538 7866 +27 83 310 2629 Training centre: 10 Concord Place Extension 1 Lenasia 1821 Johannesburg South Africa For regular updates on the imaan mudhakarah: Males +55 11 99538 7866 Females +55 11 99618 8522 Email: firstname.lastname@example.org Website: www.mmwa.co.za Live audio streaming: http://www.livemasjid.com/mlyusufbhikhoo NOTES: Scan to visit our website www.mmwa.co.za/ Scan to listen in live www.livemasjid.com/mlyusufbhikhoo
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The Focal Point The Atlanta Astronomy Club, Inc. Vol. X No. 1 June, 1997 1947-1997 Celebrating Fifty Years of Astronomy in Atlanta The June 20th Meeting at Emory The First AAC Amateur "Symposium" A short symposium will be conducted by 7 amateurs of the AAC on a wide variety of topics: - Joe Sheppard: Completing a Messier Program - Art Russell: Having fun with the Herschel "400" - Rich Jakiel: Making Deep-sky contributions to the Webb Society - Steve "Smitty" Smith & Larry Higgins: Getting Involved with "Sidewalk" Astronomy - Lenny Abbey: The Upcoming Venus Transit - David Hanon: CCD Imaging This will be a series of short talks lasting no more than 10 minutes each. The Atlanta Astronomy Club May Meeting, May 16, 1997 by Ginny Mauldin-Kinney The May meeting of the Atlanta Astronomy Club was held on May 16, 1997 at Emory University's White Hall at 8:00 p.m. with approximately 55 members present. After Doug Chesser called the meeting to order, the AAC conducted their business meeting. The various committees gave their reports. Doug announced the upcoming observing events on behalf of Kim Novak. The AAC will join with the East Coweta High School and host a Spring Starry Night. Art will be putting a message over the web regarding the date, time, and location of this event. Phil Sacco announced that on June 7, the North River Crossing Swim and Tennis Club will host a Wine Tasting and Star Gaze. The wine tasting will begin at 8:00 p.m. and the observing will begin at 9:00 p.m. (if seeing is still possible). This event occurs the same evening as the Dauset Trails deep sky observing. Phil Bracken, our club treasurer, led in a round of applause for Ken Poshedly. We raised $2,800 during the Peach State Star Gaze. We had the biggest member turnout ever with 150 people present. The PSSG is now the LARGEST star party in Georgia. The AAC now has $10,600 to our name. Our net increase was just under $5,000 thus far for 1997. Our membership has increased with 70+ people joining. Our budget has more funds to work with. Rich Jakiel presented an award to Art Russell for observing all the Messier objects. Art said it takes about 1 year to complete their Messier observations and highly encourages members to get their certificates by attending the AAC observing sessions. The Year in Review: Our Club's Annual Banquet hosted 56 members. The AAC's current membership stands at 260 people. Our largest meeting in history was with speakers Alan Hale and Tom Bopp with 360 attendees. This past year we hosted many observing sessions. AAC Elections The following people were nominated for the 1997-1998 AAC Board. - Art Russell - President - Jerry Armstrong - Vice President, Program Chairman - Phil Sacco - Vice President, Observing Chairman, Beginner's Interest Group - Pat Sammons - Treasurer, Subscriptions and Books - Tushar Thrivikraman - Newsletter Editor - Ginny Mauldin-Kinney - Recording Secretary, Information Line - David Hanon - Board of Directors - James Monroe - Board of Directors - Kemper Smith - Board of Directors - Tom Crowley - Board of Directors - Joe Sheppard - Board of Directors, ATM Special Interest Group - Don Hall - Board of Directors Nominations were closed. Motion was made to accept current nominees. The new board officers were confirmed with the I's having it. Guest Speaker Our guest speaker was Dr. Richard Schmude a Chemistry and Astronomy Professor for Gordon College. Introduced by Jerry Armstrong, Dr. Schmude discussed his Mars research. He placed emphasis on his work done at our Villa Rica Observatory. In addition, he lectured on the mapping, polar cap shrinkage and photometry of Mars. A question and answer session followed the lecture. Greetings to all my fellow members of the Atlanta Astronomy Club. I am writing you this letter to inform you of some changes to the observing program and update you all on some of the ideas I have had for our future programs. I can't stress enough to all of you how important each of your suggestions and assistance will be for us to have a truly awesome program this year. It is imperative that those of you with observing skills and training ideas help out in the education of our newcomers and beginners alike. This will not only foster their interest in our hobby, but to help them feel welcome and encourage all of us to get to know them. Likewise it is imperative for our newcomers and beginners alike to offer their assistance with our programs. I know those of you new to our club or astronomy may think this is a rather absurd request, thinking that you have nothing to offer. You couldn't be more wrong. By volunteering to help out at the programs, you will get first hand working knowledge of the tools of our trade, and benefit from the assistance of those of us with some experience. I won't ask anyone to take on a chore alone. Everyone has something to contribute. The future programs I have in mind will not require 'Flying by the seat of your pants'. The material will be printed out for you to present, unless it is a program you have suggested (for the most part). Besides, our club wants useful tools and useful people, not wallflowers and 'unused' scopes. You joined the club for some 'astronomical' reason....why not let us know why and take part. I can only suggest programs. I can't and won't handle them all. Your help is needed. Without enough volunteers, many programs will not be presented. First: The Saturday night beginners program will begin at an earlier time in July. Please plan to be there ready to take part at 7 p.m. I know, I know, the sun doesn't go down till almost 9 you're thinking...Exactly my point! This will allow the newcomers to take part in the program before it gets dark and we can get to know what they look like. Also, the Beginners programs on Saturday nights will be directed toward 'jump starting' our beginners and will be a regular and repeatable program of the essentials toward that end. The program material for the basics will be provided to the individual(s) presenting it. The number of participants at our sessions has grown remarkably over the past few months, and for that reason I feel we require at least two people (or teams) to handle the classes. This is where the beginners who volunteer come in... they will be told before hand exactly what to do, and believe me, every little bit of help will count. After the regular part of the program, viewing of the constellations will begin. Stress will be on helping any newcomers with their equipment if needed, and on the smaller variety of scopes and binoculars to acquaint our new friends with our old ones above. Just a little hint for our newcomers...Members and guests are encouraged to bring a stool of some sort to be a little more comfortable for the class. If you bring binoculars, a blanket would be even better. You will note that I said the Saturday night programs above..... I specified that because we will be offering Friday night sessions (the night before, typically) as well. The thrust of the Friday night sessions will be more familiarization with our facility and general viewing techniques and viewing programs. Again, please remember to bring a stool to sit on or a blanket to lie on if you bring binoculars. We don't have adequate seating at the site as most of us that come to view will be bringing our own stools. Standing on ones feet all night can be somewhat tiring for some folks. Plans are in the works for benches but we need to find some Elves first.... Second: Please note that with the great and welcome influx of new members, security and care of our equipment and facility will be stressed. The Locks will be changed in July after the beginners session on Saturday night. Any member who currently has the access numbers please feel free to call me for the new combos. Newcomers are required to come to the Beginners session to get a full exposure to our equipment, and learn the ropes to the skies so to speak. Only after demonstrating a good working knowledge and familiarity of our site, instruments and basic knowledge will the observatory combos be given to a new member. This will help to assure that nobody has any unforeseen difficulty or impediments to their enjoyment of the clubs site, and that our facility will be there for any and all. Third: Some of the programs I hope to promote this coming year though the beginners introductory programs will include; - The Astronomical Leagues Lunar Club Program - The Astronomical Leagues Binary Club Program - The Astronomical Leagues Binocular Messier Program and for you diehards......of course...... the ever present: - Messier Club and lastly the infamous HERSCHEL LIST!!! (hint-do it now before the League increases the list!!) Items and objects for visual study will be highlighted off of these lists in the sessions. Now comes the crazy new ideas. These programs I will need volunteers for... - Star Rally-Tandem teams will start at a known astronomical location with their scope, no computers or setting circles allowed, and only a pre printed star chart showing some stars will be allowed. After two or three star hops following a set of directions, the team will be asked to make a description or identify the end stop. Their roles will then switch for the hop back. - a Monte Carlo event- Similar to the above only the hops will be typically around one constellation. (A great event for our newcomers to learn the sky). Laps may be required, with different requirements on each pass.... - The Cross-country- Similar to the above but running horizon to horizon.... • The Enduro For Zombies only! A gruesome event running the course of the sky... and..............The Night!!! • Night of the Living Dob- An alternate to a Halloween costume party....You can dress it up and even take it somewhere.....! • Descent on Chiefland 2- Good site and good folks...let's renew last years new acquaintances. • Suches Cabin crash and gaze- A few of us remember THERE'S STARS IN THEM THAR' HILLS!!! • AND THE LIST IS STILL GROWING.......... Last but not least...There will be a site cleanup scheduled within the next month. Some preliminary work hasn't been done yet so expect the details at the June Meeting. The warm up shed needs a lot of work and some more improvements will be coming as the site is getting A LOT of use!! Details will flesh out after our first board meeting when the budget is discussed. A coupla' dates to remind you of: ⇒ June 7th- North river Crossing wine taste and star gaze. Please call me for details. ⇒ June 10th- Side walk astronomy in Griffin. Please call 'Smitty' Smith for details. ⇒ June 10th- Moon gaze with Natures Wonders at Perimeter Mall. Details still pending. Call me if you are interested. ⇒ June 14th- Beginners Orientation. Villa Rica 7 p.m. ⇒ July 15th- Camp Independence Star Gaze. Call me or Charles Hinley for info. ⇒ August- Date pending on the meteor shower that month. Let's go to the ocean to catch the meteors off the coast!!! I need a volunteer for organizing this one.... Again, PLEASE let me hear from you. If I have to call for help, the work load will be much greater and fewer programs will be forth coming. It would be nice to call everyone and poll our membership, but we have grown to large for that so please read the Focal Point. This is our NEWSLETTER. Watch for a polling survey in here next month......Then hang on to your hats!! I'd like to thank all of you for your support in selecting me for this position. I hope to make it an exciting year for all of us, and have it in my mind to 'grow' a few zombies out of the wanna be's.....THANKS!! Attention!! Members, please remember that your renewal to Sky and Telescope and/or Astronomy Magazines must be sent to the Atlanta Astronomy Club and not to the subscription departments of these magazines. Both magazines will return any renewals from members to the club treasurer for verification, which may delay your renewal. Top Ten Reasons joining the Atlanta Astronomy Club May have been a Bad Idea by Zach Davidson (only club member permanently exiled to Villa Rica) 10. The members fondly call themselves the "Midnight Cowboys." 9. Included as upcoming guest speakers are Galileo, Albert Einstein, and Jean Dixon. 8. The clubs favorite activity is observing Klingons around Uranus. 7. Everyone wears Nikes. 6. They think Baily's beads are the necklaces those 60's looking Dudes wear. 5. The biggest discovery of the year by its members was the 24 hour liquor store near the observatory. 4. The club president greets you by saying "Take a tri-Corder reading ensign, then beam me up!" 3. They think an emission nebula is from eating too many beans at the star party. 2. At the annual awards banquet the highest honors went to the member abducted the most times by Aliens. 1. Two Words: "Radio-Telescope" The Remote Planets in 1997 Richard W. Schmude, Jr. A.L.P.O. Remote Planets Recorder, Gordon College, Barnesville, GA The A.L.P.O. Remote Planets section is actively seeking people to monitor the brightness and appearance of both Uranus and Neptune; since 1989, the section has secured over 700 photoelectric magnitude measurements and over 800 eyeball magnitude estimates of Uranus and Neptune. This short note will help you locate both planets and to make useful observations of them. The remote planets recorder is interested in receiving any observations and he may be reached at: Dr. Richard W. Schmude, Jr. Gordon College 419 College Dr. Barnesville, GA 30204 E-mail: email@example.com Both Uranus and Neptune are located in the constellation Capricorn. Figure 1 is a finder chart for both planets. The numbers in parentheses are star magnitudes that can be used in making eyeball magnitude estimates of Uranus and Neptune. For more precise photoelectric magnitude measurements, one should use the B, V, R and I magnitudes shown in brackets after the four selected stars. Uranus and Neptune have several satellites that are between 13.5 and 14.0 magnitude; furthermore Pluto has a 16th magnitude satellite-Charon. Table 1 lists the greatest northern elongation's of Titania and Oberon-the two brightest satellites of Uranus and Charon-Pluto's moon. Also listed is the greatest eastern elongation of Triton-the biggest of Neptune's moons. The elongation times for June are listed; other elongation times can be determined by adding the orbital period which is listed below each satellite in table 1. Table 1: Elongation times for Titania, Oberon, Charon and Triton. (Elongations are from the Nautical Almanac for the Year 1997, US Govt. Printing Office, Washington D.C.) Greatest Northern Elongations Titania Oberon (8d 17h) (13d 11.1h) June 1d 00.9h June 7d 06.9h June 9d 17.9h June 20d 18.0h June 18d 10.9h June 27d 0.39h Charon (6d 9.3h) June 2d 19.0h June 9d 04.3h June 15d 13.6h June 21d 22.9h June 28d 08.2h Greatest Eastern Elongation Triton (5h 21.1h) June 1d 08.9h June 7d 06.0h June 13d 03.1h June 19d 00.2h June 24d 21.3h June 30d 18.5h Finder Chart for Uranus and Neptune during 1997 Help for a Needy Atlanta Astronomer!!! Ginny Mauldin-Kinney will be undergoing foot surgery on July 1st. Afterwards, she will not be able to drive for a period of a couple of months. She is looking for someone willing to transport her back and forth to the AAC meetings during this time frame so that she may perform her secretarial duties. If anyone would like to help her in this capacity, please e-mail her at firstname.lastname@example.org or contact her at home in the evenings at (770) 414-9383. We're all Beginners by Chrissie Mondell I would like to take this opportunity to thank the Atlanta Astronomy Club for a wonderful first year as a member. Everyone made me feel very comfortable as a beginner. And I DO mean a BEGINNER! Like, "Am I looking in the right place?" And I was talking about the eyepiece! No question was every a dumb one to anyone, and everyone was very eager to answer any question I had. Of course there was some prompting from Philip, you know being a Zombie and all, and the hot house at Villa Rica felt like a God send of comfort at 3 AM. Hearing a dim shout outside, "WOW, did you see THAT!?", I would run out and ask what did I miss... Very soon I was grabbing the 10" Dob and wheeling it around like a kid, often times exclaiming "I can find it myself!..." Grabbing the star charts and going off into the, well I can't say 'Blue Yonder', in search of some yet to be discovered wonder. I found myself becoming more and more intrigued with the hobby. Now within a year, I am able to help set up and help Philip with his astrophotography. That is His forte'. Of course we do have the 'Chrissie Shots', that no exposure time need be recorded for. I'd soon learned that especially with the long exposure shots not to trip over the power cord. For to do so Saturn becomes the proverbial flying saucer...! I enjoy the sidewalk astronomy now with Philip, manning the dob on many occasions. Many of these viewing sessions are with children, many of whom have never seen through a telescope before. How wonderful to be fortunate enough to see these children's eyes widen in wonder and amazement after looking through the telescopes for the first time. Some of them were so intrigued that it does make one feel that you may have made a difference in someone's outlook. It's enjoyable to think so anyway. These are only a few examples of the many good times which were enjoyed all year. So all of you Beginners out there, I know it may seem a little overwhelming at first, but hang in there, WE'RE ALL BEGINNERS! It's a big universe out there, and I am glad that the Atlanta Astronomy Club has touched mine.... Keep Looking Up!!! PRIME FOCUS: Which Way the Future? Art Russell In this past January's Focal Point, I asked the question: "Which way the future of the Atlanta Astronomy Club?" I've given that question much thought in the intervening months, but most particularly upon my nomination and subsequent election as club president. I've initiated several efforts which I hope will benefit the club and its activities over the next few years. So which way? Over the past year I've been approached by a number of members, all of whom were interested in the status of the club's search for a new Dark-Site Observatory. Additionally, many members also have spoken to me about what shape and form a new observatory should take. It strikes me as being pretty obvious that there is a recognized need for a new observatory under darker skies than those of Villa Rica. At the same time, I also think that our Villa Rica observatory will continue to play a key role in the club's observing events for some time to come. Given its proximity to Atlanta, it is an ideal location for introducing beginners and the public to the night sky as a teaching facility. However, the issue of a new observatory remains unresolved. Mark Banks (404-257-2766) has volunteered to steer our efforts to define and identify the club's requirements for a new dark site observatory. Please take the time to respond to the member survey which Mark has prepared and included in this month's Focal Point. Your participation in this project will help us determine where and how to focus our efforts in this important project. Additionally, and just as importantly, if you have the time and interest, please consider working with Mark as a member of his Dark-Site Observatory Committee. We need members to help in site selection and evaluation, observatory design, telescope design, and construction of both observatory and telescope. Selecting, building and operating a new Dark-Site Observatory is a project which will occupy the club for several years to come. Moreover, it must draw on member resources in order to make it a reality. Mark's efforts to establish a new observatory is only one part of the puzzle. Obviously, an observatory needs a telescope. Preferably several. Better yet, several large telescopes which can be used for photographic, CCD, and visual interests, with accurate tracking as well. As we all know, large telescopes are expensive. Add in optimization for various types of astronomy and the price goes up substantially. That is unless we build them ourselves. Joe Sheppard (770-784-7592) has volunteered to lead the club's new Amateur Telescope Makers Interest Group. The group's members will be sharing their experiences and learning how to build quality telescopes. In that process, we'll be growing the expertise to build our own large aperture telescopes for the new observatory. Given the talents of the many members of the club, one or two 25 to 36 inch class telescopes are definitely within our capabilities and budget for a new observatory. Contact Joe if you are interested in participating in the ATM Interest Group. I'll be there grinding away on my own mirrors as well. Who will be the first to build their own 25 inch telescope? Many beginning astronomers have joined the AAC during its past two years of unparalleled growth. Beginning at that time, we instituted a Beginners' Observing Session at Villa Rica once a month in an effort to acquaint our beginners with the night sky. However, it has become obvious that we needed to do more. Beginning immediately, Philip Sacco, Vice President for Observing (404-296-6332) and his Observing Committee members will be providing a structured course of instruction available for all beginners. Philip is also adding formalized Friday night training sessions to meet the specific needs of our members desiring to be taught and certified to use the club's Villa Rica observatory facilities. Contact Philip for additional information and to sign up for his Friday and Saturday evening classes. I encourage our experienced members to contact Philip and help out on the Observing Committee. He can use all the help he can get and our new members will be particularly appreciative. As an adjunct to the Observing Committee's activities, the AAC's Sidewalk Astronomy Special Interest Group will also be busy conducting ad-hoc observing sessions around the metropolitan area. Although this is currently being coordinated by Philip Sacco, I hope that one of the club's members will consider taking on this important responsibility. Also supporting Philip's duties as VP for Observing is James Monroe (770-972-5605) who will be acting our Schools Outreach Coordinator in an effort to bring astronomy into the local school districts. Please contact James if you'd like to assist in providing astronomy instruction or conduct school oriented observing sessions in the coming year. So, once again, I ask the question. Which way the future of the Atlanta Astronomy Club? I think the future is bright. It promises to bring the AAC better facilities and a more prominent presence in the Atlanta community. However, it is contingent upon one key factor...You. If you don't help in making these activities a success, they will fail. Upon this point you can be very clear. They will fail without you to help out in our efforts to advance the Atlanta Astronomy Club's interests. We need your help. Each of the various committees needs your assistance. Please give their leaders a call and help out. Clear Skies! - Art Beginners Star-Hop: June, 1997 By Art Russell The last cool evenings of Spring are now but pleasant memories as we start into the muggy days of summer (officially 22 June, but we know otherwise!). Typically, Summer brings with it heat, haze and humidity; all of which are guaranteed to make deep sky observing less than enjoyable. However, its still not a total loss. With perservence, you can still ferret out the soft DSG (deep sky gray) glow of faint galaxies (admittedly much more difficult under the summer’s haze), but more importantly you’ll now find the Summer Milky Way making its appearance with open and globular clusters in abundance. This month, our star hop combines a bit of the best of both the Spring and Summer skies; galaxies from the Spring, and globular clusters from the Summer. Lets get started. We’ll begin initially in the constellation Virgo and find M104, “the Sombrero Galaxy.” Then we’ll head south to the constellation Hydra to find M68 a globular cluster, and M83 a galaxy. We’ll then return to Virgo and head east to find the globular cluster M5 a globular cluster in the constellation Serpens Caput. Finally, we’ll then head southeast to the constellation of Scorpius to track down the M4, a beautiful globular cluster near the star Antares, “The Heart of the Scorpion”, and the globular cluster M80 nearby. As ever, find the darkest possible skies to add to your enjoyment of these sights and make finding them a bit easier. Enjoy! Star-Hop #1: M104, “The Sombero Galaxy,” (NGC 4594). When you think about the countless galaxies and other deep sky objects, only a very few get named. In doing so, observers have identified some unique quality inherent in that object. So it is with “The Sombrero Galaxy.” As its name suggests, it can be seen as appearing like a sombrero with the galaxy’s core forming the crown and its disk forming the brim. Locating M104 is relatively easy at this time because the planet Mars provides an immediate orientation to the proper part of the sky; the constellation Virgo. Presently, Mars is located in the eastern reaches of Virgo. From Mars, the bright star Spica, Alpha (α) Virginis, is southeast about 25 degrees, or the distance spanned between your little finger and thumb outstretched at arm’s length against the sky. Spica is one of our guide stars to M104. We’ll need another. Look due east of Spica at a distance of about 10 degrees, or the distance spanned by the knuckles of your fist held at arms length against the sky, to find the star Kappa (κ) Virginis. Starting at Kappa Virginis, extend an imaginary line to Spica. Extend this line for approximately the same distance as that between Kappa Virginis and Spica, or about 11 degrees. If you search this area with high power binoculars or a telescope at low to moderate magnifications, you should quickly find M104. It should appear as an edge-on galaxy with a very apparent bi-secting dust lane. Use higher powers to glean increasing amounts of detail if possible. Star-Hop #2: M5 (NGC 5904). Returning to the heart of Virgo. Our next star-hop takes us to the one of the more spectacular globular clusters of the Spring and Summer skies. From Spica, look northeast about 15 degrees or the distance spanned by your index and little fingers spread against the sky at arms length. There you’ll find the star Tau (τ) Virginis. From there, extend a line due east about 11 degrees to the star 109 Virginis. Extend the line east and a little north for about 15 degrees to the star Epsilon (ε) Serpens. M5 will be located about half way along and a little south of the line between Epsilon (ε) Serpens and 109 Virginis and can be successfully found with binoculars and smaller telescopes using low to moderate powers. Here you’ll find a beautiful globular cluster with many well resolved stars. At higher powers you may notice what appear to be wisps of stars drifting away from the core of the cluster. **Star-Hop #3: M68 (NGC 4590).** We’ll leave Virgo for our remaining star-hops. Starting at Spica, look about 15 degrees or the distance spanned by your index and little fingers, east-southeast to find the star Gamma (γ) Corvi in the constellation Corvus (“The Crow”). From Gamma Corvi, extend a line south and a bit east for about 6 degrees, or the distance spanned by 3 fingers, to find the star Kraz, Beta (β) Corvi. Extend the line for about 3 degrees, or the distance spanned by about 2 fingers, and you should find the glow of M68 in large binoculars or small telescopes in low to moderate powers. M68 appears as a sparse, not well consolidated globular cluster at moderate to higher magnifications. You may also note many outlying stars straggling away from cluster. **Star-Hop #4: M83 (NGC 5236).** Starting at Kraz in Corvus, find the star Gamma (γ) Hydreae located about 10 degrees due east in the constellation Hydra. From Gamma Hydreae, locate the star Pi (π) Hydreae which is about 11 degrees east-southeast of Gamma Hydreae. To find M83, imagine that it is the apex of a triangle formed with Gamma and Pi Hydreae as the other apexes. The distance from both Gamma and Pi Hydreae to M83 is about 7 degrees in each case, or about the distance spanned by 4 fingers held against the sky. You should be able to find M83 in moderate sized telescopes using low to moderate magnifications when you search that area. M83 will have a relatively low surface brightness, so its important to take your time. However, its nucleus is relatively bright compared to its halo at moderate magnifications. **Star-Hop #5: M4 (NGC 6121).** Starting at Pi Hydreae, look east about 30 degrees, or twice the distance spanned by your index and little fingers to find the prominent red-yellow supergiant star Antares, Alpha (α) Scorpii (“The Rival of Mars.” or “The Heart of the Scorpion”). From Antares, M4 is located a little more than 1 degree, the width of your little finger, to the west. Binoculars and telescopes will have no problem finding the glow of M4, one of the more prominent globular clusters, at this location. In binoculars, M4 will appear as a circular nebulous object with increasing brightness towards its center. In moderate sized telescopes will resolve many stars and suggest the possibility of lanes in the globular cluster. **Star-Hop #6: M80 (NGC 6093).** The globular cluster M80 is located midway and on-line between Antares and Graffias, Beta (β) Scorpii. Medium sized telescopes at moderate magnifications will show M80 to be a very compact globular cluster in which not many stars are well resolved. You may be able to do better with higher magnifications once you have this globular in the field of view. We're here to help! Here's how to reach us: Address for New Memberships, Renewals, Magazine Subscriptions, and Book Orders: Atlanta Astronomy Club 3595 Canton Road, Suite A9-305 Marietta, GA 30066 Atlanta Astronomy Club Information Line: 770-621-2661 Internet Home Page: http://stlspb.gtri.gatech.edu/astro/t/atlastro.html Officers, Board, and Committees: Art Russell President 404-373-4119 email@example.com Jerry Armstrong VP, Program Chairman 770-942-4249 firstname.lastname@example.org Phil Sacco VP, Observing Chairman 770-296-6332 email@example.com Pat Sammons Treasurer Beginner's Interest Group 404-853-7479 firstname.lastname@example.org Tushar Thrivikraman Newsletter Editor 770-270-0742 email@example.com Ginny Mauldin-Kinney Recording Secretary 770-414-9383 firstname.lastname@example.org David Hanon Board of Directors 706-937-3593 email@example.com James Monroe Board of Directors 770-972-5605 firstname.lastname@example.org School Outreach Coordinator Kemper Smith Board of Directors 770-974-5035 email@example.com Tom Crowley Board of Directors 770-233-6886 firstname.lastname@example.org Joe Sheppard Board of Directors 770-784-7592 email@example.com ATM Special Interest Group Don Hall Board of Directors 770-938-8139 firstname.lastname@example.org Standing Committees Ken Posheedly Peach State Star Gaze Chairman 770-979-9842 email@example.com Tom Buchanan Light Pollution Chairman 770-587-0774 firstname.lastname@example.org Doug Chesser Club Graphics 770-457-5743 email@example.com Richard Kiel Visual Impressions Program Coordinator Alex Langouissi Publicity 770-229-8384 firstname.lastname@example.org Mark Banks Dark-Site Observatory Chairman 404-257-2766 Sidewalk Astronomy Special Interest Group Chrissy Mondell Holiday Party Refreshments Lynn Crowley Beginner's Contact and Socials Stephen Blalock AAC Webmaster 770-924-6314 email@example.com firstname.lastname@example.org email@example.com THE FOCAL POINT Newsletter of The Atlanta Astronomy Club, Inc. FROM: Tushar Thrivikraman 3629 Winbrooke lane Tucker, Georgia 30084 firstname.lastname@example.org The Atlanta Astronomy Club Inc., the South's largest and oldest astronomical society, meets at 8:00 p.m. on the third Friday of each month at Emory University's White Hall or occasionally at other locations (check the hot line for details). Membership is open to all. Annual dues are $25 ($10 for students). Discounted subscriptions to Astronomy ($20), and Sky & Telescope ($27) magazines are available. Send dues to: The Atlanta Astronomy Club, Inc., 3595 Canton Road, Suite A9-305, Marietta, Ga. 30066. Hot Line: Timely information on the night sky and astronomy in the Atlanta area is available on a twenty-four hour basis on the Atlanta Astronomy Club hot line: 770-621-2661. Check out our ASTRO discussion list on the Internet: email@example.com. Also visit our Internet home-page: http://stlspb.gtri.gatech.edu/astro/t/atlastro.html
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This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in automotive technology. The document begins with a list of all tasks covered by the curriculum, a short course outline, and a curriculum framework that explains major content, laboratory activities, and intended outcomes. Enabling objectives are briefly explained. The bulk of the document consists of 10 modules, each of which is a list of tasks for that module and the performance objectives and enabling objectives that pertain to each task. Each module also contains an illustration master (a labeled drawing of an engine, for instance) pertaining to the material taught. The modules cover these areas: (1) shop safety, work ethics, and employability skills; (2) basic automotive technician skills; (3) diagnosing/troubleshooting electrical/electronic components; (4) engine performance service; (5) engine repair service; (6) automatic transmission/trans-axle service; (7) manual drive train and axle service; (8) steering, suspension, and wheel service; (9) automotive brake service; and (10) engine cooling, air conditioning, and heating service. (CML) Curriculum Guide for AUTOMOTIVE TECHNOLOGY Invest in Success STATE DIVISION OF VOCATIONAL EDUCATION 1989 BEST COPY AVAILABLE Program Standards for Automotive Technicians IDAHO VTE VOCATIONAL TECHNICAL EDUCATION STATE DIVISION for VOCATIONAL EDUCATION 1989 PROGRAM STANDARDS FOR AUTOMECHANICS JULY 1989 Idaho Division of Vocational Education Dr. Don Eshelby Project Director Sho Ueda, Supervisor Trade, Industrial and Technical Education "The Idaho Division of Vocational Education is an equal opportunity employer and does not discriminate or deny services on the basis of age, race, color, national origin, sex, nor handicap." # TABLE OF CONTENTS | Description | Page | |------------------------------------------------------------------------------|------| | Introduction | 1 | | Acknowledgements | 2 | | Task List | 3 | | Course Outline | 13 | | Curriculum Framework | 14 | | Performance and Enabling Objectives | 29 | | Module 1: Shop Safety, Work Ethics and Employability Skills | 31 | | Module 2: Basic Automotive Technician Skills | 43 | | Module 3: Diagnosing/Troubleshooting Electrical/Electronic Components | 65 | | Module 4: Engine Performance Service | 79 | | Module 5: Engine Repair Service | 107 | | Module 6: Automatic Transmission/Trans-Axle Service | 129 | | Module 7: Manual Drive Train and Axle Service | 143 | | Module 8: Steering, Suspension and Wheel Service | 159 | | Module 9: Automotive Brake Service | 179 | | Module 10: Engine Cooling, Air Conditioning And Heating Service | 193 | INTRODUCTION The Idaho Vocational Curriculum Standards Project is a cooperative effort among secondary and postsecondary instructors and administrators to develop competency-based program standards for curriculum content for the Automotive Technician Program. The Automotive Technician standards were developed utilizing the Catalog of Performance Objectives, Criterion-Referenced Measures, and Performance Guides for Automotive Technician compiled by the States of Alabama and Florida for the Vocational-Technical Education Consortium of States (V-TECS). V-TECS is a multistate organization committed to curriculum research in specific occupational areas. The content of this document is directed toward the occupational area Automotive Technician - not toward a specific institution in the State. The benefits to students and institutions derived from the development of these curriculum standards should be considerable. Articulation of students from secondary to postsecondary programs will be aided through a single set of curriculum standards. Local evaluation of programs and curricula can be accomplished using the standards as an objective measure. Institutions will be able to utilize the curriculum standards in a flexible manner to assure that vocational programs meet the needs of local business and industry. ACKNOWLEDGEMENTS Planning, developing, and writing this publication required the coordinated efforts of many people involved in Vocational-Technical Education in the State of Idaho. Appreciation is expressed to the instructors and administrators who offered support, encouragement, and technical assistance in the development of this document. Special thanks goes to Alan King, Eastern Idaho Vocational Technical School; Bob Jenkins, Idaho State University Ira Grass, Lewiston H.S.; Kerry Phelps, Blackfoot H.S.; Ed Traywick, Vallivue H.S.; Howard Garwick, Meridian H.S.; Eldon Winn, Burley H.S.; Richard Tracy, Skyline H.S.; Mike Swaim, North Idaho College; Dave Hemly, Lewis Clark State College; Charles Mikesell, Boise State University; and Ben Madron, College of Southern Idaho. Technical writing of this publication was provided by Don Siplon of Twin Falls, Idaho. The State of Idaho greatly appreciates the permission granted by the States of Alabama and Florida to utilize the program standards developed by those state's. Special thanks are extended to Jim Kendrick of Alabama and Dave McOuat of Florida for their assistance in this project. Don Eshelby Director of Program Services Sho Ueda Supervisor, Trade, Industrial and Technical Education TASK LIST The task list is a set of occupational skills or "tasks" which are grouped by modules. Each task describes an occupational activity that, when performed, will result in a finished process or product. The nature of the finished process or product can vary, but should always allow an evaluation using the standards which address the operation, appearance, dimensions, or similar characteristics. The tasks contained in each module represent the fundamental activities that should be required of any student seeking institutional credit for performing at an acceptable level of competency. The tasks are sequenced to reflect a progression from the curriculum standards which are unique to an institution's instructional program and which should be added upon approval of the administration. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. Primary considerations will obviously be the availability of equipment and the expertise of the instructional staff. Individual records of student progress based on the task list should be developed or adapted by the vocational institution for use in recording the student's attainment of competency by task and module. STUDENT PERFORMANCE STANDARDS PROGRAM AREA: Trade and Industrial PROGRAM TITLE: Basic Auto Technician PROGRAM TASK LISTING 01.0 DEMONSTRATE AND APPLY A BASIC KNOWLEDGE OF SHOP SAFETY, WORK ETHICS AND RESPONSIBILITIES, AND EMPLOYABILITY SKILLS --The student will be able to: 01.01 Apply shop safety rules and procedures. 01.02 Apply personal safety rules and procedures. 01.03 Apply fire safety rules and procedures. 01.04 Apply electrical safety rules and procedures. 01.05 Apply rules for hazardous waste disposal. 01.06 Identify employment opportunities. 01.07 Apply employment-seeking opportunities. 01.08 Interpret employment capabilities. 01.09 Demonstrate appropriate work behavior. 01.10 Maintain a business-like image. 01.11 Maintain working relationships with others. 01.12 Communicate on the job. 01.13 Adapt to change. 01.14 Demonstrate a knowledge of business. 02.0 DEMONSTRATE AND APPLY A BASIC KNOWLEDGE OF AUTOMOTIVE TECHNICIANS--The student will be able to: 02.01 Use and maintain hand tools such as screwdrivers, special application pliers, hammers, chisels, punches, special application wrenches and sockets, files, hacksaws, bench vises, and c-clamps. 02.02 Demonstrate use of precision measuring tools. 02.03 Apply basic welding skills related to the automobile industry. 02.04 Use and maintain power tools, such as drills, bench grinders, drill presses, hydraulic presses, impact wrenches, air chisels, parts washers, hydraulic jacks, and vehicle hoists. Basic Automotive Technician - Continued 02.05 Use basic electrical equipment and meters. 02.06 Use and install fasteners such as screws and bolts, key screw extractors, helicoil inserts, and thread tap and dies. 02.07 Apply basic math skills. 02.08 Apply metric math skills. 02.09 Service vehicle with proper automotive lubricants. 02.10 Demonstrate the use of shop manuals and tune-up charts. 02.11 Demonstrate a knowledge of automotive tubing types and sizes. 02.12 Demonstrate skill in electrical soldering. 02.13 Define electrical terms. 02.14 Understand and apply the rules of series circuits. 02.15 Understand and apply the rules of parallel circuits. 02.16 Understand and apply the rules of series-parallel circuits. 02.17 Define steering geometry and suspension geometry. 02.18 Explain the function of steering and suspension system components. 02.19 Explain and describe the components of manual and power steering. 02.20 Describe drum brake operation. 02.21 Describe disc brake operation. 02.22 Describe operation of brake system valves. 02.23 Explain proper brake pedal height. 02.24 Demonstrate a knowledge of basic automotive engine cooling systems. 02.25 Demonstrate a knowledge of automotive heating and air conditioning systems. 02.26 Demonstrate knowledge of different wire sizes and different terminal ends. 02.27 Demonstrate a knowledge of automotive ignition and fuel system. 02.28 Describe rear axle operation. 02.29 Describe drive shaft operation. 02.30 Describe automatic transmission and trans-axle operation. 02.31 Describe clutch operation. 02.32 Describe clutch release linkage mechanisms. 02.33 Describe manual transmission trans-axle operation. 02.34 Describe 4 x 4 transfer case systems. 02.35 Demonstrate a knowledge of the internal combustion engine, both diesel and gasoline. 03.0 APPLY ELECTRICAL AND ELECTRONIC SKILLS IN DIAGNOSING/TROUBLESHOOTING MALFUNCTIONS OF ELECTRICAL/ELECTRONIC COMPONENTS (Computerized or Non-Computerized) --The student will be able to: 03.01 Demonstrate and apply safety rules and procedures. 03.02 Diagnose electrical engine malfunctions. 03.03 Perform power checks. 03.04 Measure voltage drop, current flow, continuity and resistances in a circuit or component. 03.05 Locate an open circuit or a short circuit. 03.06 Analyze cranking system malfunctions. 03.07 Analyze charging system malfunctions. 03.08 Service and test batteries. 03.09 Remove and replace light bulbs. 03.10 Inspect, remove, and replace alternator belts. 03.11 Test, remove, and replace fuses and circuit breakers. 03.12 Replace and test starters. 03.13 Test and overhaul alternators. 03.14 Remove and replace regulators. 03.15 Inspect and repair lighting systems. 03.16 Diagnose, repair or replace turn signal and stop light switches. 03.17 Test and replace electrical system switches. 03.18 Diagnose, repair, or replace power window and power seat systems, including motors. 03.19 Diagnose, repair, or replace horn systems. 03.20 Diagnose, repair, or replace clock systems. 03.21 Diagnose, repair, or replace warning buzzer. 03.22 Test and replace instrument panel units. 03.23 Service or repair windshield wiper/washer systems. 03.24 Test and replace electronic control units. 03.25 Check, remove, and replace radios. 04.0 DEMONSTRATE PROFICIENCY IN ENGINE PERFORMANCE SERVICE --The student will be able to: 04.01 Demonstrate and apply safety rules and procedures. 04.02 Analyze engine performance. 04.03 Perform cylinder compression test. 04.04 Check the performance of engines equipped with on-board computers. 04.05 Inspect, remove, and replace points and condensers. 04.06 Remove and replace distributor. 04.07 Check distributor using a distributor tester. 04.08 Check the distributor advance in a vehicle. 04.09 Overhaul distributor. 04.10 Inspect and test primary circuits. 04.11 Remove and replace coil. 04.12 Remove and replace ignition switch. 04.13 Inspect, remove, and replace ignition wire, cap, and rotor. 04.14 Remove and replace spark plugs. 04.15 Perform cylinder leakage test. 04.16 Service electronic ignition system. 04.17 Service oxygen feedback system. 04.18 Service air cleaner. 04.19 Inspect, remove, and replace fuel filters. 04.20 Measure fuel flow and pressure. 04.21 Remove and replace fuel lines. 04.22 Remove and replace fuel pumps, mechanical and electrical. 04.23 Adjust idle speed. 04.24 Adjust idle mixture (propane). 04.25 Clean and adjust choke and check proper operation of electric choke. 04.26 Clean and overhaul carburetor. 04.27 Inspect, remove, and replace manifold control valve. 04.28 Remove and replace turbochargers. 04.29 Check and adjust waste gate. 04.30 Set idle speed to specification (fuel injection). 04.31 Remove and replace fuel injectors. 04.32 Service throttle body injection system. 04.33 Service ported fuel injection. 04.34 Service PCV system. 04.35 Service evaporative control system. 04.36 Service thermostatic air cleaner. 04.37 Service air injection system. 04.38 Inspect, remove, and replace air pump and belts. 04.39 Service Exhaust Gas Recirculation (EGR) system. 04.40 Service ignition timing control. 04.41 Test exhaust emission using an HC/CO tester. 04.42 Remove and replace catalytic converter beads. 04.43 Service diesel injectors. 04.44 Remove and replace diesel engine fuel filters and water separator, if one has been added. 04.45 Check and adjust injection pump timing. 04.46 Remove and replace injection pump. 04.47 Check and adjust idle and maximum speeds. 04.48 Test and service pre-heat system. 04.49 Diagnose diesel fuel emission problems. 04.50 Inspect exhaust system. 04.51 Remove and replace tail pipe. 04.52 Remove and replace muffler. 04.53 Remove and replace exhaust pipe. 04.54 Inspect, remove and replace catalytic converter. 05.0 DEMONSTRATE PROFICIENCY IN ENGINE REPAIR SERVICE --The student will be able to: 05.01 Demonstrate and apply safety rules and procedures. 05.02 Perform running compression tests. 05.03 Perform cylinder compression tests. 05.04 Perform cylinder leakage tests. 05.05 Clean engines. 05.06 Determine source(s) of oil loss. 05.07 Determine source(s) of coolant loss. 05.08 Determine source(s) of excess noise. 05.09 Determine cause(s) of over-heating. 05.10 Check the engine oil pressure. 05.11 Remove and replace motor mounts. 05.12 Remove and replace core plugs. 05.13 Inspect and measure flywheel runout. 05.14 Remove and replace flywheel. 05.15 Remove and replace flywheel ring gear. 05.16 Remove and replace engine assemblies. 05.17 Remove and replace oil pans. 05.18 Remove and replace oil pumps. 05.19 Clean cylinder blocks, oil passages, and pistons. 05.20 Inspect blocks for warpage. 05.21 Measure and inspect engine components for proper tolerances. 05.22 Remove and replace crankshafts, mains, and rod bearings. 05.23 Remove and replace camshafts. 05.24 Remove and replace camshaft bearings. 05.25 Remove and replace pistons and rings. Basic Automotive Technician - Continued 05.26 Remove ridges and deglaze cylinder walls. 05.27 Remove and replace front and rear oil seals. 05.28 Remove and replace intake and exhaust manifold. 05.29 Remove, clean, inspect and replace cylinder heads; inspect head for cracks and warpage. 05.30 Test and replace hydraulic lifters. 05.31 Pressure test hydraulic lifter. 05.32 Reface valves and seats. 05.33 Check valve guides for wear. 05.34 Remove and replace timing chains and gears. 05.35 Remove and replace timing belt 05.36 Test valve springs. 05.37 Adjust valve lifters. 05.38 Replace rocker-arm assemblies, inspect wear and lubrication. 05.39 Change oil and oil filters with proper application. 06.0 DEMONSTRATE PROFICIENCY IN AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE--The student will be able to: 06.01 Demonstrate and apply safety rules and procedures. 06.02 Check automatic transmission fluid level. 06.03 Performance test automatic transmissions. 06.04 Diagnose malfunctions of automatic transmissions. 06.05 Diagnose, repair, and replace trans-axles. 06.06 Pressure test transmission in vehicles. 06.07 Stall test transmissions in vehicles. 06.08 Change transmission oil and filter. 06.09 Adjust linkage from the engine. 06.10 Adjust shift linkage. 06.11 Test electrical and computer controls of an automatic transmission and clutch converter. 06.12 Adjust neutral safety switches. 06.13 Remove and replace external gaskets and seals. 06.14 Test vacuum shift modulators. 06.15 Adjust bands. 06.16 Service governors. 06.17 Service valve bodies. 06.18 Rebuild transmission assemblies. 06.19 Pressure flush converter assemblies. 06.20 Pressure flush transmission cooler assemblies and check liquid flow. 06.21 Remove and replace extension housings and bushings. Basic Automotive Technician - Continued 07.0 DEMONSTRATE PROFICIENCY IN SERVICING MANUAL DRIVE TRAINS AND AXLES--The student will be able to: 07.01 Demonstrate and apply safety rules and procedures. 07.02 Diagnose drive line problems. 07.03 Diagnose and performance-test manual transmission problems. 07.04 Inspect drive shafts, U-joints, and center bearings. 07.05 Lubricate universal joint. 07.06 Check the fluid level in a manual transmission. 07.07 Check the fluid level in a differential. 07.08 Remove and replace transmission mount(s). 07.09 Adjust shift linkage. 07.10 Adjust clutches. 07.11 Remove and replace extension housing seals and bushings. 07.12 Rebuild manual transmission. 07.13 Remove and replace clutches, release bearings, linkage, and pilot bearing. 07.14 Rebuild clutch master and slave cylinders. 07.15 Remove and replace universal joints. 07.16 Remove and replace speedometer gears and service speedometer cables. 07.17 Remove and replace axle bearings and seals. 07.18 Overhaul integral differentials. 07.19 Overhaul removable differentials. 07.20 Overhaul limited slip differentials. 07.21 Overhaul transaxle assemblies. 07.22 Adjust transaxle shifting controls. 07.23 Inspect, remove, replace, and lubricate front-drive-axle flexible joints. 07.24 Inspect, remove and replace constant velocity universal joints, and balance. 07.25 Service or repair transfer case and vacuum control. 08.0 DEMONSTRATE PROFICIENCY IN STEERING, SUSPENSION, AND WHEEL SERVICE--The student will be able to: 08.01 Demonstrate and apply safety rules and procedures. 08.02 Diagnose abnormal tire wear problems. 08.03 Diagnose suspension problems. 08.04 Diagnose wheel/tire vibrations, shimmy, and tramp. 08.05 Diagnose steering problems. Basic Automotive Technician - Continued 08.06 Lubricate suspension, steering gear and linkage. 08.07 Check manual steering gear fluid level. 08.08 Inspect steering systems. 08.09 Inspect suspension systems. 08.10 Inspect and test shock absorbers and auto leveling system. 08.11 Check power steering fluid level. 08.12 Replace power steering drive belts. 08.13 Identify tires by types and sizes. 08.14 Repair tires. 08.15 Rotate wheels and tires and torque lug nuts to specifications. 08.16 Balance tires by computer, bubble or spin. 08.17 Service front wheel bearings and grease seals. 08.18 Remove and replace front and rear wheel bearings. 08.19 Remove and replace spindles and ball joints. 08.20 Remove and replace shock absorbers and mountings. 08.21 Measure and adjust torsion bar height. 08.22 Remove and replace torsion bars. 08.23 Remove and replace coil springs. 08.24 Remove and replace control arms and bushings. 08.25 Remove and replace steering linkage components. 08.26 Remove and replace McPherson strut assembly. 08.27 Rebuild a McPherson strut. 08.28 Remove and replace rear suspension parts, including independent suspension. 08.29 Remove and replace mast jacket of steering assembly. 08.30 Repair steering column. 08.31 Remove and replace steering wheel. 08.32 Remove and replace components in power steering system. 08.33 Check two-wheel and four-wheel alignments. 08.34 Align rear axle. 09.0 DEMONSTRATE PROFICIENCY IN AUTOMOTIVE BRAKE SERVICE --The student will be able to: 09.01 Demonstrate and apply safety rules and procedures. 09.02 Diagnose brake system problems. 09.03 Diagnose pressure differential valve malfunctions. 09.04 Diagnose proportioning valve malfunctions. 09.05 Diagnose brake metering valve malfunctions. 09.06 Perform operational inspections. 09.07 Inspect brake and wheel assemblies and perform proper cleaning procedures. 09.08 Remove and replace calipers and rotors, front and rear. Basic Automotive Technician - Continued 09.09 Refinish rotors, on or off car, and torque lug nuts to specification. 09.10 Clean, inspect and rebuild calipers. 09.11 Refinish brake drums and torque lug nuts to specifications. 09.12 Replace drum brake shoes with proper materials. 09.13 Service and/or replace brake pads. 09.14 Adjust brake shoes. 09.15 Adjust parking brakes. 09.16 Rebuild or replace wheel cylinder. 09.17 Bleed hydraulic brakes. 09.18 Free-up or replace parking brake cables and linkage. 09.19 Remove and replace/overhaul master cylinder. 09.20 Flush brake systems. 09.21 Test and replace vacuum brake power unit. 09.22 Test and replace hydro-booster. 09.23 Test brake anti-lock system. 09.24 Remove and replace anti-lock system components. 10.0 DEMONSTRATE PROFICIENCY IN COOLING, AIR CONDITIONING, AND HEATING SERVICE--The student will be able to: 10.01 Demonstrate and apply safety rules and procedures. 10.02 Inspect, remove and replace drive belt(s). 10.03 Check radiator coolant level. 10.04 Test and replace coolant. 10.05 Pressure-test cooling systems. 10.06 Test radiator caps. 10.07 Inspect, remove and replace radiator and heater hoses. 10.08 Remove, test and replace thermostats. 10.09 Flush cooling system. 10.10 Remove and replace radiators. 10.11 Remove and replace water pumps. 10.12 Inspect and pressure-test air conditioning system. 10.13 Discharge, evacuate and charge a basic air conditioning system. 10.14 Leak-test basic air conditioning systems. 10.15 Service air conditioning electrical circuits. 10.16 Service air conditioning vacuum circuits. 10.17 Remove and replace components in basic air conditioning systems. 10.18 Remove and replace engine fan clutches. 10.19 Remove and replace blower motors. 10.20 Remove and replace heater cores, control units and cables. 10.21 Remove and replace compressor shaft seals. 10.22 Service electric engine cooling fan and controls. COURSE OUTLINE The Course Outline provides a means for organizing the content of the occupational area by major subdivisions or "modules." Each module represents a set of skills grouped under a heading and based on one of the following design characteristics: 1. the type of equipment used; 2. the equipment being serviced; 3. the operational functions within the occupation; 4. the nature of the operation being performed; or 5. a specialized area within the occupation. The Course Outline includes only the skills and knowledge directly applicable to student performance in the occupational area. Related subjects such as Mathematics and Communication Skills are not addressed in the curriculum standards because of the need for individualization of the student's academic or related studies based on counseling and guidance, and diagnostic test results. Academic or related requirements for the vocational student should be addressed through these measures in a method appropriate for each secondary or postsecondary institution. Where appropriate, instructors are encouraged to utilize resources and personnel within the institution to improve or complement the instructional process. I. MAJOR CONCEPTS/CONTENT: The purpose of this program is to prepare students for employment as automobile technicians (620.261-010), engine repair specialist (620.261-010), transmission and rear axle specialist (620.281-062) front end specialist (620.281-038), brake specialist (620.281-026) electrical system specialist (825.281-022), engine tune up specialist (620.281.066), heating and air conditioning specialist (620.281-010) automobile service station attendant (620.361.030), new and used car get ready technician (806.361-026), or to provide supplemental training for persons previously or currently employed in these occupations. The program provides instruction in diagnosis of malfunctions in the repair of engines, fuel, electrical, cooling and brake systems; drive train and suspension systems; and radiators, transmission and carburetors. The content includes, but is not limited to, communication skills, leadership skills, human relations and employability skills, safe and efficient work practices, basic management concepts, troubleshooting skills, and servicing, maintaining, and repairing all mechanical systems or gasoline and diesel powered automobiles, and related systems. Listed below are the courses that comprise this program: | Course No. | Module | Description | |------------|--------|-------------| | 8709110 | 01.0 | Shop Safety, Work Ethics and Employability Skills | | | 02.0 | Basic Automotive Technician Skills | | Code | Hours | Description | |----------|-------|--------------------------------------------------| | 8709120 | 03.0 | Diagnosing/Trouble Shooting Electrical/Electronic Components | | 8709130 | 04.0 | Engine Performance Service | | | 05.0 | Engine Repair Service | | 8709140 | 06.0 | Automatic Transmission Trans-Axle Service | | | 07.0 | Manual Drive Train and Axle Service | | 8709150 | 08.0 | Steering, Suspension and Wheel Service | | | 09.0 | Automotive Brake Service | | 8709160 | 0.10 | Engine Cooling, Air Conditioning and Heating Service | II. LABORATORY ACTIVITIES: Shop or laboratory activities are an integral part of this program and provide instruction in theory, fundamentals, service, and rebuilding of the following areas: engine repair, automatic and manual transmissions, drive trains, steering, suspension, brakes, electrical systems, engine systems performance, and automotive accessories. The tools, equipment, materials, and processes used in the laboratory should be equal to those used in the industry. III. SPECIAL NOTE: The Vocational Industrial Clubs of America, Inc., is an appropriate vocational student organization for providing leadership training experiences and reinforcing specific vocational skills. When provided, these activities are considered an integral part of this instructional program. The cooperative method of instruction is utilized for this program. Whenever the cooperative method is offered, the following is required for each student: a training plan, signed by the student, teacher and employer which includes instructional objectives and a list of on the job and in school learning experiences; a work station which reflects equipment, skills and tasks relevant to the occupation the student has chosen as a career goal. The particular outcomes and student performance standards which the handicapped student must master to earn credit must be specified in the students' individual educational plan (IEP). Additional credits may be earned when outcomes and standards are mastered in accordance with the requirements indicated in subsequent IEP's. The job title for which the student is being trained must be designated in the IEP. The typical length of this program for the average achieving student AT THE SECONDARY level - 900 hours. AT THE POSTSECONDARY level - 2,160 hours. IV. INTENDED OUTCOMES: After successfully completing this program, the individual will be able to: 01.0 Demonstrate and apply safety rules and procedures and employability skills. 02.0 Demonstrate basic knowledge of automotive technicians. 03.0 Apply electrical and electronic skills in diagnosing/trouble shooting malfunctions of electrical/electronic components. 04.0 Demonstrate proficiency in engine performance service. 05.0 Demonstrate proficiency in engine repair service. 06.0 Demonstrate proficiency in automatic transmission/trans-axle service. 07.0 Demonstrate proficiency in servicing manual drive trains and axles. 08.0 Demonstrate proficiency in steering, suspension, and wheel system service. 09.0 Demonstrate proficiency in automotive brake service. 10.0 Demonstrate proficiency in cooling, air conditioning, and heating services. STUDENT PERFORMANCE STANDARDS PROGRAM AREA: Trade and Industrial PROGRAM TITLE: Basic Auto Technician COURSE NUMBER: 870110 COURSE DESCRIPTION: This course is designed to provide an introduction to the basic automotive technician program. It provides introductory instruction in safety, the requirements of the working environment, and the procedures for obtaining and changing a job. It also provides instruction in basic skills and applications which are common prerequisites to all automotive technician programs. 01.0 DEMONSTRATE AND APPLY A BASIC KNOWLEDGE OF SHOP SAFETY, WORK ETHICS AND RESPONSIBILITIES, AND EMPLOYABILITY SKILLS --The student will be able to: 01.01 Apply shop safety rules and procedures. 01.02 Apply personal safety rules and procedures. 01.03 Apply fire safety rules and procedures. 01.04 Apply electrical safety rules and procedures. 01.05 Apply rules for hazardous waste disposal. 01.06 Identify employment opportunities. 01.07 Apply employment-seeking skills. 01.08 Interpret employment capabilities. 01.09 Demonstrate appropriate work behavior. 01.10 Maintain a business-like image. 01.11 Maintain working relationships with others. 01.12 Communicate on the job. 01.13 Adapt to change. 01.14 Demonstrate a knowledge of business. 02.0 DEMONSTRATE AND APPLY A BASIC KNOWLEDGE OF AUTOMOTIVE TECHNICIANS --The student will be able to: 02.01 Use and maintain hand tools such as screwdrivers, special application pliers, hammers, chisels, punches, special application wrenches and sockets, files, hacksaws, bench vises, and C-clamps. 02.02 Demonstrate use of precision measuring tools. 02.03 Apply basic welding skills related to the automobile industry. Basic Automotive Technician 1 - Continued 02.04 Use and maintain power tools, such as drills, bench grinders, drill presses, hydraulic presses, impact wrenches, air chisels, parts washers, hydraulic jacks, and vehicle hoists. 02.05 Use basic welding skills related to the automobile industry. 02.06 Use and install fasteners such as screws and bolts, key screw extractors, helicoil inserts, and thread tap and dies. 02.07 Apply basic math skills. 02.08 Apply metric math skills. 02.09 Service vehicle with proper automotive lubricants. 02.10 Demonstrate the use of shop manuals and tune-up charts. 02.11 Demonstrate a knowledge of automotive tubing types and sizes. 02.12 Demonstrate skill in electrical soldering. 02.13 Define electrical terms. 02.14 Understand and apply the rules of series circuits. 02.15 Understand and apply the rules of parallel circuits. 02.16 Understand and apply the rules of series-parallel circuits. 02.17 Define steering geometry and suspension geometry. 02.18 Explain the function of steering and suspension system components. 02.19 Explain and describe the components of manual and power steering. 02.20 Describe brake drum operation. 02.21 Describe disc brake operation. 02.22 Describe operation of brake system valves. 02.23 Explain proper brake pedal height. 02.24 Demonstrate a knowledge of basic automotive engine cooling systems. 02.25 Demonstrate a knowledge of automotive heating and air conditioning systems. 02.26 Demonstrate knowledge of different wire sizes and different terminal ends. 02.27 Demonstrate a knowledge of automotive ignition and fuel system. 02.28 Describe rear axle operation. 02.29 Describe drive shaft operation. 02.30 Describe automatic transmission and trans-axle operation. Basic Automotive Technician 1 - Continued 02.31 Describe clutch operation. 02.32 Describe clutch release linkage mechanisms. 02.33 Describe manual transmission trans-axle operation. 02.34 Describe 4 x 4 transfer case systems. 02.35 Demonstrate a knowledge of internal combustion engine, both diesel and gasoline. COURSE DESCRIPTION: This course is designed to provide instruction in automotive electrical systems including diagnosing, troubleshooting and repair. 03.0 APPLY ELECTRICAL AND ELECTRONIC SKILLS IN DIAGNOSING/TROUBLESHOOTING MALFUNCTIONS OF ELECTRICAL/ELECTRONIC COMPONENTS (Computerized or Non-Computerized) --The student will be able to: 03.01 Demonstrate and apply safety rules and procedures. 03.02 Diagnose electrical engine malfunctions. 03.03 Perform power checks. 03.04 Measure voltage drop, current flow, continuity and resistance in a circuit or component. 03.05 Locate an open circuit or a short circuit. 03.06 Analyze cranking system malfunctions. 03.07 Analyze charging system malfunctions. 03.08 Service and test batteries. 03.09 Remove and replace light bulbs. 03.10 Inspect, remove, and replace alternator belts. 03.11 Test, remove, and replace fuses and circuit breakers. 03.12 Replace and test starters. 03.13 Test and overhaul alternators. 03.14 Remove and replace regulators. 03.15 Inspect and repair lighting systems. 03.16 Diagnose, repair or replace turn signal and stoplight switches. 03.17 Test and replace electrical system switches. 03.18 Diagnose, repair, or replace power window and power seat systems, including motors. 03.19 Diagnose, repair, or replace horn systems. 03.20 Diagnose, repair, or replace clock systems 03.21 Diagnose, repair, or replace warning buzzer. 03.22 Test and replace instrument panel units. 03.23 Service or repair windshield wiper/washer systems. 03.24 Test and replace electronic control units. 03.25 Check, remove, and replace radios. STUDENT PERFORMANCE STANDARDS PROGRAM AREA: Trade and Industrial PROGRAM TITLE: Auto Engine Technician COURSE DESCRIPTION: This course will provide instruction in engine performance and repair service. 04.0 DEMONSTRATE PROFICIENCY IN ENGINE PERFORMANCE SERVICE --The student will be able to: 04.01 Demonstrate and apply safety rules and procedures. 04.02 Analyze engine performance. 04.03 Perform cylinder compression tests. 04.04 Check the performance of engines equipped with on-board computers. 04.05 Inspect, remove, and replace points and condensers. 04.06 Remove and replace distributors. 04.07 Check distributors using a distributor tester. 04.08 Check the distributor advance in a vehicle. 04.09 Overhaul distributor. 04.10 Inspect and test primary circuits. 04.11 Remove and replace coils. 04.12 Remove and replace ignition switch. 04.13 Inspect, remove, and replace ignition wire, cap and rotor. 04.14 Remove and replace spark plugs. 04.15 Perform cylinder leakage test. 04.16 Service electronic ignition system. 04.17 Service oxygen feedback system. 04.18 Service air cleaner. 04.19 Inspect, remove, and replace fuel filters. 04.20 Measure fuel flow and pressure. 04.21 Remove and replace fuel lines. 04.22 Remove and replace fuel pumps, mechanical and electrical. 04.23 Adjust idle speed. 04.24 Adjust idle mixture (propane). 04.25 Clean and adjust chokes and check proper operation of electric choke. Basic Automotive Technician 3 - Continued 04.26 Clean and overhaul carburetor. 04.27 Inspect, remove, and replace manifold control valve. 04.28 Remove and replace turbochargers. 04.29 Check and adjust waste gate. 04.30 Set idle speed to specification (fuel injection). 04.31 Remove and replace fuel injectors. 04.32 Service throttle body fuel injection system. 04.33 Service ported fuel injection. 04.34 Service PCV system. 04.35 Service evaporative control system. 04.36 Service thermostatic air cleaner. 04.37 Service air injection system. 04.38 Inspect, remove, and replace air pump and belts. 04.39 Service Exhaust Gas Recirculation (EGR) system. 04.40 Service ignition timing control. 04.41 Test exhaust emission using an HC/CO tester. 04.42 Remove and replace catalytic converter beads. 04.43 Service diesel injectors. 04.44 Remove and replace diesel engine fuel filters and water separator, if one has been added. 04.45 Check and adjust injection pump timing. 04.46 Remove and replace injection pump. 04.47 Check and adjust idle and maximum speeds. 04.48 Test and service pre-heat system. 04.49 Diagnose diesel fuel emission problems. 04.50 Inspect exhaust system. 04.51 Remove and replace tail pipe. 04.52 Remove and replace muffler. 04.53 Remove and replace exhaust pipe. 04.54 Inspect, remove and replace catalytic converter. 05.0 DEMONSTRATE PROFICIENCY IN ENGINE REPAIR SERVICE --The student will be able to: 05.01 Demonstrate and apply safety rules and procedures. 05.02 Perform running compression tests. 05.03 Perform cylinder compression tests. 05.04 Perform cylinder leakage tests. 05.05 Clean engines. 05.06 Determine source(s) of oil loss. 05.07 Determine source(s) of coolant loss. 05.08 Determine source(s) of excess noise. 05.09 Determine cause(s) of over-heating. 05.10 Check the engine oil pressure. 05.11 Remove and replace motor mounts. 05.12 Remove and replace core plugs. 05.13 Inspect and measure flywheel runout. 05.14 Remove and replace flywheel. 05.15 Remove and replace flywheel ring gear. 05.16 Remove and replace engine assemblies. 05.17 Remove and replace oil pans. 05.18 Remove and replace oil pumps. 05.19 Clean cylinder blocks, oil passages, and pistons. 05.20 Inspect blocks for warpage. 05.21 Measure and inspect engine components for proper tolerances. 05.22 Remove and replace crankshafts, mains, and rod bearings. 05.23 Remove and replace camshafts. 05.24 Remove and replace camshaft bearings. 05.25 Remove and replace pistons and rings. 05.26 Remove ridges and deglaze cylinder walls. 05.27 Remove and replace front and rear oil seals. 05.28 Remove and replace intake and exhaust manifold. 05.29 Remove, clean, inspect and replace cylinder heads; and inspect head for cracks and warpage. 05.30 Test and replace hydraulic lifters. 05.31 Pressure test hydraulic lifter. 05.32 Reface valves and seats. 05.33 Check valve guides for wear. 05.34 Remove and replace timing chains and gears. 05.35 Remove and replace timing belt. 05.36 Test valve springs. 05.37 Adjust valve lifters. 05.38 Replace rocker-arm assemblies, inspect wear and lubrication. 05.39 Change oil and oil filters with proper application. STUDENT PERFORMANCE STANDARDS PROGRAM AREA: Trade and Industrial PROGRAM TITLE: Auto Drive Train and Transmission Technician PROGRAM NUMBER: 870140 This course will provide instruction in manual and automatic transmission service. 06.0 DEMONSTRATE PROFICIENCY IN AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE--The student will be able to: 06.01 Demonstrate and apply safety rules and procedures. 06.02 Check automatic transmission fluid level. 06.03 Performance test automatic transmissions. 06.04 Diagnose malfunctions of automatic transmissions. 06.05 Diagnose, repair, and replace trans-axles. 06.06 Pressure test transmission in vehicles. 06.07 Stall test transmissions in vehicles. 06.08 Change transmission oil and filter. 06.09 Adjust linkage from the engine. 06.10 Adjust shift linkage. 06.11 Test electrical and computer controls of an automatic transmission and clutch converter. 06.12 Adjust neutral safety switches. 06.13 Remove and replace external gaskets and seals. 06.14 Test vacuum shift modulators. 06.15 Adjust bands. 06.16 Service governors. 06.17 Service valve bodies. 06.18 Rebuild transmission assemblies. 06.19 Pressure flush converter assemblies. 06.20 Pressure flush transmission cooler assemblies and check liquid flow. 06.21 Remove and replace extension housings and bushings. 07.0 DEMONSTRATE PROFICIENCY IN SERVICING MANUAL DRIVE TRAINS AND AXLES--The student will be able to: 07.01 Demonstrate and apply safety rules and procedures. 07.02 Diagnose drive line problems. 07.03 Diagnose and performance-test manual transmission problems. 07.04 Inspect drive shafts, U-joints, and center carrier bearings. Basic Automotive Technician 4 - Continued 07.05 Lubricate universal joint. 07.06 Check the fluid level in a manual transmission. 07.07 Check the fluid level in a differential. 07.08 Remove and replace transmission mount(s). 07.09 Adjust shift linkage. 07.10 Adjust clutches. 07.11 Remove and replace extension housing seals and bushings. 07.12 Rebuild manual transmission. 07.13 Remove and replace clutches, release bearings, linkage, and pilot bearing. 07.14 Rebuild clutch master and slave cylinders. 07.15 Remove and replace universal joints. 07.16 Remove and replace speedometer gears and service speedometer cables. 07.17 Remove and replace axle bearings and seals. 07.18 Overhaul integral differentials. 07.19 Overhaul removable differentials. 07.20 Overhaul limited slip differentials. 07.21 Overhaul transaxle assemblies. 07.22 Adjust transaxle shifting controls. 07.23 Inspect, remove, replace, and lubricate front-drive-axle flexible joints. 07.24 Inspect, remove, replace constant velocity universal joints, and balance. 07.25 Service or repair transfer-case and vacuum control. STUDENT PERFORMANCE STANDARDS PROGRAM AREA: Trade and Industrial PROGRAM TITLE: Auto Chassis and Brake Technician PROGRAM NUMBER: 870150 This course will provide instruction in automotive suspension, steering alignment, balance, and brake service. 08.0 DEMONSTRATE PROFICIENCY IN STEERING, SUSPENSION, and WHEEL SERVICE--The student will be able to: 08.01 Demonstrate and apply safety rules and procedures. 08.02 Diagnose abnormal tire wear problems. 08.03 Diagnose suspension problems. 08.04 Diagnose wheel/tire vibrations, shimmy, and tramp. 08.05 Diagnose steering problems. 08.06 Lubricate suspension, steering gear, and linkage. 08.07 Check manual steering gear fluid level. 08.08 Inspect steering systems. 08.09 Inspect suspension systems. 08.10 Inspect and test shock absorbers and auto leveling system. 08.11 Check power steering fluid level. 08.12 Replace power steering drive belts. 08.13 Identify tires by types and sizes. 08.14 Repair tires. 08.15 Rotate wheels and tires and torque lug nuts to specification. 08.16 Balance tires by computer, bubble or spin. 08.17 Service front wheel bearings and grease seals. 08.18 Remove and replace front or rear wheel bearings. 08.19 Remove and replace spindles and ball joints. 08.20 Remove and replace shock absorbers and mountings. 08.21 Measure and adjust torsion bar height. 08.22 Remove and replace torsion bars. 08.23 Remove and replace coil springs. 08.24 Remove and replace control arms and bushings. 08.25 Remove and replace steering linkage components. Basic Automotive Technician 5 - Continued 08.26 Remove and replace McPherson strut assembly. 08.27 Rebuild a McPherson strut. 08.28 Remove and replace rear suspension parts, including independent suspension. 08.29 Remove and replace mast jacket of steering assembly. 08.30 Repair steering column. 08.31 Remove and replace steering wheel. 08.32 Remove and replace components in power steering system. 08.33 Check two-wheel and four-wheel alignments. 08.34 Align rear axle. 09.0 DEMONSTRATE PROFICIENCY IN AUTOMOTIVE BRAKE SERVICE --The student will be able to: 09.01 Demonstrate and apply safety rules and procedures. 09.02 Diagnose brake and system problems. 09.03 Diagnose pressure differential valve malfunctions. 09.04 Diagnose proportioning valve malfunctions. 09.05 Diagnose metering valve malfunctions. 09.06 Perform operational inspections. 09.07 Inspect brake and wheel assemblies and perform proper cleaning procedures. 09.08 Remove and replace calipers and rotors, front and rear. 09.09 Refinish rotors, on or off car, and torque lug nuts to specification. 09.10 Clean, inspect and rebuild calipers. 09.11 Refinish brake drums and torque lug nuts to specifications. 09.12 Replace drum brake shoes with proper materials. 09.13 Service and/or replace brake pads. 09.14 Adjust brake shoes. 09.15 Adjust parking brakes. 09.16 Rebuild or replace wheel cylinder. 09.17 Bleed hydraulic brakes. 09.18 Free-up or replace parking brake cables and linkage. 09.19 Remove and replace/overhaul master cylinder. 09.20 Flush brake systems. 09.21 Test and replace vacuum brake power unit. 09.22 Test and replace hydro-booster. 09.23 Test brake anti-lock system. 09.24 Remove and replace anti-lock system components. This course is designed to provide instruction in automotive cooling, air conditioning and heating systems. 10.0 DEMONSTRATE PROFICIENCY IN COOLING, AIR CONDITIONING, AND HEATING SERVICE--The student will be able to: 10.01 Demonstrate and apply safety rules and procedures. 10.02 Inspect, remove, and replace drive belt(s). 10.03 Check radiator coolant level. 10.04 Test and replace coolant. 10.05 Pressure-test cooling systems. 10.06 Test radiator caps. 10.07 Inspect, remove, and replace radiator and heater hoses. 10.08 Remove, test, and replace thermostats. 10.09 Flush cooling system. 10.10 Remove and replace radiators. 10.11 Remove and replace water pumps. 10.12 Inspect and pressure-test air conditioning system. 10.13 Discharge, evacuate, and charge a basic air conditioning system. 10.14 Leak-test basic air conditioning systems. 10.15 Service air conditioning electrical circuits. 10.16 Service air conditioning vacuum circuits. 10.17 Remove and replace components in basic air conditioning systems. 10.18 Remove and replace engine fan clutches. 10.19 Remove and replace blower motors. 10.20 Remove and replace heater cores, control units, and cables. 10.21 Remove and replace compressor shaft seals. 10.22 Service electric engine cooling fan and controls. PERFORMANCE AND ENABLING OBJECTIVES Each task is accompanied by a Performance Objective and a set of Enabling Objectives which describe the conditions, performance, evaluation criteria, and learning outcomes required for completion of the task by the student. In the Performance Objective, the conditions addressed the following: (1) tools, equipment, and materials required for the activity; and (2) specifications and critical characteristics required for the finished product or process. Each Performance Objective is followed by a set of Enabling Objectives describing the learning outcomes that should be achieved before the student begins the activity stated in the Performance Objective. Enabling Objectives are expressed in concise statements so their intent is clear to the instructor, who should develop appropriate instructional activities, and to each student, who must master each item. The content addressed in each set of Enabling Objectives generally is directed toward technical terminology, uses of tools and equipment, procedures or techniques associated with the task, use of materials, and safety precautions. Instructional styles or methodologies are not addressed for the instructor, however, because of the various approaches to performance of a task of classroom activity. Thus, each curriculum standard - Task, Performance Objective, Enabling Objectives - utilizes a competency-based approach to student evaluation based on objective, measurable criteria. Although each standard is listed only one time, tasks can be repeated any number of times until the acceptable level of competency is attained. Repetition of tasks should also occur when several methods or applications can be used to perform the task. For example, the standard for Analyzing Engine Performance appears only once, but should be repeated until an acceptable level of competency is performed for all applications. MODULE 1 SHOP SAFETY, WORK ETHICS AND EMPLOYABILITY SKILLS QUACK DOWN ON ACCIDENTS OR YOU'LL BE A DEAD DUCK IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 1 SHOP SAFETY, WORK ETHICS AND EMPLOYABILITY SKILLS Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 1 - SHOP SAFETY, WORK ETHICS AND EMPLOYABILITY SKILLS This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN TASK LISTING MODULE 1 - SHOP SAFETY, WORK ETHICS AND EMPLOYABILITY SKILLS 01.0 DEMONSTRATE AND APPLY A BASIC KNOWLEDGE OF SHOP SAFETY, WORK ETHICS AND RESPONSIBILITIES, AND EMPLOYABILITY SKILLS--The student will be able to: 01.01 Apply shop safety rules and procedures 01.02 Apply personal safety rules and procedures 01.03 Apply fire safety rules and procedures 01.04 Apply electrical safety rules and procedures 01.05 Apply rules for hazardous waste disposal 01.06 Identify employment opportunities 01.07 Apply employment-seeking skills 01.08 Interpret employment capabilities 01.09 Demonstrate appropriate work behavior 01.10 Maintain a business-like image 01.11 Maintain working relationships with others 01.12 Communicate on the job 01.13 Adapt to change 01.14 Demonstrate a knowledge of business periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. BASIC AUTOMOTIVE TECHNICIAN PERFORMANCE AND ENABLING OBJECTIVES MODULE 1 - SHOP SAFETY, WORK ETHICS AND EMPLOYABILITY SKILLS 01.01 TASK: Apply shop safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of repair jobs and shop situations, apply shop safety rules and procedures by identifying safe and unsafe shop practices. EVALUATING OBJECTIVES: 1. Identify common hazards in the repair shop including: a. improper use of tools b. unguarded machinery c. tripping and falling d. excessive exposure to exhaust gases, parts cleaners, paints, and dust e. electrical hazards f. improper lifting 2. Identify and explain warning signs posted in shop area 3. Explain the importance of good housekeeping in the shop 4. Explain the importance of storing materials in a safe and secure manner 5. Explain the potential hazards associated with: a. asbestos b. paints and thinners c. carbon monoxide d. solvents e. dusts f. noise g. hydrogen gas 6. Explain safety rules and procedures for using compressed air equipment 7. Explain the safety rules for welding, cutting, and brazing 8. Conduct an inspection of the shop for conformity with safety rules and procedures 01.02 TASK: Apply personal safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of repair jobs and shop situations, demonstrate personal safety procedures. ENABLING OBJECTIVES: 1. Identify types of personal safety equipment and explain their applications 2. Identify types of repair work that require eye protection 3. Identify types of repair work that require hearing protection 4. Identify types of repair work that require respirators 5. Explain the methods of cleaning respirators 6. Explain regulations and procedures pertaining to sanitation in shop and restroom areas 7. Explain personal safety rules and procedures for welding, cutting, and brazing 8. Explain the methods for cleaning and storing personal safety equipment 01.03 TASK: Apply fire safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of types of fires, types of fire extinguishers, and shop situations, apply fire safety rules and procedures by identifying safe and unsafe practices. ENABLING OBJECTIVES: 1. Identify and explain the use of these fire extinguishers: a. foam b. carbon dioxide c. soda acid d. pump tank e. gas cartridge f. dry chemical g. multi-purpose dry chemical 2. Describe the procedures for operating the fire extinguishers listed above 3. Describe common causes of fires in repair shops and explain methods which will prevent them 4. Conduct an inspection of the shop for conformity with fire safety rules and procedures 01.04 TASK: Apply electrical safety rules and procedures PERFORMANCE OBJECTIVE: Given a check-list identifying electrical hazards and appropriate safety manuals, apply electrical safety rules and procedures. Electrical equipment, exposed wire, frayed cords, and deteriorated insulation must be indicated in the check-list. Junction boxes, outlets, switches, breaker switches, must be identified as to their use. ENABLING OBJECTIVES: 1. Explain the importance of labeling circuit breakers 2. Explain the importance of grounding electrical equipment 3. Explain the proper methods for using flexible extension cords and drop lights 4. Identify and explain the electrical hazards of, and safety rules and procedures for, welding, cutting, and brazing 5. Identify the approved location for all electrical equipment and power sources in the repair shop 01.05 TASK: Apply rules for hazardous waste disposal PERFORMANCE OBJECTIVE: Given examples of hazardous waste materials such as asbestos, oils, paints and thinners, and solvents, OSHA, EPA and other manuals and guidelines, explain the proper handling and disposal of such materials. ENABLING OBJECTIVES: 1. Identify the hazardous waste materials found in a repair shop 2. Explain the proper procedures for disposing of: a. asbestos b. oil and oil based materials c. paint and paint thinner d. solvents e. electrical insulating compounds 3. Conduct an inspection of the repair shop to detect the presence of hazardous wastes in accordance with OSHA and EPA guidelines 01.06 TASK: Identify employment opportunities PERFORMANCE OBJECTIVE: Given the information resources of a library, obtain and compile the information needed to seek a job. ENABLING OBJECTIVES: 1. Identify the requirements for a job 2. Investigate educational opportunities 3. Investigate occupational opportunities 4. Locate resources for finding employment 5. Confer with prospective employers 6. Identify job trends 01.07 TASK: Apply employment-seeking skills PERFORMANCE OBJECTIVE: Given appropriate information, locate a job opportunity, prepare and take an interview for it, complete the required tests, forms and applications, and evaluate your response to the job opportunity. ENABLING OBJECTIVES: 1. Locate a job opening 2. Complete a resume 3. Prepare for an interview 4. Participate in an interview 5. Complete tests required 6. Complete forms required 7. Complete an application letter 8. Complete a follow-up letter 9. Complete an acceptance letter 10. Evaluate a job offer 11. Evaluate a job rejection 01.08 TASK: Interpret employment capabilities PERFORMANCE OBJECTIVE: Given the assignment to explain how your capabilities make you employable, demonstrate how to match your skills and experience to a job you seek. ENABLING OBJECTIVES: 1. Match your interest to the job area 2. Match your aptitudes to the job area 3. Verify your abilities 4. Identify your immediate work goal 5. Develop your career plan 01.09 TASK: Demonstrate appropriate work behavior PERFORMANCE OBJECTIVE: Given the responsibility of an employ in a new job, demonstrate your knowledge of appropriate behavior in the work place. ENABLING OBJECTIVES: 1. Exhibit dependability 2. Demonstrate punctuality 3. Follow rules and regulations 4. Explain the consequences of dishonesty 5. Complete assignments accurately and on time 6. Control your emotions 7. Take responsibility for your decisions and actions 8. Take pride in your work and be a loyal worker 9. Learn to handle pressures and tensions 10. Demonstrate ability to set priorities 11. Demonstrate problem-solving skills 01.10 TASK: Maintain a business-like image PERFORMANCE OBJECTIVE: Given a responsibility to perform the duties of a new job, with a new employer, demonstrate a knowledge of the actions and behaviors which will project a business-like image. ENABLING OBJECTIVES: 1. Participate in the institution's orientation 2. Demonstrate knowledge of your company's products/services 01.11 TASK: Maintain working relationships with others PERFORMANCE OBJECTIVE: Given the responsibility to perform the duties of a new job, with a new employer, demonstrate a knowledge of how to successfully work with others. ENABLING OBJECTIVES: 1. Work productively with others 2. Show empathy, respect, and support for others 3. Demonstrate procedures and assist others when necessary 4. Recognize problems and work toward their solution 5. Minimize the occurrence of problems 6. Channel your emotional reactions in positive ways 01.12 TASK: Communicate on the job PERFORMANCE OBJECTIVE: Given the responsibility to perform the duties of a new job, with a new employer, demonstrate a knowledge of how to communicate on the job. ENABLING OBJECTIVES: 1. Read and comprehend written communications 2. Use correct grammar 3. Speak clearly when addressing others 4. Use job-related terminology correctly 5. Be a good listener 6. Write clearly and legibly 7. Use telephone etiquette 8. Follow written and oral directions carefully 9. When in doubt, ask questions 10. Locate the information needed to complete the task 11. Demonstrate keyboarding skills 12. Demonstrate computer literacy 01.13 TASK: Adapt to change PERFORMANCE OBJECTIVE: Given the responsibility to perform the duties of a new job, with a new employer, demonstrate a knowledge of how to adapt to change ENABLING OBJECTIVE: 1. Recognize the need to change 2. Demonstrate a willingness to learn 3. Demonstrate flexibility 4. Participate in continuing education 5. Seek challenge in the work place 6. Adjust goals and plans when necessary 01.14 TASK: Demonstrate a knowledge of business PERFORMANCE OBJECTIVE: Given the responsibility to perform the duties of a new job, with a new employer, demonstrate a knowledge of the role of that business, its employees, and the free enterprise system. ENABLING OBJECTIVES: 1. Explain the role of business in the enterprise system 2. Identify the responsibilities of employees 3. Identify the responsibilities of managers and employers 4. Discuss the opportunities for business ownership or management 5. Describe the planning required to start a business 6. Discuss the importance of business meetings MODULE 2 BASIC AUTOMOTIVE TECHNICIAN SKILLS 1. MANIFOLD, UPPER PLENUM 2. GASKET 3. INTAKE MANIFOLD, INTERMEDIATE 4. BOLT, 7/16" X 1-1/2", L=50 5. INTAKE MANIFOLD, LOWER 6. NUT, 28-10 (197 FT. LBS.) 7. BOLT, 7/16" X 1-1/2", L=50 8. APPLY A SMOOTH CONTINUOUS BEAD APPROXIMATELY 1 mm WIDE AND 3.0-3.5 mm THICK ON BOTH SURFACES; BEAD CONFIGURATION MUST PROVIDE COMPLETE SEALING OF WATER AND OIL SURFACE. MUST BE FREE OF OIL AND DIRT TO ENSURE ADEQUATE SEAL. IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 2 BASIC AUTOMOTIVE TECHNICIAN SKILLS Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 2 - BASIC AUTOMOTIVE TECHNICIAN SKILLS This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs or local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN TASK LISTING MODULE 2 - BASIC AUTOMOTIVE TECHNICIAN SKILLS 02.0 DEMONSTRATE AND APPLY A BASIC KNOWLEDGE OF AUTOMOTIVE TECHNICIANS--The student will be able to: 02.01 Use and maintain hand tools, such as screwdrivers, special applications pliers, hammers, chisels, punches, special applications wrenches and sockets, files, hack saws, bench vises and C-clamps 02.02 Demonstrate use of precision measuring tools 02.03 Apply basic welding skills related to the automobile industry 02.04 Use and maintain power tools, such as drills, bench grinders, drill presses, hydraulic presses, impact wrenches, air chisels, parts washers, hydraulic jacks and vehicle hoists 02.05 Use basic electrical equipment and meters 02.06 Use and install fasteners, such as screws and bolts, key screw extractors, helicoil inserts and thread cutting tap and dies 02.07 Apply basic math skills 02.08 Apply metric math skills 02.09 Service vehicle with proper automotive lubricants 02.10 Demonstrate the use of shop manuals and tune-up charts 02.11 Demonstrate a knowledge of automotive tubing types and sizes 02.12 Demonstrate skill in electrical soldering 02.13 Define electrical terms 02.14 Understand and apply the rules of series circuits 02.15 Understand and apply the rules of parallel circuits 02.16 Understand and apply the rules of series-parallel circuits 02.17 Define steering geometry and suspension geometry 02.18 Explain the function of steering and suspension system components 02.19 Explain and describe the components of manual and power steering 02.20 Describe drum brake operation 02.21 Describe disc brake operation 02.22 Describe operation of brake system valves 02.23 Explain proper brake pedal height 02.24 Demonstrate a knowledge of basic automotive engine cooling systems 02.25 Demonstrate a knowledge of automotive heating and air conditioning systems 02.26 Demonstrate knowledge of different wire sizes and different terminal ends 02.27 Demonstrate a knowledge of automotive ignition and fuel system 02.28 Describe rear axle operation 02.29 Describe drive shaft operation 02.30 Describe automatic transmission and trans-axle operation 02.31 Describe clutch operation 02.32 Describe clutch release linkage mechanisms 02.33 Describe manual transmission trans-axle operation 02.34 Describe 4 X 4 transfer case systems 02.35 Demonstrate a knowledge of the internal combustion engine, both diesel and gasoline MODULE 2 BASIC AUTOMOTIVE TECHNICIAN SKILLS 02.01 TASK: Use and maintain hand tools, such as screwdrivers, special applications pliers, hammers, chisels, punches, special applications wrenches and sockets, files, hack saws, bench vises and C-clamps. PERFORMANCE OBJECTIVE: Given a set of hand tools and access to a tool room, perform an inventory, record any tools that are unsafe, broken or need repairs. ENABLING OBJECTIVES: 1. Identify basic hand tools 2. Identify special tools used in engine repair 3. Identify tools used to service drive lines 4. Explain in writing the purpose of hand tools 5. Replace a hammer handle 6. Dress a grinding stone 7. Dress a screwdriver 8. Use a flat file 9. Sharpen a twist drill 10. Dress a brass drift 11. Put a new blade on a hack saw 12. Dress a punch or chisel 13. Use a torque wrench, bar and micrometer type 14. Explain four types of files 15. Use an adjustable wrench 16. Use a breaker bar 17. Identify special front-end tools 02.02 TASK: Demonstrate use of precision measuring tools PERFORMANCE OBJECTIVE: Given the proper measuring tool and a crankshaft, cylinder and flywheel, measure these units. Result should be within .0005 inch of instructor's measurement. ENABLING OBJECTIVES: 1. Demonstrate how to hold a micrometer while measuring 2. Measure a crankshaft journal 3. Measure a cylinder for taper, out-of-round and diameter 4. Measure flywheel runout 5. Demonstrate the use of a slide caliper 02.03 TASK: Apply basic welding skills related to the automobile industry PERFORMANCE OBJECTIVE: Given flat metal and the proper welding equipment, apply basic welding skills, following electrical safety rules and acetylene welding rules using the welding manual as a guide for identifying proper welds. ENABLING OBJECTIVES: 1. Demonstrate safety procedures when welding 2. Demonstrate the ability to start, stop and restart a bead 3. Name the welding positions 4. List reasons for a poor weld 5. Describe the effects of raising and lowering the arc welding current 6. List types of electrodes 7. List rules for safe handling of oxygen and acetylene equipment 8. List causes of a backfire 9. Identify types of oxyacetylene flames 10. Demonstrate the ability to turn on, light, adjust flame and turn off the oxyacetylene equipment 11. Identify the parts of oxyacetylene welding equipment 12. Identify the types of welding goggles and shields 02.04 TASK: Use and maintain power tools, such as drills, bench grinders, drill presses, hydraulic presses, impact wrenches, air chisels, parts washers, hydraulic jacks and vehicle hoists PERFORMANCE OBJECTIVE: Given repair jobs that use power tools, follow all safety rules and manufacturer's directions. ENABLING OBJECTIVES: 1. Describe safety rules for power equipment and tools 2. Demonstrate the ability to drill a hole using a drill press 3. Demonstrate the ability to cut metal with a power chisel 4. Raise a vehicle on a vehicle hoist 5. Raise a vehicle using a hydraulic jack, placing jack stands under the vehicle for safety 6. Demonstrate a safe method of washing parts 7. Demonstrate removing a bearing from a shaft using a hydraulic press 02.05 TASK: Use basic electrical equipment and meters PERFORMANCE OBJECTIVE: Given a vehicle, connect the electrical and electronic testers into the electrical system following the instructions in the manufacturer's handbook and charts of the electrical tester. Test the electrical system using specifications from an auto repair manual. Record information obtained. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when connecting and disconnecting the test equipment 2. Describe use of the electrical tester 3. Demonstrate proper connecting and disconnecting of the electrical test equipment 4. Describe the operation of an electrical analyzer 5. Demonstrate the use of an ohm meter 6. Demonstrate the use of a multi-meter 7. Describe analog and digital test meters 8. Demonstrate the use of a test light 02.06 TASK: Use and install fasteners, such as screws and bolts, key screw extractors, helicoil inserts and thread tap and dies PERFORMANCE OBJECTIVE: Given a selection of fasteners, screw-extractors, helicoils, tap/die set, basic instruction manual and tools, use fasteners to secure metals or components to vehicle. Follow manufacturer's specifications on fastener selection and installation. ENABLING OBJECTIVES: 1. Demonstrate how to select the proper fasteners for a project 2. Demonstrate the use of a pitch gauge 3. Cut external threads using a die 4. Cut internal threads using a tap 5. Describe the procedure for removing broken bolts 6. Describe the procedure for removing broken taps 7. Explain five types of nuts 8. Demonstrate the use of pop rivet pliers 9. Identify a taper tap 10. Identify a bottoming tap 11. Explain both the customary and metric thread specifications of bolts 12. Explain how a helicoil is used to repair damaged threads 13. Explain bolt classifications 02.07 TASK: Apply basic math skills PERFORMANCE OBJECTIVE: Given a basic math problem, find the correct solution. ENABLING OBJECTIVES: 1. Add using whole numbers 2. Multiply using whole numbers 3. Subtract using whole numbers 4. Divide using whole numbers 5. Change a fraction to a decimal 6. Change a decimal to a fraction 7. Add fractions 8. Divide fractions 9. Multiply fractions 10. Subtract using fractions 11. Add decimal numbers 12. Subtract decimal numbers 13. Multiply decimal numbers 14. Divide using decimal numbers 15. Explain percent 16. Explain angles 17. Demonstrate the ability to use a standard torque wrench 02.08 TASK: Apply metric math skills PERFORMANCE OBJECTIVE: Given a metric problem and using a math manual, work the problem to its correct solution. ENABLING OBJECTIVES: 1. Explain the metric system of measurement 2. Define: (a) meter; (b) centimeter; (c) millimeter; and (d) kilometer 3. Explain the Celsius temperature scale 4. Add, subtract, multiply and divide using metric units 5. Demonstrate the ability to use a metric torque wrench 02.09 TASK: Service vehicle with proper automotive lubricants PERFORMANCE OBJECTIVE: Given a vehicle and access to service manuals, tools and equipment, service the vehicle with the proper lubricants. Follow manufacturer's specifications in selecting the lubricants. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while servicing vehicle 2. Explain grading of oils 3. Explain properties of grease 4. Change engine oil 5. Change oil filter, being careful to select the proper filter 6. Demonstrate a chassis grease job 7. Explain oil service classifications 8. Explain viscosity numbers 9. Demonstrate how to use special lubrication tools 10. Explain how to service the transmission and trans-axle 11. Explain how to service the differential 12. Explain how to service the transfer assembly 02.10 TASK: Demonstrate the use of shop manuals and tune-up charts PERFORMANCE OBJECTIVE: Given an automotive repair work order showing repair problems and access to shop manuals, locate the information needed and record it on the work order. ENABLING OBJECTIVES: 1. Demonstrate the ability to cross-reference from one repair manual to another 2. Explain how to select manuals to locate information needed 3. Demonstrate locating flat rate time 4. Demonstrate locating part's cost 5. Demonstrate locating major repair sections 6. Use a motors manual 7. Use a Chilton's manual 8. Use a Mitchell's manual 9. Demonstrate the ability to use a manufacturer's repair manual 10. Explain how to use a tune-up chart 11. Demonstrate how to locate a tune-up chart 12. Explain the location of tune-up decals 13. Demonstrate the ability to locate and use a wiring diagram 14. Explain how to locate and use an electrical diagram 15. Explain how to locate the vacuum section 16. Explain how to locate the emission section 02.11 TASK: Demonstrate a knowledge of automotive tubing types and sizes PERFORMANCE OBJECTIVE: Given a variety of sizes and types of automotive tubing, identify them correctly. ENABLING OBJECTIVES: 1. Define the term "I.D." 2. Define the term "O.D." 3. Demonstrate knowledge of steel tubing 4. Demonstrate knowledge of flex gas tubing 5. Demonstrate knowledge of evaporative hoses 6. Demonstrate correct use of tubing connectors and fasteners 7. Demonstrate knowledge of vacuum hose 8. Explain where each type should be used 02.12 TASK: Demonstrate skill in electrical soldering PERFORMANCE OBJECTIVE: Given two pieces of wire, the proper tools and a manual, properly join the wires together by soldering. ENABLING OBJECTIVES: 1. Explain the results of too little heat 2. Explain the results of too much heat 3. Demonstrate knowledge of types of solder: (a) acid core; (b) rosin core; and (c) solid solder 4. Explain the use of soldering paste 5. Explain and demonstrate proper insulation removal 6. Explain and demonstrate proper joining before soldering 7. Explain and demonstrate proper covering after soldering: (a) electrical tape and (b) heat shrink tubing 02.13 TASK: Define electrical terms PERFORMANCE OBJECTIVE: Given proper manuals and test equipment, explain the electrical terms: magnetism, electrical current and Ohm's law, sources and electronic theory. ENABLING OBJECTIVES: 1. Explain: (a) magnetism; (b) electrical current flow; (c) Ohm's law; and (d) electronic theory 2. Explain what happens when electrical pressure is applied to a magnet 3. Explain what E.I.R. means 4. Explain the difference between voltage current and resistance 02.14 TASK: Understand and apply the rules of series circuits PERFORMANCE OBJECTIVE: Given a bread board, battery wire, resistors and proper test equipment, build a series circuit and explain the series circuit laws. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on live electrical circuits 2. Explain why a closed loop of wire does not necessarily make a circuit 3. State the series circuit laws 4. State total voltage drop in a series circuit 5. State the current flow in the circuit 6. State the total resistance in the circuit 02.15 TASK: Understand and apply the rules of parallel circuits PERFORMANCE OBJECTIVE: Given a bread board, battery wire, resistors and proper test equipment, build a parallel circuit and explain parallel circuit laws. ENABLING OBJECTIVES: 1. State the parallel circuit laws 2. Explain the difference between series and parallel circuits 3. Explain what happens to current when resistance is added to a parallel circuit 4. Explain what happens to voltage 5. Explain why combined resistance in a parallel circuit is less than the smallest resistor 02.16 TASK: Understand and apply the rules of series-parallel circuits PERFORMANCE OBJECTIVE: Given a bread board, proper manuals and test equipment, build a series-parallel circuit and explain series-parallel circuitry. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on live electrical circuits 2. Explain the differences in series, parallel and series-parallel circuits 3. Explain what happens as you add resistance to the circuit 4. Explain what happens when you add voltage to a series-parallel circuit 5. Explain where a series-parallel circuit would be used in an automobile circuit 02.17 TASK: Define steering geometry and suspension geometry PERFORMANCE OBJECTIVE: Given proper textbooks and repair manuals, explain the following: steering angles, toe in and four-wheel steering. ENABLING OBJECTIVES: 1. Explain caster angle 2. Explain camber angle 3. Explain toe in 4. Explain toe in and toe out on turns 5. Explain king pin inclination 6. Explain four-wheel steering 7. Explain four-wheel alignment 02.18 TASK: Explain the function of steering and suspension system components PERFORMANCE OBJECTIVE: Given proper textbook and repair manuals, explain the function of the following steering and suspension components. ENABLING OBJECTIVES: 1. Explain the function of coil springs, leaf spring and torsion bars 2. Explain the terms: twin "I" beams and Quadralinks 3. Explain the function of suspension bushings 4. Explain the function of shock absorbers 5. Explain the function of tie rod ends 6. Explain the function of ball joints and spindle bolts 7. Describe the difference between McPherson struts and control arm suspension 8. Describe the difference between Pitman arms and control arms 9. Explain four-wheel steering 02.19 TASK: Explain and describe the components of manual and power steering PERFORMANCE OBJECTIVE: Given proper textbooks and repair manuals, explain the function of steering systems. ENABLING OBJECTIVES: 1. Explain the function of a manual steering gear 2. Explain the operation of power steering gears 3. Explain the difference between integral and linkage type power steering 4. Explain the operation of rack and pinion gears 5. Explain the function of a power steering pump 6. Explain problems that are caused by power steering fluid leakage 02.20 TASK: Describe drum brake operation PERFORMANCE OBJECTIVE: Given proper textbook and repair manual, explain the following brake components and brake problems. ENABLING OBJECTIVES: 1. Describe the operation of drum brakes 2. Describe the operation of automatic brake adjusters 3. Describe brake problems that can cause brake pull 4. Describe brake problems that can cause brake chatter 5. Describe brake problems that cause brake pedal pulsations 6. Describe the cause of brake fade 7. Explain the necessity for checking brake linings 8. Explain the function of brake boosters 02.21 TASK: Describe disc brake operation PERFORMANCE OBJECTIVE: Given proper textbook and repair manuals, explain the operation of disc brakes. ENABLING OBJECTIVES: 1. Describe the function of a disc brake caliper assembly 2. Explain the causes of brake pull 3. Explain the possible causes of brake pedal pulsations 4. Explain the operation of anti-skid brake systems 5. Explain the causes of low brake pedal 02.22 TASK: Describe operation of brake system valves PERFORMANCE OBJECTIVE: Given proper textbook and repair manuals and factory handouts, explain brake system valves. ENABLING OBJECTIVES: 1. Explain the function of pressure differential valve 2. Explain the function of the proportioning valve 3. Explain the function of the brake warning light 4. Explain the function of the brake metering valve 02.23 TASK: Explain proper brake pedal height PERFORMANCE OBJECTIVE: Given proper textbook and repair manual, explain the term: pedal height. ENABLING OBJECTIVES: 1. Explain hydraulic principles as they apply to a hydraulic brake system 2. Explain the effect loose brake shoe adjustment has on pedal height 3. Explain how air in hydraulic fluid line affects pedal height 4. Explain the effect master cylinder push rod adjustment will have on brake pedal height 5. Explain the effect worn brake pedal bushings and connecting pins have on brake pedal height 6. Explain the effect that heat has on brake fluid 02.24 TASK: Demonstrate a knowledge of basic automotive engine cooling systems PERFORMANCE OBJECTIVE: Given proper study materials and information, pass a test covering automotive engine cooling systems. ENABLING OBJECTIVES: 1. Explain the operation of a radiator 2. Explain the operation of an engine water jacket 3. Explain the operation of a thermostat 4. Explain the operation of a water pump 5. Explain the operation of a radiator cooling fan 6. Explain the operation of hoses and belts 02.25 TASK: Demonstrate a knowledge of automotive heating and air conditioning systems PERFORMANCE OBJECTIVE: Given proper study materials and information, pass a test covering automotive heating and air conditioning systems. ENABLING OBJECTIVES: 1. Explain operation of heater hoses 2. Explain operation of water control valves 3. Explain operation of heater cores 4. Explain operation of electrical, vacuum and mechanical heater controls 5. Explain operation of heater ducting 6. Explain operation of air conditioning compressor 7. Explain operation of condenser 8. Explain operation of receiver-dryers and accumulators 9. Explain operation of flow control devices (exp valves, exp tubes) 10. Explain operation of evaporators 11. Explain operation of evaporator control devices, EPR 12. Explain operation of electrical controls, switches, wiring 13. Explain operation of vacuum controls, switches, hoses 14. Explain operation of high pressure and suction hoses 15. Explain temperature-pressure relationship of Freon 12 16. Explain safety precautions when handling Freon 12 17. Explain operation of compressor lubrication systems 02.26 TASK: Demonstrate knowledge of different wire sizes and different terminal ends PERFORMANCE OBJECTIVE: Demonstrate a knowledge of different wiring sizes and different terminal ends by passing a written examination. ENABLING OBJECTIVES: 1. Demonstrate knowledge of AWG wire sizes 2. Demonstrate knowledge of metric wire sizes 3. Explain amperage characteristics of different sized wires 4. Explain the differences among various wire terminals 5. Explain different wire material 02.27 TASK: Demonstrate a knowledge of automotive ignition and fuel system PERFORMANCE OBJECTIVE: Given a vehicle, textbook, repair manual, films, videos and slides, take a test that measures understanding of the ignition and fuel systems. ENABLING OBJECTIVES: 1. List the components of an ignition system 2. List the components of a fuel system 3. Explain the operation of the ignition system 4. Explain the operation of the fuel system 02.28 TASK: Describe rear axle operation PERFORMANCE OBJECTIVE: Given proper textbooks and repair manuals, explain the operation of the rear axle. ENABLING OBJECTIVES: 1. Explain differential operation 2. Explain limited slip mechanism 3. Define floating, 3/4 floating and semi-floating axles 02.29 TASK: Describe drive shaft operation PERFORMANCE OBJECTIVE: Given proper service manuals and textbooks, explain drive shaft operation and inspection. ENABLING OBJECTIVES: 1. Explain the working angle 2. Identify worn U-joints 3. Identify slip joint 4. Explain single joint 5. Explain constant velocity joint 6. Explain yoke and phase alignment 02.30 TASK: Describe automatic transmission and trans-axle operation PERFORMANCE OBJECTIVE: Given proper service manual and textbooks, explain automatic transmission power flow operation. ENABLING OBJECTIVES: 1. Explain torque converter function 2. Identify gears in the planetary gear system 3. Explain power flow 4. Explain the hydraulic system 5. Explain the operation of the trans-axle transmission 6. Explain how automatic transmission fluid cools and lubricates 02.31 TASK: Describe clutch operation PERFORMANCE OBJECTIVE: Given the proper textbooks and service manuals, explain the operation of a clutch. ENABLING OBJECTIVES: 1. Identify the major parts of the clutch 2. Explain the wearing areas of the clutch 3. Explain engagement and disengagement 4. Explain power flow 02.32 TASK: Describe clutch release linkage mechanisms PERFORMANCE OBJECTIVE: Given the proper textbooks and manuals, identify the different types of clutch linkage. ENABLING OBJECTIVES: 1. Identify mechanical linkage 2. Identify cable linkage 3. Identify hydraulic linkage 02.33 TASK: Describe manual transmission and trans-axle operation PERFORMANCE OBJECTIVE: Given transmission textbook and service manuals, explain the operation of a manual transmission. ENABLING OBJECTIVES: 1. Explain torque multiplication 2. Explain power flow in all gears 3. Explain synchronizer operation 4. Identify the different systems of shift mechanisms 5. Explain the difference in a trans-axle power flow and figuring gear ratio. 02.34 TASK: Describe 4 X 4 transfer case systems PERFORMANCE OBJECTIVE: Given transfer case manuals and textbooks, identify the difference in transfer cases. ENABLING OBJECTIVES: 1. Identify part-time transfer cases 2. Identify full-time transfer cases 3. Identify locking hubs 4. Explain adjustments on shifting linkage 02.35 TASK: Demonstrate a knowledge of the internal combustion engine, both diesel and gasoline PERFORMANCE OBJECTIVE: Given equipment, components and any charts needed, explain the operations of diesel and gasoline internal combustion engines. ENABLING OBJECTIVES: 1. Explain the operation of the lubrication system 2. Explain the operation of the timing gear system 3. Explain the operation of the valves 4. Explain the operation of the piston assembly 5. Explain the difference in construction and operation of a diesel engine and a gasoline engine IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 3 DIAGNOSING/TROUBLESHOOTING ELECTRICAL/ELECTRONIC COMPONENTS Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 3 - DIAGNOSING/TROUBLESHOOTING ELECTRICAL/ELECTRONIC COMPONENTS This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. 03.0 APPLY ELECTRICAL AND ELECTRONIC SKILLS IN DIAGNOSING/ TROUBLESHOOTING MALFUNCTIONS OF ELECTRICAL/ELECTRONIC COMPONENTS (Computerized or Non-computerized) --The student will be able to: 03.01 Demonstrate and apply safety rules and procedures 03.02 Diagnose electrical engine malfunctions 03.03 Perform power checks 03.04 Measure voltage drop, current flow, continuity and resistance in a circuit or component 03.05 Locate an open circuit or a short circuit 03.06 Analyze cranking system malfunctions 03.07 Analyze charging system malfunctions 03.08 Service and test batteries 03.09 Remove and replace light bulbs 03.10 Inspect, remove, and replace alternator belts 03.11 Test, remove, and replace fuses and circuit breakers 03.12 Replace and test starters 03.13 Test and overhaul alternators 03.14 Remove and replace regulators 03.15 Inspect and repair lighting systems 03.16 Diagnose, repair or replace turn signal and stop light switches 03.17 Test and replace electrical system switches 03.18 Diagnose, repair, or replace power window and power seat systems, including motors 03.19 Diagnose, repair, or replace horn systems 03.20 Diagnose, repair, or replace clock systems 03.21 Diagnose, repair, or replace warning buzzer 03.22 Test and replace instrument panel units 03.23 Service or repair windshield wiper/washer systems 03.24 Test and replace electronic control units 03.25 Check, remove, and replace radios MODULE 3 - APPLY ELECTRICAL AND ELECTRONIC SKILLS IN DIAGNOSING/ TROUBLESHOOTING MALFUNCTIONS OF ELECTRICAL/ELECTRONIC COMPONENTS 03.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of repair jobs and shop situations in electrical and electronic repair, apply shop safety rules and procedures by identifying safe and unsafe shop practices. ENABLING OBJECTIVES: 1. Discuss reasons for not wearing rings, watches and jewelry when working on a vehicle 2. State precautions to use when working with gasoline 3. State reasons for not wearing loose clothing, ties and long hair 4. State precautions for priming carburetor with gasoline 5. Apply fire safety rules 6. Apply electrical and electronic safety rules 7. Apply proper jacking and lift precautions 8. Discuss battery handling and charging precautions 03.02 TASK: Diagnose electrical engine malfunctions PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, perform an electrical test for an electrical malfunction. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when performing electrical tests 2. Explain test equipment hook-ups 3. Describe which test to perform for specific malfunction 4. Explain procedure for removal and replacement of malfunctioning component 5. Demonstrate the ability to put tools and equipment away in proper place after use 03.03 TASK: Perform power checks PERFORMANCE OBJECTIVE: Given a live fused or circuit breaker circuit, test for serviceability by using an amp meter, test light or volt meter. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on electrical units 2. Explain how an amp meter, test light or volt meter can be used to determine current flow 3. Explain care in handling electrical circuits and test equipment 4. Demonstrate proper knowledge of function switch and lead connections of a VOM 03.04 TASK: Measure voltage drop, current flow, continuity and resistance in a circuit or component PERFORMANCE OBJECTIVE: Given a vehicle, volt/amp tester and ohm meter, service manual and necessary tools, test electrical unit for amperage and voltage drop and continuity. Record readings and compare with specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when testing electrical circuits 2. Explain how many amps are being drawn by the unit 3. Explain the various voltage drops 4. Explain hook up and test operation for the unit 5. Describe results of the test 6. Explain parasitic drain 03.05 TASK: Locate an open circuit or a short circuit PERFORMANCE OBJECTIVE: Given a vehicle with a known ground, short, or open circuit, the proper tools and service manual, locate and repair the condition. The student should achieve accuracy, speed, and safety on the task. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on an electrical circuit 2. Discuss how the whole wiring system of a vehicle can be broken down into individual electrical systems and the problem isolated to a particular system 3. Demonstrate use of test equipment 4. Identify the circuit and type of electrical failure 5. Demonstrate the type of repair necessary to correct problem 6. Demonstrate test for proper operation of repaired circuit 03.06 TASK: Analyze cranking system malfunctions PERFORMANCE OBJECTIVE: Given a vehicle, service manual, proper tools and test equipment, analyze cranking malfunctions in the starting system. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe how a starting system operates 3. State the purpose of neutral starting switch 4. Test battery cables and connections 5. Test starter current draw 6. Explain the function of the starter solenoid 03.07 TASK: Analyze charging system malfunctions PERFORMANCE OBJECTIVE: Given a vehicle, service manual, volt amp tester, and necessary tools, test alternator for maximum output. When completed the recorded output should be compared to specifications. Safety precautions must be observed as the vehicle engine is running. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when using test equipment on an operating engine 2. Explain the different ways that manufacturers check maximum output of their alternators 3. Demonstrate use of and proper "hook-up" of alternator test equipment 4. Explain result of "low" output of alternator 5. Explain result of "high" output of alternator 03.08 TASK: Service and test batteries PERFORMANCE OBJECTIVE: Given a vehicle with a battery, proper tools, test and cleaning equipment, load test a battery and clean connections. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with battery test equipment 2. Explain amperage draw versus voltage values 3. Demonstrate how to hook up a volt meter, ammeter and carbon pile 4. State sequence of removal of battery cables 5. Describe proper methods and chemicals to clean battery cables 6. Demonstrate use of protective coatings on connections 7. Discuss the advantages and/or disadvantages of a side-mount battery over a top-mount battery 8. Describe proper charging procedures 03.09 TASK: Remove and replace light bulbs PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace a light bulb. When completed, all terminals must be secure, wires routed correctly and bulb operate correctly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Discuss examples of units and other components that must be removed in order to remove and replace the bulb 3. Demonstrate proper use of tools 4. Demonstrate proper use of service manual 03.10 TASK: Inspect, remove and replace alternator belts PERFORMANCE OBJECTIVE: Given a vehicle, service manual, and proper tools, inspect, remove, replace and adjust the alternator belt. Check belt condition for serviceability, tension, and bolts for tightness. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the importance of belt tightness on an alternator-equipped vehicle 3. Inspect drive belt for cracks and excessive wear 4. Demonstrate use of drive belt tension gauge "hand" method test 03.11 TASK: Test, remove and replace fuses and circuit breakers PERFORMANCE OBJECTIVE: Given a vehicle, service manual, proper tools and replacement parts, test, remove and replace a fuse or circuit breaker. When finished the unit will be securely fastened in place. Circuit should be in operational order when completed. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on electrical unit 2. Explain how an ammeter, volt meter or test light can be used to determine current flow 3. Demonstrate proper use of ohm meter on unit being tested 4. Define circuit breaker and its function 03.12 TASK: Replace and test starters PERFORMANCE OBJECTIVE: Given a vehicle, service manual, necessary tools and parts, remove, repair or replace starter. When completed all terminals must be secure, all bolts tightened and starter will operate to manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on electrical circuits 2. Explain the need for a starter draw test 3. Explain the need for a voltage drop test on the positive and negative side of the circuit 4. Explain the results of the tests 5. Inspect all parts for burning, wear and general condition 6. Demonstrate bench test for proper operation 03.13 TASK: Test and overhaul alternators PERFORMANCE OBJECTIVE: Given an alternator, service manual and necessary tools and parts, test and overhaul an alternator. When completed all bolts must be tight, proper points lubricated and terminals secure. Alternator should perform to specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when servicing an alternator 2. Explain how brushes are loaded and installed in an alternator 3. Demonstrate bearing checks and lubrication 4. Demonstrate tests for positive and negative diodes 5. Demonstrate test for proper output of unit 03.14 TASK: Remove and replace regulators PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace the voltage regulator. All bolts, screws and terminal connections must be secure. Check wires for proper positioning. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on electrical circuits 2. Explain which systems have internal and which systems have external regulators and how the procedures for removing or replacing them differ 3. Identify external regulator 4. Demonstrate removal and replacement of external regulator and careful handling of electrical connections 5. Identify internal regulator type of alternator 6. Demonstrate removal and replacement of alternator and replacement of internal regulator 03.15 TASK: Inspect and repair lighting systems PERFORMANCE OBJECTIVE: Given a lighting system problem, service manual and necessary tools, diagnose the problem and make necessary repairs. Upon completion the system will operate correctly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate method of testing to be performed on a specific unit 3. Demonstrate removal and installation of components 4. Demonstrate use of wiring schematics 5. Demonstrate proper use of test equipment to include: test light, DVM, short finder 6. Explain proper wire repair procedures 03.16 TASK: Diagnose, repair or replace turn signal and stop light switches PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, diagnose, remove and replace switch. When completed all terminals must be secure, wires routed correctly and correct wire on correct terminal. The switch must be securely mounted and adjusted as needed. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on an electrical circuit 2. Demonstrate use of DVOM 3. Demonstrate use of wiring schematics 4. Explain complete circuit of unit tested 5. Demonstrate test for proper operation 03.17 TASK: Test and replace electrical system switches PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, test and replace a switch. When completed switch must be mounted securely and adjusted as needed. Switch should control circuit as intended by manufacturer. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate method of testing to be performed on circuit 3. Explain the importance of care to be taken with delicate switches and wiring 4. Explain the procedures for removal and replacement 03.18 TASK: Diagnose, repair or replace power window and power seat systems, including motors PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, diagnose and repair power window and power seat circuits. When repair is completed all trim will have been installed correctly and unit will function according to specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while testing or replacing electrical units 2. Identify the components and circuits 3. Demonstrate use of wiring schematics 4. Demonstrate use of proper test equipment 5. Demonstrate proper procedures of removal of trim panels and upholstery 03.19 TASK: Diagnose, repair or replace horn systems PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, diagnose and repair a horn system. Upon completion the horn will function properly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while testing 2. Explain complete circuit being tested 3. Demonstrate use of wiring schematics 4. Demonstrate knowledge of proper disassembly of horn control circuit 5. Demonstrate test for proper operation of repaired circuit 03.20 TASK: Diagnose, repair or replace clock systems PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, properly diagnose and repair clock circuit. Upon completion, system will be operational, properly aligned with no rattles. ENABLING OBJECTIVES: 1. Explain diagnostic procedures 2. Demonstrate proper use of wiring schematics 3. Explain circuit being tested 4. Explain proper disassembly and reassembly of dash board and components 03.21 TASK: Diagnose, repair or replace warning buzzer PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, diagnose and repair or replace warning buzzer. When completed, buzzer will be properly secured and operational. ENABLING OBJECTIVES: 1. Demonstrate proper use of shop manual and manufacturer's wiring schematics 2. Explain diagnostic procedures and repair procedures 3. Explain circuit operation 4. Demonstrate test of repaired circuit for proper operation 03.22 TASK: Test and replace instrument panel units PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, test and replace instrument panel units. Upon completion unit will be operational, with no rattles or scratches. ENABLING OBJECTIVES: 1. Observe special procedures and test procedures for electrical safety 2. Demonstrate proper use of shop manual 3. Demonstrate proper use of test equipment 4. Explain operation of circuit being repaired 03.23 TASK: Service or repair windshield wiper/washer systems PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and parts, properly service or repair the windshield wiper/washer system. When completed, system will operate as manufacturer intended. ENABLING OBJECTIVES: 1. Demonstrate proper filling procedures for windshield washer 2. Explain proper procedures for wiper blade replacement 3. Demonstrate knowledge of windshield wiper/washer system 4. Demonstrate proper use of service manual 5. Explain diagnostic procedures 6. Demonstrate proper use of DVOM 03.24 TASK: Test and replace electronic control units PERFORMANCE OBJECTIVE: Given a vehicle with an electronic control unit, service manual and necessary tools, test and replace electronic control unit. Upon completion of repair, system should operate correctly and set no diagnostic codes. ENABLING OBJECTIVES: 1. Demonstrate proper use of shop manual 2. Explain system operation 3. Explain problem found and proper repair procedures 4. Demonstrate proper use of diagnostic equipment 03.25 TASK: Check, remove and replace radios PERFORMANCE OBJECTIVE: Given a vehicle with a radio, service manual and necessary tools, check, remove and replace radio. When completed all connections must be tight, radio properly aligned, with no scratches or rattles and fully operational. ENABLING OBJECTIVES: 1. Demonstrate proper use of manufacturer's service manual for removal procedures 2. Demonstrate use of wiring schematics 3. Demonstrate use of DVOM 4. Explain results of diagnosis 5. Demonstrate test for proper operation of repaired circuit MODULE 4 ENGINE PERFORMANCE SERVICE IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 4 ENGINE PERFORMANCE SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 4 - ENGINE PERFORMANCE SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. 04.0 DEMONSTRATE PROFICIENCY IN ENGINE PERFORMANCE SERVICE --The student will be able to: 04.01 Demonstrate and apply safety rules and procedures 04.02 Analyze engine performance 04.03 Perform cylinder compression tests 04.04 Check the performance of engines equipped with on-board computers 04.05 Inspect, remove, and replace points and condensers 04.06 Remove and replace distributors 04.07 Check distributors using a distributor tester 04.08 Check the distributor advance in a vehicle 04.09 Overhaul distributors 04.10 Inspect and test primary circuits 04.11 Remove and replace coils 04.12 Remove and replace ignition switch 04.13 Inspect, remove, and replace ignition wires, caps, and rotors 04.14 Remove and replace spark plugs 04.15 Perform cylinder leakage tests 04.16 Service electronic ignition systems 04.17 Service oxygen feedback systems 04.18 Service air cleaners 04.19 Inspect, remove, and replace fuel filters 04.20 Measure fuel flow and pressure 04.21 Remove and replace fuel lines 04.22 Remove and replace fuel pumps, mechanical and electrical 04.23 Adjust idle speed 04.24 Adjust idle mixture (propane) 04.25 Clean and adjust choke and check proper operation of electrical choke 04.26 Clean and overhaul carburetors 04.27 Inspect, remove, and replace manifold control valve 04.28 Remove and replace turbochargers 04.29 Check and adjust waste gate 04.30 Set idle speed to specification (fuel injection) | Code | Description | |------|-------------| | 04.31 | Remove and replace fuel injectors | | 04.32 | Service throttle body injection system | | 04.33 | Service ported fuel injection | | 04.34 | Service ICV system | | 04.35 | Service evaporative control system | | 04.36 | Service thermostatic air cleaner | | 04.37 | Service air injection system | | 04.38 | Inspect, remove, and replace air-pump belts | | 04.39 | Service Exhaust Gas Recirculation (EGR) systems | | 04.40 | Service ignition timing controls | | 04.41 | Test exhaust emission using an HC/CO tester | | 04.42 | Remove and replace catalytic converter beads | | 04.43 | Service diesel injectors | | 04.44 | Remove and replace diesel engine fuel filters and water separator, if one has been added | | 04.45 | Check and adjust injection pump timing | | 04.46 | Remove and replace injection pump | | 04.47 | Check and adjust idle and maximum speeds | | 04.48 | Test and service pre-heat system | | 04.49 | Diagnose diesel fuel emission problems | | 04.50 | Inspect exhaust system | | 04.51 | Remove and replace tail pipe | | 04.52 | Remove and replace muffler | | 04.53 | Remove and replace exhaust pipe | | 04.54 | Inspect, remove, and replace catalytic converter | MODULE 4 - ENGINE PERFORMANCE SERVICE 04.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of repair jobs and shop situations during engine performance service, apply shop safety rules and procedures by identifying safe and unsafe shop practices. ENABLING OBJECTIVES: 1. Identify common hazards in the repair shop, including (a) improper use of tools; (b) unguarded machinery; (c) tripping and falling; (d) excessive exposure to exhaust gases, parts cleaners, paints and dust; (e) electrical hazards; and (f) improper lifting 2. Identify and explain warning signs posted in the shop area 3. Explain the importance of good housekeeping in the repair shop 4. Explain the importance of storing materials in a secure manner 5. Identify and explain potential hazards associated with (a) asbestos; (b) carbon monoxide; (c) solvents; (d) paints and thinners; (e) dusts; (f) noise; and (g) hydrogen gas 6. Explain safety rules and procedures for using compressed air equipment 7. Explain safety rules for welding, cutting and brazing 8. Inspect the repair shop for conformity with safety rules and procedures 04.02 TASK: Analyze engine performance PERFORMANCE OBJECTIVE: Given a vehicle, service manual, access to an engine analyzer and other test equipment, perform an engine performance test. Record any malfunction in the primary circuit, secondary circuit, computer control and sensors, fuel system, emission system and power balance. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with terminal leads around the engine 2. Describe the function and operation of an engine analyzer 3. Demonstrate operation of an engine analyzer 4. Explain primary circuit 5. Explain secondary circuit 6. Describe and demonstrate emission test 7. Describe and demonstrate power balance test 04.03 TASK: Perform cylinder compression test PERFORMANCE OBJECTIVE: Provided an engine at normal operating temperatures, tools, gauges and service manual, perform a cylinder compression test. Cylinder pressure variation must test within manufacturer's specifications. Perform wet and dry tests for significant deviations. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when testing an operating engine 2. Describe steps in preparing an engine for a cylinder compression test 3. Describe how to install gauge and take reading 4. Explain "wet" and "dry" test and the importance of each 5. Explain all deviations found during test 04.04 TASK: Check the performance of engines equipped with on-board computers PERFORMANCE OBJECTIVE: Given a vehicle with an on-board computer, necessary test equipment, service or repair manual, diagnostic test manual and test codes, diagnose and/or repair computer controls. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe the function of the computer control 3. Determine location of the computer 4. Explain and demonstrate use of test equipment 5. Explain and demonstrate factory test procedure 6. Demonstrate application of plug-in for computer control 7. Explain reason for test codes 04.05 TASK: Inspect, remove and replace points and condensers PERFORMANCE OBJECTIVE: Given a distributor (or vehicle) requiring point or condenser replacement, access to proper service manual and tools, remove and replace the points and condenser within manufacturer's specifications. All connections must be secure and positioned to avoid shortage in electrical circuit. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain dwell settings 3. Describe the condenser effect 04.06 TASK: Remove and replace distributor PERFORMANCE OBJECTIVE: Given a vehicle with distributor ignition problem, proper service manual, access to necessary tools, remove and replace distributor unit according to manufacturer's timing specifications within +/- one degree. Tighten down bolt and insert all distributor secondary wires securely in the distributor cap. ENABLING OBJECTIVES: 1. Explain function of distributor 2. Describe engine timing with distributor 3. Explain timing setting at 180 degrees out 4. Explain extra precautions after doing above operation and before starting the engine 04.07 TASK: Check distributor using a distributor tester PERFORMANCE OBJECTIVE: Given a vehicle with a timing problem, access to proper service manual, tools and electrical equipment, test initial timing and set distributor to manufacturer's specifications; test centrifugal advance with vacuum disconnected for smooth, even advance; test vacuum advance mechanism by attaching hose. Examine distributor for full curve, smooth, even operation to manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions for working on a live engine 2. Explain spark advance curve 3. Describe equipment hook-up 4. Demonstrate use of specification manual 04.08 TASK: Check the distributor advance in the vehicle PERFORMANCE OBJECTIVE: Given a vehicle needing timing test, proper service manual and access to necessary tools and equipment, analyze the timing and advance mechanisms. Record any malfunction in the initial ignition timing setting, vacuum spark advance mechanism and centrifugal advance action. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while testing a "live" engine 2. Describe hook-up of timing strobe light and/or magnetic pick-up. 3. Explain initial ignition timing 4. Explain vacuum spark advance action 5. Explain centrifugal spark advance operation 04.09 TASK: Overhaul distributor PERFORMANCE OBJECTIVE: Given a vehicle with a defective operating distributor, access to proper service manual, tools and equipment, disassemble and rebuild distributor to manufacturer's specifications. ENABLING OBJECTIVES: 1. Explain operation of distributor 2. Describe initial timing settings 3. Demonstrate safety precautions 04.10 TASK: Inspect and test primary circuits PERFORMANCE OBJECTIVE: Given a vehicle with ignition wiring problem, access to necessary tools and equipment, test primary wire circuit to coil from battery for resistance on both circuits. Any deviation from manufacturer's specifications must be corrected. ENABLING OBJECTIVES: 1. Describe use of test equipment 2. Explain engine cranking current and engine running current variations 3. Demonstrate use of test equipment 4. Define primary and secondary circuits 5. Demonstrate safety precautions 04.11 TASK: Remove and replace coil PERFORMANCE OBJECTIVE: Given a vehicle with defective coil, access to proper service manual and test equipment, test coil for deviation from manufacturer's specifications. Any variation from specifications is cause for replacement of unit. ENABLING OBJECTIVES: 1. Explain function of coil 2. Describe wiring procedure of coil 3. Demonstrate use of test equipment 4. Demonstrate safety precautions 04.12 TASK: Remove and replace ignition switch PERFORMANCE OBJECTIVE: Given a vehicle, necessary service manuals and tools, remove and replace an ignition switch. Care must be taken when installing the ignition switch so the switch locks the steering wheel and operates the ignition system. ENABLING OBJECTIVES: 1. Demonstrate safety precautions necessary to disconnect battery when working with electrical system 2. Explain operation of the ignition switch 3. Demonstrate removing and replacing the switch 4. Demonstrate operation of the ignition switch after installation 04.13 TASK: Inspect, remove and replace ignition wires, cap and rotor PERFORMANCE OBJECTIVE: Given a vehicle with defective spark plug wires, necessary service manuals and tools, replace each plug wire, routing wires according to manufacturer's specifications. Replacement wires must meet or exceed manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe engine firing order 3. Explain routing of plug wires 4. Demonstrate replacement of wires 5. Describe operation of the distributor cap and rotor 6. Demonstrate replacement of cap and rotor 04.14 TASK: Remove and replace spark plugs PERFORMANCE OBJECTIVE: Given a vehicle needing spark plugs, proper service manual, necessary tools and equipment, remove and replace spark plugs, set plug gap and torque plugs to manufacturer's specifications and replace wires securely. ENABLING OBJECTIVES: 1. Describe spark plug heat range and sizes 2. Explain spark plug gap settings (standard and electronic) 3. Demonstrate removal, gap setting and torque of spark plug 4. Demonstrate safety precautions 04.15 TASK: Perform cylinder leakage test PERFORMANCE OBJECTIVE: Given an engine at normal operating temperature, tools, equipment and service manual, perform a cylinder leakage test following the manufacturer's recommended procedures. Leakage in excess of manufacturer's specifications must be noted and explained. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain method to prepare engine for cylinder leakage test 3. Identify parts of cylinder leakage 4. Demonstrate use of cylinder leakage tester 5. Record and compute differences in pressure leakage of cylinder 6. Describe deviations from specifications and explain causes 04.16 TASK: Service electronic ignition system PERFORMANCE OBJECTIVE: Given a vehicle(s), necessary service manuals and tools, test and service electronic ignition system. Student should be able to test and service all makes. Test all systems and follow all test codes. Care must be taken to use proper test equipment. ENABLING OBJECTIVES: 1. Demonstrate proper safety procedures and use of correct testing equipment 2. Explain how the electronic ignition system works 3. Name the major components of the ignition system 4. Name the systems for Ford, GM, Chrysler and AMC 5. Define CCC, EEC, MCU, C-4, EMC, Hall Effect, C31, SSI, TFI and HEI 6. Explain why computer controls are necessary 7. Describe common precautions and procedures for computer control service 04.17 TASK: Service oxygen feedback system PERFORMANCE OBJECTIVE: Given a vehicle, necessary service manuals and tools, test and service an oxygen feedback system. Take care to use proper test equipment. ENABLING OBJECTIVES: 1. Demonstrate safety precautions and use proper test equipment 2. Describe feedback system 3. Locate and test sensors for feedback system 4. Explain closed and open loop 5. Explain limp home mode 6. Explain trouble codes 04.18 TASK: Service air cleaner PERFORMANCE OBJECTIVE: Given a vehicle, proper tools, shop manual and necessary filter elements, inspect, service or replace carburetor air cleaner. Inspect main filter element and the positive crankcase ventilation system filter (if used). Clean or replace filter(s). When service is completed, the air cleaner will limit induction noise, filter, and serve as a flame arrester. ENABLING OBJECTIVES: 1. Explain purpose and operation of the air cleaner canister and filters 2. Explain service procedure 3. Demonstrate a simple air filter element test 4. Demonstrate safety precautions 04.19 TASK: Inspect, remove and replace fuel filters PERFORMANCE OBJECTIVE: Given a vehicle, tubing wrenches, and in-line filter, replace fuel filter. With the engine operating, the installed unit will not leak and will be positioned as recommended by the manufacturer. ENABLING OBJECTIVE: 1. Demonstrate gasoline handling safety procedure 2. Explain installation procedure; include proper location for safe operation 3. Inspect all connections very carefully for fuel leaks 04.20 TASK: Measure fuel flow and pressure PERFORMANCE OBJECTIVE: Given a vehicle, tools, equipment and service manual, measure fuel pump volume, pressure and vacuum. Check pressure and volume at specified time and RPM. To test suction side of fuel pump or malfunctioning pump valves, make vacuum test. Disconnect fuel line, connect vacuum gauge at this point on the fuel inlet side of pump and start engine to obtain vacuum reading. Secure the engine side line and the vacuum should remain for the specified time. Pressure, volume and vacuum will meet manufacturer's requirements. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with automobile fuels 2. Explain test procedure of fuel system and safety rules 3. Explain fuel system operation and location 4. Demonstrate use of test equipment 04.21 TASK: Remove and replace fuel lines PERFORMANCE OBJECTIVE: Given a vehicle and the necessary tools, repair or replace fuel lines and hoses. Hoist car and place safety stands. Inspect fuel lines and hoses from the fuel tank to the inlet side of the carburetor, and repair or replace fuel lines or hoses as required. Lines and hoses will be free of restrictions, leaks or other defects. Remove stands and lower vehicle. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle and with fuels 2. Explain hose and line selection 3. Demonstrate line repair procedure for metal and flexible lines 4. Inspect all flexible lines for weather and heat cracks 04.22 TASK: Remove and replace fuel pumps (mechanical and electrical) PERFORMANCE OBJECTIVE: Given a vehicle, service manual, necessary tools and parts, remove and replace the fuel pump. When completed, bolt tightening, gasket installation and proper line hook-up and routing will be checked. ENABLING OBJECTIVES: 1. Discuss the advantages and disadvantages of mechanical versus electric fuel pumps 2. Explain the differences between a two-line and a three-line fuel pump 3. Describe fuel pump pressures, vacuums and "vapor lock" 4. Inspect connections carefully for fuel leaks 5. Demonstrate safety precautions 04.23 TASK: Adjust idle speed PERFORMANCE OBJECTIVE: Given a vehicle, necessary service manuals and tools, adjust engine idle speed. When completed the proper curb idle, high idle and air fuel ratio should be within factory specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain function of idle adjustment 3. Explain anti-dieseling solenoid 4. Demonstrate test equipment and operation 5. Explain air fuel adjustment 04.24 TASK: Adjust idle mixture (propane) PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, perform a propane enrichment carburetor adjustment. When complete the specifications will be compared to the actual test results. Any deviation will be pointed out by the mechanic. Safety will also be checked. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the advantage of setting a carburetor by this method rather than the conventional way 3. Demonstrate exhaust emission test (if exhaust emission test equipment is available) 04.25 TASK: Clean and adjust choke and check proper operation of electric choke PERFORMANCE OBJECTIVE: Given a vehicle, an approved cleaning fluid and access to the proper tools, inspect, clean and adjust choke unit. When completed, the choke should be clean, move or operate freely and at desired temperature ranges. The choke pull-off should have been checked for operation as well as the choke "high" idle. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain choke operation 3. Explain method of adjusting different types of chokes 4. Demonstrate proper cold setting of a standard automatic choke assembly 04.26 TASK: Clean and overhaul carburetor PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and replacement parts, rebuild a carburetor. When completed the carburetor should have all screws, clamps and hoses secured. The carburetor should operate and be adjusted within manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when using carburetor cleaners 2. Explain disassembly and assembly procedures (include testing and setting assembly parts) 3. Demonstrate cleaning and "blowing" dry procedures and inspection of all parts to be reassembled 4. Define carburetor and exhaust gas recirculation (EGR) 04.27 TASK: Inspect, remove and replace manifold control valve PERFORMANCE OBJECTIVE: Given a vehicle, tools and an approved high temperature lubricant, service or repair manifold heat controls. The valve will be checked and serviced or replaced as necessary. When operating, the heat riser valve will close when cold, will open when engine is accelerated and will open wide when hot. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the operation of the manifold heat riser controls 3. Explain reason for carburetor heat 4. Identify a manifold heat riser 04.28 TASK: Remove and replace turbochargers PERFORMANCE OBJECTIVE: Given a vehicle, necessary repair manuals, access to required tools and equipment, remove and replace turbocharger. Examine each component and record condition. Check carburetor, plenum chamber, turbine assembly, waste gate and actuator, compressor and oiling system. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain turbocharger design and operation 3. Explain troubleshooting the turbocharger 4. Explain each component of the turbocharger 5. Explain and demonstrate the use of the tools and equipment necessary to remove and replace the turbocharger 6. Describe the advantages and disadvantages of turbochargers 04.29 TASK: Check and adjust waste gate PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, test and adjust waste gate. When completed the gate must open properly and smoothly to the desired manufacturer's specifications. If any deviation is noted, a reason must be stated. ENABLING OBJECTIVES: 1. Explain the purpose of the turbocharger waste gate 2. Identify the waste gate location in the exhaust system 3. Identify the actuator and waste gate activating rod 4. Demonstrate activating rod adjustment 5. Demonstrate safety precautions 04.30 TASK: Set idle speed to specification (fuel injection) PERFORMANCE OBJECTIVE: Given a vehicle with fuel injection, necessary service manuals and tools, adjust idle speed to specification. Care should be taken to use proper test equipment. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain idle speed adjustments 3. Describe the differences between throttle body and ported injection and their adjustments 4. Explain test equipment required for adjustments 04.31 TASK: Remove and replace fuel injectors PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, replace or service the fuel injection nozzle. When completed all bolts must be properly torqued and any lines or wires must be correctly secured and routed. Any O rings or seals must not leak. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when handling fuel 2. Discuss the advantages or disadvantages of locally servicing or rebuilding a fuel injection nozzle 3. Demonstrate removal and replacement of injection nozzle 4. Explain job of O rings 04.32 TASK: Service throttle body injection system PERFORMANCE OBJECTIVE: Given a vehicle, necessary tools and repair manuals, service and/or repair a throttle body injection fuel system. It is necessary to service air control system, computer control system, sensors and fuel delivery system. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe the difference between carburetion and throttle body injection 3. Describe the air control system 4. Describe the different sensors 5. Describe the computer control system 6. Describe the fuel delivery system 04.33 TASK: Service ported fuel injection PERFORMANCE OBJECTIVE: Given a vehicle, necessary tools and service manuals, service and/or repair ported fuel injection. It is necessary to check or service wiring, sensors, computer system, fuel lines, injectors and pressure pump. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe operation of ported injection 3. Describe necessary service of ported injection 4. Describe timing of injectors 5. Demonstrate service of injection system 04.34 TASK: Service PCV system PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, test and/or repair PCV system. Upon completion the mechanic will note any faulty or worn parts. Hoses must be of the appropriate length and correctly routed. ENABLING OBJECTIVES: 1. Explain the difference between "closed" and "open" crankcase ventilation 2. Describe a "down draft" tube operation 3. Demonstrate manifold vacuum test for PCV hose connection port 4. Demonstrate safety precautions 04.35 TASK: Service evaporative control system PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, check and service the fuel evaporation system. When completed the lines will be examined for length, security and proper routing. ENABLING OBJECTIVES: 1. Explain the purpose of the fuel evaporation system 2. Describe the manner of function of this unit 3. Identify the places where fuel evaporates and explain how evaporation is controlled 4. Demonstrate method for testing the system 5. Demonstrate safety precautions 04.36 TASK: Service thermostatic air cleaner PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, service the thermostatic air cleaner. When completed all hoses should be connected correctly, the hot air pipe should be installed, and door operation should have been checked. ENABLING OBJECTIVES: 1. Describe how this air cleaner functions and how it assists the driveability of a vehicle in cold weather 2. Demonstrate test of air filter element 3. Explain PCV system filter, if equipped 4. Demonstrate safety precautions 04.37 TASK: Service air injection system PERFORMANCE OBJECTIVE: Given a vehicle, service manual, exhaust gas analyzer and necessary tools, test the AIR system. When completed, the student's reading will be compared to actual emission's readings. The student will compare his reading to specifications and determine if the system is functioning properly. ENABLING OBJECTIVES: 1. Explain the purpose of the AIR system 2. Demonstrate use of an exhaust gas analyzer 3. Demonstrate proper exhaust gas analyzer test connections 4. Solve any exhaust gas problems (leaks and failure to meet specifications) 5. Demonstrate safety precautions 04.38 TASK: Inspect, remove and replace air pump and belts PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and parts, remove and replace AIR system components. This will include the air pump, belt, diverter valve, manifold/distribution lines and check valve. When completed the alignment, whether or not bolts have been torqued, leakage and hose and line routing will be examined. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how a faulty component in the AIR system can cause an explosion in the exhaust system 3. Explain need for AIR system in meeting pollution standards 4. Demonstrate test of system with exhaust gas analyzer 04.39 TASK: Service Exhaust Gas Recirculation (EGR) system PERFORMANCE OBJECTIVE: Given a vehicle, service manual, vacuum pump and necessary tools, test and service the EGR valve and component operation. Upon completion the length and routing of the hose will be examined. Gasket security and positioning will also be checked. When finished the EGR valve must open and close completely when vacuum is applied and released. ENABLING OBJECTIVES: 1. Explain the purpose of routing burned exhaust gas back into the engine combustion chamber 2. Describe test of EGR valve 3. Explain effect of recirculation of exhaust gases on combustion chamber 4. Demonstrate safety precautions 04.40 TASK: Service ignition timing control PERFORMANCE OBJECTIVE: Given a vehicle, necessary service manuals, tools and proper test equipment, service controls for ignition timing. Care must be taken to use proper test equipment. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on a live engine 2. Explain operation of electronic timing controls 3. Demonstrate use of test equipment 4. Describe location of sensors for adjusting timing 5. Define EST, ECM, HEI and how they are related 6. Explain trouble codes related to timing controls 04.41 TASK: Test exhaust emission using an HC/CO tester PERFORMANCE OBJECTIVE: Given a vehicle, necessary service manuals, tools and test equipment, perform two-gas and four-gas emission test. Only HC/CO tester can be used for this test. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while running the engine 2. Define HC, CO, NOx, soot and smog 3. Describe procedures for testing emission 4. Explain what test equipment is required 5. Define emission requirements 6. Demonstrate test procedures 04.42 TASK: Remove and replace catalytic converter beads PERFORMANCE OBJECTIVE: Given a vehicle, service manual, required tools and replacement beads, service catalytic converter beads. When completed a check will be made to see if all old beads were removed, the proper amount of new beads were installed, and the filter plug was tightened. ENABLING OBJECTIVES: 1. Demonstrate precautions when working with exhaust systems 2. Identify what the beads are made of and how they help eliminate emissions 3. Demonstrate test of exhaust emissions using exhaust gas analyzer 04.43 TASK: Service diesel injectors PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, remove and service diesel fuel injectors. When completed test all injectors for proper spray pattern and for "O" ring leaks. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when handling injector nozzles 2. Demonstrate removal and replacement of injectors 3. Describe and demonstrate servicing injectors 4. Inspect all fuel line fittings for leaks 5. Explain the use of "O" rings 04.44 TASK: Remove and replace diesel engine fuel filters and water separator, if one has been added PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, remove and replace diesel engine fuel filter and service water separator, if so equipped. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Locate fuel filter on vehicle 3. Locate water separator, if so equipped 4. Describe operation for replacement of fuel filter 5. Describe operation for servicing water separator 6. Check fuel lines for leaks when completed 04.45 TASK: Check and adjust injection pump timing PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, check and adjust injector pump timing. When completed check all lines and mounting bolts, leaks and proper torque. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with injector pumps 2. Describe operation for adjusting pump timing 3. Describe built-in advance in the pump 4. Describe electrical controls for injector pump 5. Describe operation of the injector pump 6. Demonstrate timing of the pump 04.46 TASK: Remove and replace injection pump PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace injector pump. When completed check all fuel lines and fittings. Recheck pump timing. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe operation of injector pump 3. Describe the timing of the pump 4. Describe the two types of injector pumps (mechanical and electrical) 5. Demonstrate removal and replacement of pump 04.47 TASK: Check and adjust idle and maximum speeds PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, check and adjust idle and maximum speed of injector pump. When completed recheck idle and maximum speed adjustment. Check all fuel lines and fittings. Also check bolt torques. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Refer to service manual for adjustments 3. Describe governor operation 4. Describe charging cycle 5. Describe discharge cycle 6. Demonstrate adjustment of idle and maximum speeds 04.48 TASK: Test and service pre-heat system PERFORMANCE OBJECTIVE: Given a vehicle, service manual, necessary tools and equipment, test and service preheating or glow plug system. Care must be taken not to damage glow plugs when removing or replacing. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe procedures for testing glow plugs 3. Demonstrate test procedures 4. Describe and demonstrate replacement of glow plugs 04.49 TASK: Diagnose diesel fuel emission problems PERFORMANCE OBJECTIVE: Given a vehicle, necessary service manual, tools and proper test equipment, diagnose a diesel engine emission problem. ENABLING OBJECTIVES: 1. Demonstrate safety precautions with the engine running 2. Explain the difference between gas and diesel emissions 3. Describe test equipment required for testing emission 4. Name the emission produced by a diesel engine 5. Define particulate matter; define emission requirements 6. Demonstrate testing emission on a diesel engine 04.50 TASK: Inspect exhaust system PERFORMANCE OBJECTIVE: Given a vehicle, shop manual and necessary equipment, test exhaust system. All leaks, loose connections, misalignment, metal deterioration must be detected. System must function without leaks, noise, rattles or restrictions. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain danger of exhaust fumes in the passenger compartment 3. Describe restriction problems 4. Describe exhaust gas test for pollutants 5. Demonstrate exhaust gas analyzer test 6. Detect metal deterioration 04.51 TASK: Remove and replace tail pipe PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and equipment, remove and replace the tail pipe. The tail pipe must be installed with sufficient clearances and be attached securely. The tail pipe connections must not leak exhaust gases and must not rattle. ENABLING OBJECTIVES: 1. Practice appropriate safety procedures 2. Describe routing and clearance 3. Explain leak dangers 4. Explain types of hangers 04.52 TASK: Remove and replace muffler PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and equipment, remove and replace the muffler. The muffler must have the specified clearance and all supports must be tightened and clamps on the inlet and outlet torqued to prevent exhaust leakage and rattles. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Demonstrate clamp bolt "freeing" agent and removal procedures 3. Explain "inlet" and "outlet" of muffler 4. Describe exhaust gas leak dangers 5. Describe clearance of system to include "U" bolt positions 6. Demonstrate methods of removal and replacement of muffler 04.53 TASK: Remove and replace exhaust pipe PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and equipment, install the exhaust pipe. The exhaust pipe must fit the exhaust manifold outlet and be designed to fit supports and clamps. The system must be free of exhaust leaks and rattles. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate use of bolt "freeing" agent and removal procedures 3. Demonstrate bolt torque procedure 4. Explain exhaust gas leak dangers 5. Identify proper exhaust manifold and exhaust pipe gaskets 04.54 TASK: Inspect, remove and replace catalytic converter PERFORMANCE OBJECTIVE: Given a vehicle with a defective catalytic converter, access to necessary tools and service manual, remove and replace the converter in the system according to manufacturer's procedures. There should be no leaks or excessive back pressure of the exhaust system. The heat shield should be properly placed with proper clearance and no rattles. ENABLING OBJECTIVES: 1. Practice appropriate safety procedures 2. Explain use of heat shield 3. Explain function of catalytic converter 4. Describe exhaust system back-pressure test 5. Demonstrate exhaust gas analyzer test 6. Explain why leaded fuel must not be used with converters MODULE 5 ENGINE REPAIR SERVICE Installing Connecting Rod Bearings Applying Correct Torque to Rod Bearings IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 5 ENGINE REPAIR SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 5 - ENGINE REPAIR SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. Thus the order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. Thus the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. Thus, it is important that each student understand that meeting the program standards is essential not only to obtain employment today but to have a base upon which to retain employment in the future. 05.0 DEMONSTRATE PROFICIENCY IN ENGINE REPAIR SERVICE --The student will be able to: 05.01 Demonstrate and apply safety rules and procedures 05.02 Perform running compression tests 05.03 Perform cylinder compression tests 05.04 Perform cylinder leakage tests 05.05 Clean engines 05.06 Determine source(s) of oil loss 05.07 Determine source(s) of coolant loss 05.08 Determine source(s) of excess noise 05.09 Determine cause(s) of over-heating 05.10 Check the engine oil pressure 05.11 Remove and replace motor mounts 05.12 Remove and replace core plugs 05.13 Inspect and measure flywheel runout 05.14 Remove and replace flywheel 05.15 Remove and replace flywheel ring gear 05.16 Remove and replace engine assemblies 05.17 Remove and replace oil pans 05.18 Remove and replace oil pumps 05.19 Clean cylinder blocks, oil passages, and pistons 05.20 Inspect blocks for warpage 05.21 Measure and inspect engine components for proper tolerances 05.22 Remove and replace crankshafts, mains, and rod bearings 05.23 Remove and replace camshafts 05.24 Remove and replace camshaft bearings 05.25 Remove and replace pistons and rings 05.26 Remove ridges and deglaze cylinder walls 05.27 Remove and replace front and rear oil seals 05.28 Remove and replace intake and exhaust manifolds 05.29 Remove, clean, inspect and replace cylinder heads; and inspect head for cracks and warpage 05.30 Test and replace hydraulic lifters 05.31 Pressure test hydraulic lifter 05.32 Reface valve and seats 05.33 Check valve guides for wear 05.34 Remove and replace timing chains and gears 05.35 Remove and replace timing belt 05.36 Test valve springs 05.37 Adjust valve lifters 05.38 Replace rocker-arm assemblies, inspect wear and lubrication 05.39 Change oil and oil filters with proper application MODULE 5 - ENGINE REPAIR SERVICE 05.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of repair jobs and shop situations, apply shop safety rules and procedures by identifying safe and unsafe shop practices. ENABLING OBJECTIVES: 1. Identify common hazards in the repair shop including: a. improper use of tools b. unguarded machinery c. tripping and falling d. excessive exposure to exhaust gases, parts cleaners, paints, and dust e. electrical hazards f. improper lifting 2. Identify and explain warning signs posted in shop area 3. Explain the importance of good housekeeping in the shop 4. Explain the importance of storing materials in a safe and secure manner 5. Explain the potential hazards associated with: a. asbestos b. paints and thinners c. carbon monoxide d. solvents e. dusts f. noise g. hydrogen gas 6. Explain safety rules and procedures for using compressed air equipment 7. Explain the safety rules for welding, cutting, and brazing 8. Conduct an inspection of the shop for conformity with safety rules and procedures 05.02 TASK: Perform running compression tests PERFORMANCE OBJECTIVE: Given an engine at normal operating temperatures, and using the correct test equipment and service manual, perform a cylinder balance test. A cylinder-to-cylinder deviation exceeding manufacturer's specification must be detected. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when operating test equipment on a running engine 2. Define cylinder power balance 3. Explain the operation of the balance tester 4. Define R.P.M.'s for specific engine balance test 5. Explain the reason for R.P.M. variance or drop 05.03 TASK: Perform cylinder compression tests PERFORMANCE OBJECTIVE: Provided an engine at normal operating temperatures, tools, gauges, and service manual, perform a cylinder compression test. Cylinder pressure variation must test within manufacturer's specifications. Perform wet and dry tests for significant deviations. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when testing an operating engine 2. Describe steps in preparing an engine for a cylinder compression test 3. Describe how to install gauge and take reading 4. Explain "wet" and "dry" test and the importance of each 5. Explain all deviations found during test 05.04 TASK: Perform cylinder leakage tests PERFORMANCE OBJECTIVE: Given an engine at normal operating temperature, tools, equipment, and service manual, perform a cylinder leakage test following the manufacturer's recommended procedures. Leakage in excess of manufacturer's specifications must be noted and explained. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain method to prepare engine for cylinder leakage test 3. Identify parts of cylinder leakage tester 4. Demonstrate use of cylinder leakage tester 5. Record and compute differences in pressure leakage of cylinder 6. Describe deviations from specifications and explain causes 05.05 TASK: Clean engines PERFORMANCE OBJECTIVE: Given an automobile with a dirty engine and necessary tools and equipment, clean the outer surface of deposits with no damage to related components. ENABLING OBJECTIVES: 1. Demonstrate safety procedures and precautions 2. Demonstrate equipment operation and material control 3. Describe care of related engine equipment 4. Explain drying of distributor and wiring if a problem develops from moisture 5. Demonstrate care of painted surfaces 05.06 TASK: Determine source(s) of oil loss PERFORMANCE OBJECTIVE: Given an engine at operating temperature, examine the engine for oil leaks. All gaskets must be securely fitted with no misalignment. No signs of oil should be around the gasket. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Identify the most likely areas on an engine that develop oil leaks 3. Identify oil leaks that make other areas appear to be leaking oil 4. Distinguish between oil seepage leaks and pressure leakage 5. Describe the function of gaskets, gasket sealers and oil seals 6. Demonstrate proper oil seal installation 05.07 TASK: Determine source(s) of coolant loss PERFORMANCE OBJECTIVE: Given a liquid cooled engine, test the engine cooling system with a pressure tester. Note any pressure deviation from the specified pressure ranges. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when external pressure is applied to cooling systems 2. Identify parts of engine cooling system 3. Describe pressure test on cooling system 4. Describe method to pressurize and check radiator caps 5. Demonstrate a pressure test on the cooling system and inspect for leaks 05.08 TASK: Determine source(s) of excess noise PERFORMANCE OBJECTIVE: Given an engine at normal operating temperature, tools, equipment and service manual, perform an operational test and determine area of noise source. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while working on and around fan belts and gears 2. Describe types of noises that could be heard 3. Describe what can cause these noises 4. Identify major parts of the engine that can be damaged because of noise malfunctions 5. Demonstrate noise inspection and identify why the noise is present 05.09 TASK: Determine cause(s) of over-heating PERFORMANCE OBJECTIVE: Given an engine with a liquid cooling system, visually inspect the cooling system for leaks. Radiator fins must be free of foreign matter, the pressure cap relief valve must not discharge pressure lower than permitted on the cap, the hoses must be securely connected, hoses must not restrict flow of liquid, the fan turning freely, and all drive belts must be properly adjusted. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with cooling system components 2. Describe detection technique where coolant track is inspected after area dries 3. Inspect radiator fins for foreign matter and system for leaks 4. Inspect hoses, fan, water pumps, belts, and core plugs for any defects 5. Demonstrate repair of any leak or correction of other defects 6. Demonstrate drive belt adjustment with gauge or by hand method 7. Demonstrate inspection for internal radiator blockage 05.10 TASK: Check the engine oil pressure PERFORMANCE OBJECTIVE: Given an engine, service manual, and proper tools and test equipment, test the oil pump pressure. Any deviation from manufacturer's specification must be noted. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Identify connection where oil pressure can be checked closest to the pump 3. Identify oil pump pressure gauge and describe method of operation 4. Inspect oil pressure pump for restrictions or wear, where practical 5. Demonstrate method of obtaining oil pump pressure, record any reading below or above specifications 05.11 TASK: Remove and replace motor mounts PERFORMANCE OBJECTIVE: Given an automobile in need of engine mounts, tools, equipment, and service manual, remove and replace engine mounts according to manufacturer's procedures. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain the function of engine mounts 3. Demonstrate removal of broken engine mounts (engine will be properly raised) 4. Demonstrate replacement of new mount 05.12 TASK: Remove and replace core plugs PERFORMANCE OBJECTIVE: Given an engine block and cylinder head, necessary tools and proper equipment, remove and replace core plugs. No leaks should occur. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the function of freeze plugs 3. Demonstrate method of removal from cylinder head and engine block 4. Explain the need to clean the water jacket and remove rust from plug holes 5. Demonstrate replacement of new plugs of correct size 6. Inspect for leaks 05.13 TASK: Inspect and measure flywheel runout PERFORMANCE OBJECTIVE: Given a flywheel, service manual, necessary tools, and a dial indicator, measure flywheel runout for serviceability. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe how a dial indicator is used to measure runout 3. Demonstrate the testing procedure of flywheel runout 4. Inspect condition of flywheel surface and starter ring gear 05.14 TASK: Remove and replace flywheel PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace the flywheel. Bolt torque will coincide with manufacturer's specifications and locking tabs must be correctly secured. ENABLING OBJECTIVES: 1. Demonstrate safety procedures when working under a raised vehicle 2. Demonstrate removal of a flywheel and related parts 3. Inspect the flywheel for clutch surface wear and starter ring gear damage 4. Demonstrate replacement of a flywheel, torquing of bolts, and locking procedure of bolts 05.15 TASK: Remove and replace flywheel ring gear PERFORMANCE OBJECTIVE: Given a flywheel, service manual, and necessary tools, remove and replace the flywheel ring gear. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain methods of removing the old ring 3. Demonstrate how to replace flywheel ring gear 4. Inspect installed ring gear for alignment 05.16 TASK: Remove and replace engine assemblies PERFORMANCE OBJECTIVE: Given a vehicle in need of engine removal, service manual, tools and hoist equipment, remove and replace engine according to manufacturer's procedures. No damage will be incurred to accessory hardware and equipment. ENABLING OBJECTIVES: 1. Demonstrate all safety precautions and procedures 2. Demonstrate operation of hoist or other protection 3. Describe protective procedures that can be followed to guard the automobile and accessories in the engine compartment from damage 4. Demonstrate removal of engine 5. Inspect related accessory components and perform repair and maintenance 6. Demonstrate replacement of engine and perform repair and maintenance 7. Demonstrate operational test (check oil, coolant, and wiring) 05.17 TASK: Remove and replace oil pans PERFORMANCE OBJECTIVE: Given a vehicle with a damaged pan, necessary tools, equipment and service manual, remove pan and replace pan. Oil pan must not leak when finished. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while working under vehicle 2. Demonstrate proper jacking and supporting of vehicle 3. Discuss handling of fluids 4. Describe procedures of getting proper clearance between pan and frame to remove pan 5. Demonstrate cleaning pan area before reinstalling pan 6. Demonstrate pan removal from engine with engine out of vehicle 7. Explain precautions of installation of new pan gasket when putting pan on engine 05.18 TASK: Remove and replace oil pumps PERFORMANCE OBJECTIVE: Given automobile engine needing an oil pump, a replacement oil pump, necessary tools, and proper service manual, remove and replace pump according to manufacturer's procedures. The pump must operate after installation at manufacturer's performance level without malfunction. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain working procedure of oil pump and by-pass valve 3. Describe the function of the by-pass valve 4. Demonstrate measurement of gear or rotor of pump for excessive wear 5. Demonstrate operational test for specification pressure 6. Prime oil pump prior to installation 05.19 TASK: Clean cylinder blocks, oil passages, and pistons PERFORMANCE OBJECTIVE: Given a disassembled engine, with access to proper cleaning equipment and tools, clean engine parts. All parts needing maintenance and repair must be identified. Any cracked or broken parts must be replaced. Each part must meet specifications set by the manufacturer. Parts must be protected from any damage until ready for assembly. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain proper handling order of mixed parts 3. Describe cleaning of mating (machined) surfaces 4. Demonstrate precision measuring of surfaced parts of engine 5. Demonstrate cleaning of piston ring grooves 6. Demonstrate measuring wear in ring grooves 05.20 TASK: Inspect blocks for warpage PERFORMANCE OBJECTIVE: Given an automobile engine block, with necessary tools and equipment, inspect the machined surfaces for warpage. Any warpage in excess of manufacturer's specifications must be corrected by proper machining. There should not be any cracks or defects in finished block. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain machine surface inspection 3. Explain need for appropriate machining 4. Describe surface defects 5. Inspect engine block, making sure it meets manufacturer's specifications 6. Explain care of straight edge C5.21 TASK: Measure and inspect engine components for proper tolerances PERFORMANCE OBJECTIVE: Given engine parts (block, crankshaft, pistons), necessary tools, special measuring instruments, and service manual, measure all engine parts for wear. Any part exceeding manufacturer's wear specifications must be repaired or replaced before engine can be assembled. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain use of micrometers 3. Demonstrate measuring techniques while using inside and outside micrometers (any deviation from manufacturer's specification must be noted) 4. Inspect all parts subject to reuse for wear 5. Describe parts found not to meet specifications 05.22 TASK: Remove and replace crankshafts, mains, and rod bearings PERFORMANCE OBJECTIVE: Given an engine block prepared for assembly, necessary tools, equipment, and service manual, replace the main bearings, oil seals, and crankshaft according to the manufacturer's procedure. All main bearings' caps will be installed as numbered in indicated position, properly torqued to manufacturer's specification. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Describe torque procedure for main bearings 3. Explain "line" bored 4. Demonstrate bearing fitting and proper main bearing positioning with oil seals in place 5. Demonstrate proper procedure to examine crankshaft end play 6. Explain use of plasti-gauge for checking clearance 7. Explain care of crank when removing and replacing rods 8. Explain why rods and mains are position marked when disassembled 05.23 TASK: Remove and replace camshafts PERFORMANCE OBJECTIVE: Given an automobile engine, service manual, necessary tools and equipment, remove and replace the camshaft according to manufacturer's specifications. Inspect camshaft lobes for wear in excess of manufacturer's specification. ENABLING OBJECTIVES: 1. Demonstrate safety precautions relating to proper timing 2. Explain function of camshaft 3. Demonstrate procedure for determining wear and inspecting lifters 4. Demonstrate removal and replacement of camshaft 05.24 TASK: Remove and replace camshaft bearings PERFORMANCE OBJECTIVE: Given an automobile engine needing camshaft bearings, service manual, necessary tools and equipment, remove and replace camshaft bearings according to manufacturer's specifications. Camshaft will function without binding. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain camshaft function and need for proper bearing fit and placement 3. Demonstrate replacement of camshaft bearings, using care in placement of oil holes. 4. Replace camshaft gear and timing chain and related parts 5. Demonstrate operational test and inspect for external leakage 05.25 TASK: Remove and replace pistons and rings PERFORMANCE OBJECTIVE: Given an engine, service manual, tools and special equipment, remove and replace rings, pistons, rods and bearings according to manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety procedures for installation of each component 2. Demonstrate use of ring compressor and explain ring protection 3. Demonstrate torque of rod bearing caps 4. Explain reason for lubricating parts prior to installation 5. Demonstrate procedures for protecting crankshaft when installing pistons 05.26 TASK: Remove ridges and deglaze cylinder walls PERFORMANCE OBJECTIVE: Given an automotive engine block needing the upper ring-ridge removed and/or cylinder walls deglazed, necessary tools and service manual, remove the cylinder bore upper ring-ridge according to specific ridge reaming tool operation procedures. No excessive ridge will remain in the cylinders. Any cracks or excessive wear will be noted. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Demonstrate ridge reamer's placement in cylinder 3. Describe removal of cylinder ring ridge 4. Demonstrate removal of ridge from cylinder 5. Explain reason for removal before pistons are removed 6. Explain what may happen to piston and new rings if ridge is not removed properly 7. Explain reason for deglazing cylinder walls 8. Demonstrate deglazing procedure 9. Demonstrate safety practices of deglazing cylinder walls 10. Demonstrate cleaning of cylinder walls after deglazing 05.27 TASK: Remove and replace front and rear oil seals PERFORMANCE OBJECTIVE: Given a vehicle with bad oil seal(s), necessary tools, equipment and service manual, remove and replace oil seals. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while working on and under vehicle 2. Describe proper jacking and supporting of vehicle 3. Discuss handling of fluids 4. Describe and demonstrate procedures of getting proper clearance between pan and frame to remove pan 5. Describe and demonstrate procedures to remove and replace rear main seal 6. Describe and demonstrate procedures to remove and replace front main seal 05.28 TASK: Remove and replace intake and exhaust manifold PERFORMANCE OBJECTIVE: Given a vehicle with an intake manifold problem, service manual, necessary tools and equipment, inspect intake manifold for warpage or cracks. Attachments and intake manifold must be torqued according to manufacturer's specifications. Manifold must not leak vacuum, fluids or exhaust. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain function of intake manifold 3. Describe function of intake manifold heat passage 4. Demonstrate removal of intake manifold and old gasket material 5. Inspect for leaks, warpage, cracks 6. Demonstrate replacement of intake manifold and related parts 7. Demonstrate operational test 05.29 TASK: Remove, clean, inspect and replace cylinder heads; inspect head for cracks and warpage PERFORMANCE OBJECTIVE: Given a vehicle with cylinder head malfunctions, service manual, necessary tools and equipment, remove and replace cylinder heads in accordance with manufacturer's procedure. All attaching hardware must be torqued and head gasket and manifolds must not leak. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain head bolt torque sequence 3. Demonstrate use of torque wrench 4. Demonstrate removal of cylinder head and related components 5. Inspect cylinder head for warpage, cracks, burned valves, or other damage 6. Describe valve sealing, valve grinding, head milling or other related repairs 7. Identify intake and exhaust ports and explain their functions 8. Locate water jacket 9. Describe front to rear head gasket coolant passage holes 10. Demonstrate replacement of head gasket, cylinder head, intake and exhaust manifold 11. Demonstrate tightening sequence of cylinder head and manifold bolts 12. Demonstrate operational test of engine (recheck cooling system liquid after thermostat opens) 05.30 TASK: Test and replace hydraulic lifters PERFORMANCE OBJECTIVE: Given an engine with defective hydraulic lifter, necessary tools, equipment and service manual, test and replace hydraulic lifter. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while working on engine 2. Discuss handling of fluids 3. Diagnose malfunction of lifter 4. Repair and replace defective lifter and associated parts 5. Performance test engine after work is completed 05.31 TASK: Pressure test hydraulic lifter PERFORMANCE OBJECTIVE: Given a disassembled engine, hydraulic lifter, necessary tools and equipment, pressure test hydraulic lifter. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Discuss handling of fluids under pressure 3. Diagnose malfunction of lifter 4. Perform pressure bleed down test 5. Describe corrective action if lifter defective 05.32 TASK: Reface valves and seats PERFORMANCE OBJECTIVE: Given an automobile engine needing a valve job, and necessary tools and equipment, perform a valve job in accordance with manufacturer's specifications. All seals must be replaced when the valve is properly installed. Resurfaced valves will perform without leaks, binds or noise. ENABLING OBJECTIVES: 1. Demonstrate safety precautions. 2. Explain reason for valve seals 3. Demonstrate valve seat and valve face resurfacing 4. Describe valve spring tension and installed height 5. Explain valve seat and valve face lap (mating) 6. Explain valve guide clearance and reaming (replace as necessary) 7. Explain valve stem height adjustment 8. Explain valve seat replacement 05.33 TASK: Check valve guides for wear PERFORMANCE OBJECTIVE: Given a vehicle with valve lifter problem(s), necessary tools, equipment and service manual, test valve lifters for bleed down, and adjust to manufacturer's specification. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain bleed down process 3. Demonstrate adjustment procedures (where possible) 4. Demonstrate bleed down test of valve lifters 5. Explain problems of weak, badly worn or damaged lifters 6. Demonstrate replacement of defective valve lifters 05.34 TASK: Remove and replace timing chains and gears PERFORMANCE OBJECTIVES: Given any automobile engine, service manual, necessary tools and equipment, remove and replace harmonic balancer, timing chain cover, timing gears and chain. Timing must be set according to manufacturer's specifications and cover will not leak. Harmonic balancer must be inspected for wear and slippage. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain timing marks on balancer, cover and gears 3. Explain procedure for proper positioning of timing marks 4. Demonstrate engine timing in accordance with manufacturer's specifications 5. Inspect related parts (harmonic balancer, key, shaft, etc.) for excessive wear and slippage 6. Replace parts and test for operation and leaks 05.35 TASK: Remove and replace timing belt PERFORMANCE OBJECTIVE: Given an automobile with timing belt, service manual, tools and equipment, remove and replace timing belt. Set timing and tension according to manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how to avoid damage to valves 3. Explain timing marks 4. Explain procedure for setting timing marks' belt direction before replacing belt 5. Demonstrate method of setting belt tension 6. Demonstrate use of timing light or test operational timing setting 05.36 TASK: Test valve springs PERFORMANCE OBJECTIVE: Given a set of valve springs, necessary tools, equipment and service manual, inspect and test valve springs. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while working with tester 2. Discuss handling of springs under pressure 3. Test springs and describe malfunction problems of springs 05.37 TASK: Adjust valve lifters PERFORMANCE OBJECTIVE: Given an automobile engine with mechanical valve lifters, tools, equipment and service manual, adjust the exhaust and intake valve lash according to manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Adjust intake exhaust and valve lash using flat feeler gauge of correct thickness according to manufacturer's specifications 3. Explain the necessity for valve lash variation between the intake and exhaust valves 4. Explain "noise" made by mechanical valve lifters 5. Explain various methods of adjusting valve lash 05.38 TASK: Replace rocker-arm assemblies, inspect wear and lubrication PERFORMANCE OBJECTIVE: Given a vehicle with rocker-arm problem, service manual, and necessary tools, remove valve cover and inspect rocker-arms for proper lubrication and wear, and replace rocker-arm assembly, if necessary. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when operating an engine with valve cover removed 2. Explain rocker-arm lubricating system 3. Describe valve rocker-arm function 4. Inspect valve rocker-arm assemblies (or independent rockers) for lubrication 5. Describe any rocker-arm problem (lubrication, wear, broken or adjustment) 05.39 TASK: Change oil and oil filters with proper application PERFORMANCE OBJECTIVE: Given a vehicle in need of oil and filter change, service manual, tools, supplies, hoist or jack, change oil and filter. ENABLING OBJECTIVES: 1. Demonstrate all safety precautions and procedures 2. Demonstrate operation of hoist or raising device 3. Describe protective procedures for auto finish 4. Demonstrate removal of oil filter 5. Demonstrate proper installation of oil filter 6. Demonstrate proper removal of drain plug 7. Demonstrate proper replacement of drain plug 8. Describe proper oil type for application MODULE 6 AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 6 AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 6 - AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. MODULE 6 - AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE 06.0 DEMONSTRATE PROFICIENCY IN AUTOMATIC TRANSMISSION/ TRANS-AXLE SERVICE--The student will be able to: 06.01 Demonstrate and apply safety rules and procedures 06.02 Check automatic transmission fluid levels 06.03 Performance test automatic transmissions 06.04 Diagnose malfunctions of automatic transmissions 06.05 Diagnose, repair, and replace trans-axles 06.06 Pressure test transmissions in vehicles 06.07 Stall test transmissions in vehicles 06.08 Change transmission oil and filter 06.09 Adjust linkage from the engine 06.10 Adjust shift linkage 06.11 Test the electrical and computer controls of an automatic transmission and clutch converter 06.12 Adjust neutral safety switches 06.13 Remove and replace external gaskets and seals 06.14 Test vacuum shift modulators 06.15 Adjust bands 06.16 Service governors 06.17 Service valve bodies 06.18 Rebuild transmission assemblies 06.19 Pressure flush converter assemblies 06.20 Pressure flush transmission cooler assemblies and check liquid flow 06.21 Remove and replace extension housings and bushings MODULE 6 - DEMONSTRATE PROFICIENCY IN AUTOMATIC TRANSMISSION/TRANS-AXLE SERVICE 06.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of automatic transmission repair situations, apply shop safety rules and procedures by identifying safe and unsafe shop practices. ENABLING OBJECTIVES: 1. Explain the importance of disconnecting the battery 2. Demonstrate safety procedures in using a hydraulic press 3. Demonstrate safety precautions when working under a raised vehicle 4. Demonstrate safety precautions when using transmission jacks 06.02 TASK: Check automatic transmission fluid level PERFORMANCE OBJECTIVE: Given an operating automobile and service manual, check and service the transmission fluid level. The fluid should be at the correct level and should be checked with the vehicle at operating temperature and in the proper gear. ENABLING OBJECTIVES: 1. Explain procedures for checking fluid level 2. Demonstrate safety in servicing transmissions while the engine is operating 3. Demonstrate proper procedure for checking automatic transmission fluid level 4. Inspect for leaks 06.03 TASK: Performance test automatic transmissions PERFORMANCE OBJECTIVE: Given an operating vehicle equipped with automatic transmission, service manual and proper tools, perform operational test on automatic transmission. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when performing operational tests 2. Explain how the manufacturer's manual and charts can be used most effectively 3. Define manifold vacuum 4. Locate the pressure gauge test connections 5. Demonstrate operational test 06.04 TASK: Diagnose malfunctions of automatic transmissions PERFORMANCE OBJECTIVE: Given an automatic transmission with known malfunctions, service manual and tools, diagnose malfunctions. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the use of the troubleshooting section of the manual 3. Explain causes of problems such as fluid leaks, fluid condition, slipping, lock-up and shifting problems 4. Explain malfunctions as diagnosed and explain how they may be corrected 06.05 TASK: Diagnose, repair and replace trans-axles PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, repair, replace and rebuild a trans-axle assembly. When complete the unit should not leak fluid, excessive noise should not be present when operating and all bolts must be secured. ENABLING OBJECTIVES: 1. Distinguish between a split case unit and a one-piece unit 2. Demonstrate safety precautions when working on each type unit 3. Demonstrate removal, disassembly and inspection of all parts for wear and/or damage 4. Demonstrate reassembly and installation on vehicle 5. Demonstrate operational test of vehicle 06.06 TASK: Pressure test transmission in vehicles PERFORMANCE OBJECTIVE: Given an operating vehicle equipped with automatic transmission, proper manual, necessary tools and gauges, perform pressure tests in the different gear ranges. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on a raised vehicle 2. Explain the different types of pressures (line, modulator, defects, etc.) in a transmission and the purposes of each 3. Demonstrate gauge hook up and gauge read out of the different gear ranges 06.07 TASK: Stall test transmissions in vehicles PERFORMANCE OBJECTIVE: Given a vehicle with an automatic transmission, service manuals and equipment, stall test a transmission. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when performing stall test 2. Demonstrate stall test procedure for vehicle on which test is performed 3. Explain the results of the test and how they relate to transmission condition 06.08 TASK: Change transmission oil and filter PERFORMANCE OBJECTIVE: Given an automatic transmission, service manual and tools, remove and replace or service the transmission filter. All bolts must be torqued and the gaskets and filter must be correctly installed. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain the difference between a filter that can be serviced or cleaned and one that must be replaced 3. Describe proper procedures for draining transmission fluids 4. Demonstrate removal of oil pan, filter and old gasket material 5. Demonstrate replacement of filter, oil pan and fluid (check fluid level) 06.09 TASK: Adjust linkage from the engine PERFORMANCE OBJECTIVE: Given a vehicle with an automatic transmission, service manual and proper tools, adjust the manual throttle valve kick-down at the engine or at the transmission. ENABLING OBJECTIVES: 1. Demonstrate proper adjustment procedures 2. Explain location of adjustments 06.10 TASK: Adjust shift linkage PERFORMANCE OBJECTIVE: Given a vehicle with an automatic transmission, service manual and proper tools, adjust the shift linkage. When adjustments are completed, appropriate gears should be able to be selected, the quadrant indicator must be positioned correctly and locking devices must be secured. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working under a raised vehicle 2. Explain differences between rod linkage and cable linkage and column and floor linkage 3. Define quadrant indicator 4. Demonstrate adjustment of external linkage and quadrant indicator position 06.11 TASK: Test electrical and computer controls of an automatic transmission and clutch converter PERFORMANCE OBJECTIVE: Given an automatic transmission computer control with code indicating an electrical problem, service manual, multi-meter (volt, amps/ohm), test relays or solenoids relating to the electrical trouble code. ENABLING OBJECTIVES: 1. Demonstrate the proper use of the multi-meter 2. Compare a bad solenoid to a good one by explanation 3. Demonstrate the proper removal and replacement of relays or solenoid 06.12 TASK: Adjust neutral safety switches PERFORMANCE OBJECTIVE: Given a vehicle with an automatic transmission, service manual and necessary tools, adjust the neutral safety switch as needed. When adjustments are completed the engine should crank when the gear selector is in park or neutral but fail to crank in any other gear. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how the neutral safety switch controls engine cranking and why it is necessary 3. Describe adjustment procedure 4. Demonstrate proper neutral safety switch operation when adjustments are made 06.13 TASK: Remove and replace external gaskets and seals PERFORMANCE OBJECTIVE: Given a vehicle with an automatic transmission, tools and service manual, replace external gaskets and seals. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate removal and replacement of external gaskets and seals 06.14 TASK: Test vacuum shift modulators PERFORMANCE OBJECTIVE: Given an automatic transmission, service manual, tools and vacuum gauge, test the vacuum modulator. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the function of the vacuum modulator 3. Demonstrate use of a vacuum gauge 4. Identify vacuum modulator and test instrument 5. Demonstrate modulator test procedure 06.15 TASK: Adjust bands PERFORMANCE OBJECTIVE: Given an automatic transmission, service manual and proper tools, make band adjustments (external and/or internal). Band must be adjusted within specifications and lock nuts torqued. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe special tools for different band adjustments 3. Distinguish between adjustable and non-adjustable bands 4. Demonstrate proper band adjustments (external or internal) 06.16 TASK: Service governors PERFORMANCE OBJECTIVE: Given an automatic transmission, service manual and tools, remove, service and replace transmission governor. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on automatic transmission 2. Explain governor operation 3. Demonstrate removal and replacement or service of governor 06.17 TASK: Service valve bodies PERFORMANCE OBJECTIVE: Given an automatic transmission, service manual and proper tools, service valve body. All gaskets must be installed and valve body torqued to specifications. ENABLING OBJECTIVES: 1. Explain the importance of precisely handling delicate valves and springs 2. Identify each valve and explain its function 3. Demonstrate safety precautions when working on automatic transmissions 4. Demonstrate removal and replacement of valve body and related parts 5. Demonstrate torquing procedures and explain why torque of valve body is critical 06.18 TASK: Rebuild transmission assemblies PERFORMANCE OBJECTIVE: Given a rebuildable automatic transmission in an operating vehicle, service manual, tools and replacement parts, rebuild the automatic transmission. The transmission must shift correctly, must not leak and all hoses, lines, clamps and mounts must be properly secured. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate how to safely raise the vehicle and remove the transmission 3. Demonstrate complete disassembly of the transmission and drain or flush convertor 4. Inspect all assembly parts for excessive wear and damage and discard any parts not serviceable (very close inspection must be made of pumps) 5. Describe how to rebuild or service a clutch pack, servo, valve body and governor 6. Demonstrate reassembly of all parts and assemblies 7. Explain how to adjust bands and reinstall transmission unit 8. Demonstrate fluid replacement and operational test and the plug fluid leak inspection 06.19 TASK: Pressure flush converter assemblies PERFORMANCE OBJECTIVE: Given a torque converter, converter flusher machine and service manual, install adapters to clean and flush converter. ENABLING OBJECTIVES: 1. Explain proper amount of time needed to flush converter 2. Demonstrate installation of adapters 06.20 TASK: Pressure flush transmission cooler assemblies and check liquid flow PERFORMANCE OBJECTIVE: Given a car with an automatic transmission, service manual and proper tools, pressure flush cooler. No leaks should be visible, lines must be tightly secured and not rub or touch other parts at potential wear points. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how transmission cooling systems operate 3. Inspect oil lines, oil line connections and cooling unit for leaks, cracks, wear or restrictions 4. Demonstrate repairs to correct malfunctions or to avoid future malfunctions 06.21 TASK: Remove and replace extension housings and bushings PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace the extension housing and bushing. The bushing position must be correct. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on a raised vehicle 2. Explain the purpose of the extension housing and bushing 3. Identify special tools necessary to replace bushing properly 4. Demonstrate removal and replacement of extension housing and bushing Types of Gear Teeth used in a Standard Transmission Spur Gear Helical Gear IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 7 MANUAL DRIVE TRAIN AND AXLE SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 7 - MANUAL DRIVE TRAIN AND AXLE SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. 07.0 DEMONSTRATE PROFICIENCY IN SERVICING MANUAL DRIVE TRAINS AND AXLES--The student will be able to: 07.01 Demonstrate and apply safety rules and procedures 07.02 Diagnose drive line problems 07.03 Diagnose and performance test manual transmission problems 07.04 Inspect drive shafts, U-joints, and center bearings 07.05 Lubricate universal joint 07.06 Check the fluid level in a manual transmission 07.07 Check the fluid level in a differential 07.08 Remove and replace transmission mount(s) 07.09 Adjust shift linkage 07.10 Adjust clutches 07.11 Remove and replace extension housing seal and bushings 07.12 Rebuild manual transmission 07.13 Remove and replace clutches, release bearings, linkage, and pilot bearing 07.14 Rebuild clutch master and slave cylinders 07.15 Remove and replace universal joints 07.16 Remove and replace speedometer gears and service speedometer cables 07.17 Remove and replace axle bearings and seals 07.18 Overhaul integral differentials 07.19 Overhaul removable differentials 07.20 Overhaul limited slip differentials 07.21 Overhaul transaxle assemblies 07.22 Adjust transaxle shifting controls 07.23 Inspect, remove, replace, and lubricate front-drive-axle flexible joints 07.24 Inspect, remove, replace constant velocity universal joints, and balance 07.25 Service or repair transfer case and vacuum control MODULE 7 - MANUAL DRIVE TRAIN AND AXLE SERVICE 07.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given examples of manual transmission repair situations, apply shop safety rules and procedures by identifying safe and unsafe shop practices. ENABLING OBJECTIVES: 1. Explain the importance of disconnecting the battery 2. Demonstrate safety procedures when using a hydraulic press 3. Demonstrate safety precautions when working under a raised vehicle 4. Demonstrate safety precautions when using transmission jacks 5. Explain the importance of keeping the floor free of transmission fluids 07.02 TASK: Diagnose drive line problems PERFORMANCE OBJECTIVE: Given a vehicle and necessary manuals and tools, perform an operational test and inspect the drive line(s). The following minimum items should be checked: drive shaft, universal joints, support bearings, rear end supports, hangers and springs, transmission mount, and lug nuts. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working under a raised vehicle 2. Explain how a vehicle's "handling reactions" feel when it has drive line slack or loose motion 3. Identify: drive shaft, universal joints, support bearings, rear end supports, transmission mount and lug nuts 4. Demonstrate a complete drive line inspection 5. Describe discrepancies found and repairs needed 07.03 TASK: Diagnose and performance-test manual transmission problems PERFORMANCE OBJECTIVE: Given a vehicle with a manual transmission and service manuals, perform operational test of a manual transmission. ENABLING OBJECTIVES: 1. Explain power flow of transmission gears 2. Explain the purpose of all parts within a manual transmission 3. Demonstrate safety precautions 4. Demonstrate operational test to check gear positions for operation, noise or malfunction 07.04 TASK: Inspect drive shafts, U-joints and center bearings PERFORMANCE OBJECTIVE: Given a drive shaft and proper tools, inspect drive shaft for wear and damage. ENABLING OBJECTIVES: 1. Inspect bearing support 2. Inspect joints for wear 3. Inspect bearing for noise 4. Inspect yoke for phase 07.05 TASK: Lubricate universal joint PERFORMANCE OBJECTIVE: Given a vehicle, service manual, necessary tools and grease gun, lubricate universal joint. There should be a sufficient amount of the appropriate grease properly applied without excessive grease remaining on the joint. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Identify the special tool required to grease universal joints that have close clearances 3. Demonstrate proper lubrication procedures for serviceable universal joints 4. Inspect all joints for excessive wear and/or loose or missing locks 07.06 TASK: Check the fluid level in a manual transmission PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, lubricate the manual transmission. Fluid level, filler plug tightness and type of lubricant must be correct. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain what grease (by weight) should be used in the transmission of a specific vehicle 3. Identify the lubricating point and check fluid level 07.07 TASK: Check the fluid level in a differential PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, check the fluid level in a differential. Fluid level must be correct. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain what grease (by weight) should be used in the differential of a specific vehicle 3. Identify the lubricating point and check fluid level 07.08 TASK: Remove and replace transmission mount(s) PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, remove and replace the transmission mount(s). When completed the mount must be secure and properly aligned. Safety will be observed in the process. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain hazards that exist in the process of raising the transmission during this task 3. Demonstrate removal and replacement of transmission mounts 4. Inspect for security and condition of surrounding components 07.09 TASK: Adjust shift linkage PERFORMANCE OBJECTIVE: Given a vehicle with a manual transmission, service manual and proper tools, adjust the external shift linkage. When adjustments are completed, the shifter should operate smoothly, appropriate gears should be able to be selected and all nuts and fasteners should be installed correctly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how a manual transmission shift is accomplished 3. Identify adjustment points 4. Demonstrate proper shift pattern for specific vehicle when adjustments are made 07.10 TASK: Adjust clutches PERFORMANCE OBJECTIVE: Given a vehicle with manual clutch, service manual and necessary tools, adjust the clutch as needed. The free travel will be compared to the manufacturer's specifications, all nuts and fasteners must be correctly installed and the return spring must work properly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the purpose of clutch free travel 3. Describe adjustment procedure 4. Demonstrate properly adjusted clutch action in relation to transmission shift 5. Identify adjusting mechanism of hydraulic clutch 6. Identify clutch master cylinder and slave cylinder 7. Inspect fluid level of system and correct if low 07.11 TASK: Remove and replace extension housing seals and bushings PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace the extension housing seals and bushings. The bushing position and seal installation must be correct. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working on a raised vehicle 2. Explain the purpose of the extension housing seals and bushings 3. Identify special tools necessary to replace bushings and seals properly 4. Demonstrate removal and replacement of bushings and seals 07.12 TASK: Rebuild manual transmission PERFORMANCE OBJECTIVE: Given a transmission, service manual and tools, rebuild a manual transmission. All bolts will be torqued, no leakage will be present and the transmission must operate smoothly. All needle bearings and thrust washers must be correctly installed. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain power flow of the manual transmission in all gears 3. Demonstrate how to use grease to hold needle bearings in position during assembly 4. Demonstrate disassembly of manual transmission 5. Inspect gears and related parts for wear and damage 6. Demonstrate reassembly of gears and examine operation 07.13 TASK: Remove and replace clutches, release bearings, linkage and pilot bearings PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace all clutch components, including release bearing, linkage and pilot bearing. All nuts and bolts must be torqued or secured and the clutch should engage and disengage smoothly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Describe how a clutch operates 3. Explain the purpose of free travel in a clutch 4. Demonstrate removal of clutch assembly and related components 5. Identify the throw-out bearing and the pilot bushing; explain the function of each 6. Inspect all clutch assembly parts for wear and damage 7. Demonstrate lubrication, assembly and adjustments of clutch parts and related components 8. Demonstrate operational test 07.14 TASK: Rebuild clutch master and slave cylinders PERFORMANCE OBJECTIVE: Given required vehicle, manual and necessary tools, remove, replace or rebuild the slave or master cylinder. The cylinder should be bled, have no leaks and all nuts, bolts and bleeder screws secure. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when handling hydraulic fluid 2. Explain how to bleed a hydraulic clutch 3. Demonstrate removal and disassembly of the specific unit 4. Inspect all parts and replace all worn or damaged parts 5. Demonstrate reassembly and installation of specific unit 6. Demonstrate bleeding of hydraulic system and test for proper operation 07.15 TASK: Remove and replace universal joints PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools and parts, remove and replace the universal joints. ENABLING OBJECTIVES: 1. Inspect U-joint cross for wear 2. Inspect U-joint caps for damage 3. Demonstrate the proper installation of grease zerk 4. Demonstrate the proper seating of the all snap rings 5. Demonstrate proper lube 07.16 TASK: Remove and replace speedometer gears and service speedometer cables PERFORMANCE OBJECTIVE: Given a vehicle, service manual, necessary tools and lubricant, remove, replace and lubricate speedometer cable and driver gear. The cable must move freely and be free of sharp bends. ENABLING OBJECTIVES: 1. Explain the differences between the operation of speedometers that work off the front wheel versus the drive shaft or output shaft 2. Demonstrate safety precautions 3. Identify speedometer cable and gear location 4. Demonstrate removal of cable and gear assembly and inspect for damage 5. Demonstrate lubrication (using proper lubricating materials) and replace assembly 6. Demonstrate operational test 07.17 TASK: Remove and replace axle bearings and seals PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, remove and replace an axle bearing and seal. When completed the axle bearing and its retainer must be pressed on in the proper position. All nuts and bolts must be properly torqued. ENABLING OBJECTIVES: 1. Inspect axle bearing and related parts when removed from vehicle 2. Demonstrate safety precautions when working on a raised vehicle 3. Demonstrate how to safely use a hydraulic press to remove and replace an axle bearing 4. Demonstrate seal installation 5. Demonstrate operational test when repairs are completed 07.18 TASK: Overhaul integral differentials PERFORMANCE OBJECTIVE: Given a differential, service manual and necessary tools, rebuild the assembly. When completed the tolerances must be within manufacturer's specifications and all nuts and bolts secure. ENABLING OBJECTIVES: 1. Discuss how to adjust a differential using shims for carrier adjustment 2. Demonstrate safety precautions 3. Identify special tools and equipment 4. Demonstrate removal of gears and inspect for wear and/or damage 5. Demonstrate reassembly and adjustments of gear teeth, back lash and bearing preload 6. Demonstrate operational test 07.19 TASK: Overhaul removable differentials PERFORMANCE OBJECTIVE: Given a differential, service manual and necessary tools, rebuild the assembly. When completed the tolerances must be within manufacturer's specifications and all nuts and bolts secure. ENABLING OBJECTIVES: 1. Discuss how to adjust carrier bearings using adjusting nuts 2. Demonstrate safety precautions 3. Identify special tools and equipment 4. Demonstrate removal of gears and inspect for wear and/or damage 5. Demonstrate reassembly and adjustments of gear teeth, back lash and bearing preload 6. Demonstrate operational test 07.20 TASK: Overhaul limited slip differentials PERFORMANCE OBJECTIVE: Given a limited slip differential, service manual and necessary tools, overhaul the assembly. When completed the tolerances must be within manufacturer's specifications, the assembly must transmit driving torque as required and all nuts and bolts must be secure. ENABLING OBJECTIVES: 1. Demonstrate all overhaul procedures that are common to all differentials, whether they are limited slip or not 2. Discuss different ways manufacturers use to load the clutches in limited slip units 3. Demonstrate disassembly and inspection of all parts for wear and/or damage 4. Demonstrate reassembly 5. Demonstrate safety precautions 07.21 TASK: Overhaul transaxle assemblies PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, rebuild a transaxle assembly. When completed the unit should not leak fluid, excessive noise should not be present when operating and all bolts must be secured. ENABLING OBJECTIVES: 1. Distinguish between a split-case unit and a one-piece unit 2. Demonstrate safety precautions when working on each type unit 3. Demonstrate disassembly and inspection of all parts for wear and/or damage 4. Demonstrate reassembly and installation on vehicle 5. Demonstrate operational test of vehicle 07.22 TASK: Adjust transaxle shifting controls PERFORMANCE OBJECTIVE: Given a vehicle with a manual transaxle, service manual and proper tools, adjust the external shift linkage. When adjustments are completed, the shifter should operate smoothly, appropriate gears should be able to be selected and all nuts and bolts must be installed correctly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how a manual transaxle shift is accomplished 3. Identify adjustment points 4. Demonstrate proper shift pattern for specific vehicle when adjustments are made 07.23 TASK: Inspect, remove, replace and lubricate front-drive-axle flexible joints PERFORMANCE OBJECTIVE: Given a front wheel drive vehicle, service manual, necessary tools and lubricant, remove, replace and lubricate the front flex joints. There should be a sufficient amount of grease on the joints and any boots, if used, must be secure and not twisted. All retaining bolts, clips, snap-rings and clamps must be secure. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Inspect all joints for excessive wear 3. Identify the various types of joints and boots 4. Demonstrate removal and replacement procedures for flex joints 5. Demonstrate proper lubrication procedures 07.24 TASK: Inspect, remove and replace constant velocity universal joints PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace a constant velocity U-joint. All clips, snap-rings and nuts and bolts must be secure. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain why a constant velocity joint is used and how it functions 3. Demonstrate removal and replacement of the joint 4. U-joints should be properly planed and phased 07.25 TASK: Service or repair transfer case and vacuum control PERFORMANCE OBJECTIVE: Given a four wheel drive vehicle, service manual and necessary tools, repair a transfer case and/or the vacuum control. When completed the unit should not leak, produce excessive noise when operating, should shift smoothly and transfer torque as required. All nuts and bolts should be secure. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain various types of transfer cases and methods of transmitting torque 3. Explain various ways that shifting is controlled 4. Demonstrate repair procedures on transfer cases and shift controls 5. Demonstrate an operational test IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 8 STEERING, SUSPENSION AND WHEEL SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 153 MODULE 8 - STEERING, SUSPENSION, AND WHEEL SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. IDaho Program for Basic Automotive Technician Task Listing Module 8 - Steering, Suspension, and Wheel Service 08.0 Demonstrate proficiency in steering, suspension, and wheel service -- The student will be able to: 08.01 Demonstrate and apply safety rules and procedures 08.02 Diagnose abnormal tire wear problems 08.03 Diagnose suspension problems 08.04 Diagnose wheel/tire vibrations, shimmy, and tramp 08.05 Diagnose steering problems 08.06 Lubricate suspension, steering gear, and linkage 08.07 Check manual steering gear fluid level 08.08 Inspect steering systems 08.09 Inspect suspension systems 08.10 Inspect and test shock absorbers and auto leveling system 08.11 Check power steering fluid level 08.12 Replace power steering drive belts 08.13 Identify tires by types and sizes 08.14 Repair tires 08.15 Rotate wheels and tires and torque lug nuts to specification 08.16 Balance tires by computer, bubble, or spin 08.17 Service front wheel bearings and grease seals 08.18 Remove and replace front and rear wheel bearings 08.19 Remove and replace spindles and ball joints 08.20 Remove and replace shock absorbers and mountings 08.21 Measure and adjust torsion bar height 08.22 Remove and replace torsion bars 08.23 Remove and replace coil springs 08.24 Remove and replace control arms and bushings 08.25 Remove and replace steering linkage components 08.26 Remove and replace McPherson strut assembly 08.27 Rebuild a McPherson strut 08.28 Remove and replace rear suspension parts including independent suspension 08.29 Remove and replace mast jacket of steering assembly 08.30 Repair steering column 08.31 Remove and replace steering wheel 08.32 Remove and replace components in power steering system 08.33 Check two-wheel and four-wheel alignments 08.34 Align rear axle MODULE 8 - DEMONSTRATE PROFICIENCY IN STEERING, SUSPENSION AND WHEEL SERVICES 08.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given a vehicle needing service on steering, suspension and/or wheels, demonstrate and apply proper safety rules and procedures. ENABLING OBJECTIVES: 1. Wear safety glasses 2. Wear cotton clothing 3. Wear leather shoes 4. Do not wear jewelry 08.02 TASK: Diagnose abnormal tire wear problems PERFORMANCE OBJECTIVE: Given a tire and wheel assembly and proper tools, inspect the assembly for serviceability. ENABLING OBJECTIVES: 1. Check air pressure 2. Check for irregular wear 3. Check for physical damage (cuts, etc.) 4. Check for radial and lateral run-out 08.03 TASK: Diagnose suspension problems PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, inspect the suspension system components. All parts worn beyond manufacturer's specifications must be detected. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Identify the different types of suspension systems 3. Demonstrate the proper procedure to inspect the suspension system 4. Describe shock absorber function 5. Identify steering linkage parts 6. Identify defective front and rear suspension assemblies 08.04 TASK: Diagnose wheel/tire vibrations, shimmy and tramp PERFORMANCE OBJECTIVE: Given a vehicle with a vibration complaint and proper service manuals, troubleshoot the vehicle and make proper recommendation for repair. ENABLING OBJECTIVES: 1. Diagnose wheel balance 2. Discuss types of tires 3. Discuss types of rims 4. Explain and demonstrate static balance 5. Explain and demonstrate dynamic balance 08.05 TASK: Diagnose steering problems PERFORMANCE OBJECTIVE: Given a vehicle with steering problems, proper service manual, and using information from customer complaint and a test drive, if possible, recommend the proper repair for the vehicle. ENABLING OBJECTIVES: 1. Check tie-rod ends 2. Check idler arms 3. Check power steering gears 4. Check manual steering gears 5. Check drag links 08.06 TASK: Lubricate suspension, steering gear and linkage PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, lubricate suspension points. ENABLING OBJECTIVES 1. Demonstrate safety precautions while raising a vehicle on a hoist 2. Describe "greased" joints versus "nongreasable" joints 3. Inspect and clean all fittings to be lubricated 4. Explain use of a lubricating chart for a specific vehicle 5. Demonstrate the lubricating equipment 08.07 TASK: Check manual steering gear fluid level PERFORMANCE OBJECTIVE: Given a vehicle, service manual and required tools, lubricate manual steering gear box. Proper level will be checked. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain why different gear boxes operate most effectively with varying weights of greases and/or oils 3. Explain how grease or oil level may be determined 4. Demonstrate proper gear box lubricating method 5. Inspect gear box for safe operation 08.08 TASK: Inspect steering systems PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, inspect the steering gear and linkage. Any parts that are worn beyond limits will be listed. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain the importance safety-wise of inspecting the steering gear and linkage 3. Demonstrate methods of testing parts for excessive wear 4. Identify steering parts to be inspected for wear 5. Describe an excessively worn part 08.09 TASK: Inspect suspension systems PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, inspect the suspension system components. All parts worn beyond manufacturer's specifications must be detected. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Identify the different types of suspension systems 3. Demonstrate the proper procedure to inspect the suspension system 4. Describe shock absorber function 5. Identify steering linkage parts 6. Identify defective front and rear suspension assemblies 08.10 TASK: Inspect and test shock absorbers and auto leveling system PERFORMANCE OBJECTIVE: Given a vehicle, proper service manuals and proper tools, test the shocks and the leveling system to the manufacturer's specifications. ENABLING OBJECTIVES: 1. Describe single-action shocks 2. Describe dual-action shocks 3. Describe leveling system operation 08.11 TASK: Check power steering fluid level PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, service power steering fluid level. All fluid levels less than operating level must be detected and filled to proper level. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe the differences among several types of fluids on the market that could be used in the steering system 3. Identify power steering major parts 4. Describe method used to determine fluid level and fill to proper level 5. Inspect for power steering fluid leaks and any loose steering parts 08.12 TASK: Replace power steering drive belts PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, remove and replace steering belt(s). Upon completion belt tension must be correct, belt must be properly aligned and adjusting bolts secured. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on steering components 2. Describe how belts are sized according to length, design and width 3. Identify belt to be removed and bolts used to release belt tension 4. Demonstrate removal and replacement of selected belt 5. Demonstrate proper gauge tension on replaced belt (or hand method) 6. Demonstrate operational test 08.13 TASK: Identify tires by types and sizes PERFORMANCE OBJECTIVE: Given several tires, properly identify them by type and size. ENABLING OBJECTIVES: 1. Identify bias tires 2. Identify radial tires 3. Identify belted tires 4. Define aspect ratio 5. Discuss combination of belted, bias and radial tires 08.14 TASK: Repair tires PERFORMANCE OBJECTIVE: Given a tire that needs repair, repair the tire by properly dismounting, placing a patch on the inside and remounting the tire. ENABLING OBJECTIVES: 1. Repair tubeless tires 2. Repair tube-type tires 3. Use hot patches 4. Use cold patches 5. Use boots 08.15 TASK: Rotate wheels and tires and torque lug nuts to specifications PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, rotate the tires. When finished, the lug nuts will be torqued to specifications and tires will be positioned considering the types of tires on the vehicle. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when vehicle is raised and wheels are removed 2. Demonstrate how to properly raise a vehicle to rotate the tires 3. Demonstrate proper handling of tire and hub caps and lug nuts while removed from the vehicle 4. Explain need to check tire and wheel balance at this time 5. Demonstrate proper rotation of tires (bias ply or radial ply) 08.16 TASK: Balance tires by computer, bubble or spin PERFORMANCE OBJECTIVE: Given a wheel and tire assembly, wheel balancer, proper tools and wheel weights, balance the assembly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Define the terms "static" and "dynamic" balancing 3. Demonstrate locating position for wheel weights according to the type of balance 4. Explain why a certain size weight was used 5. Explain varying methods of attaching wheel weights based on wheel construction 6. Demonstrate balancer available 08.17 TASK: Service front wheel bearings and grease seals PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, grease, seal, inspect and service the wheel bearing and seal. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while removing a wheel from a raised vehicle 2. Explain what will happen if the wheel bearing is over-tightened or under-tightened 3. Demonstrate proper removal, cleaning and grease packing of wheel bearings 4. Demonstrate replacement of bearings and seal 5. Demonstrate bearing adjustment and spindle nut locking procedure of hub 6. Demonstrate proper replacement of dust cap 08.18 TASK: Remove and replace front and rear wheel bearings PERFORMANCE OBJECTIVE: Given a vehicle with defective front or rear wheel bearings, replace the bearings using the proper tools and service manuals, to manufacturer's specifications. ENABLING OBJECTIVES: 1. Discuss types of grease 2. Demonstrate proper bearing adjustment 3. Torque lugs to proper specifications 08.19 TASK: Remove and replace spindles and ball joints PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, remove and replace the steering spindle and ball joints. When completed all attaching bolts and cotter pins must be checked for security. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on a raised vehicle 2. Discuss the importance of not straightening or heating a bent steering spindle 3. Describe special tools needed to remove a spindle held by ball joints 4. Demonstrate removal of spindle 5. Inspect all related parts (hub, bearings, backing plate, brake parts, etc.) 6. Demonstrate replacement of all related parts 7. Demonstrate removal of ball joints 08.20 TASK: Remove and replace shock absorbers and mountings PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, remove and replace shock absorbers. When finished shock bolts will be correctly tightened and proper shock selection will be appropriate. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain the difference among standard, heavy duty and special purpose shock absorbers 3. Describe two purposes of shock absorbers 4. Demonstrate torque of shock absorber rubber grommets 5. Demonstrate test for operation and noise of shock absorbers 08.21 TASK: Measure and adjust torsion bar height. PERFORMANCE OBJECTIVE: Given a vehicle with torsion bar suspension and proper service manual, measure and adjust height. ENABLING OBJECTIVES: 1. Follow proper safety procedures 2. Read ruler 3. Describe where to make adjustment, if not to specifications 4. Make adjustment 08.22 TASK: Remove and replace torsion bars PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace the torsion bar(s). When completed proper bolt torque will be checked as well as equal curb height being adjusted. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a raised vehicle 2. Explain how the curb height can be adjusted on most torsion bar-equipped vehicles 3. Demonstrate removal and replacement of torsion bar and curb height adjustment procedure 08.23 TASK: Remove and replace coil springs PERFORMANCE OBJECTIVE: Given a vehicle, service manual and required tools, remove and replace the coil spring(s). When completed the springs must be properly seated. ENABLING OBJECTIVES: 1. Demonstrate safety procedures when working under a raised vehicle 2. Demonstrate the use of a spring compressor 3. Describe special tools needed to release ball joint connection 4. Demonstrate replacing and seating of replacement coil spring 08.24 TASK: Remove and replace control arms and bushings PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace control arms and bushings. When finished the control arm bolts must be tightened according to specifications and all retaining devices installed. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when removing major suspension components 2. Describe several dangerous aspects of removing and replacing a control arm 08.25 TASK: Remove and replace steering linkage components PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, remove and replace steering linkage components. When completed all components' attaching nuts are to be checked for torque. All locking devices must be installed correctly. ENABLING OBJECTIVES: 1. Check tie rod 2. Check center link (drag link) 3. Check Pitman arm 4. Check idler arm 5. Check steering knuckle 6. Check steering sector 7. Check damper 08.26 TASK: Remove and replace McPherson strut assembly PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, remove and replace the McPherson strut assembly. All attachment hardware must be torqued to specifications, ride height must be correct and wheels must turn to their extremes without binding. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on a raised vehicle 2. Identify several cars that are McPherson strut-equipped and discuss the differences of such cars 3. Explain special tools used for safe operation 4. Identify a McPherson strut assembly and explain its construction 5. Demonstrate removal of strut assembly and control of the coil spring 6. Demonstrate replacement of strut assembly and all related parts 08.27 TASK: Rebuild a McPherson strut PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, rebuild a McPherson strut. Upon completion the strut must not bind, there should be no leaks and all snap-rings and rubber boots should be secured. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the advantages and/or disadvantages of a McPherson strut as compared to other front-end designs 3. Inspect unit to be disassembled for external damage 4. Demonstrate disassembly of strut and inspection of internal parts 5. Demonstrate assembly, installation and testing for operation of strut assembly 08.28 TASK: Remove and replace rear suspension parts, including independent suspension PERFORMANCE OBJECTIVE: Given a vehicle with a problem in the rear suspension, determine the type of suspension, make a visual check and check for wear according to manufacturer's specifications. ENABLING OBJECTIVES: 1. Follow safety procedures 2. Describe leaf-type suspension 3. Describe coil-type suspension 4. Describe independent suspension 5. Describe strut-type independent suspension 6. Adjust curb height 7. Adjust rear alignment 08.29 TASK: Remove and replace mast jacket of steering assembly PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, remove and replace mast jacket. The mast jacket should be tight, in proper alignment and gear selector operational. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Identify the mast jacket and explain its purpose 3. Demonstrate removal of all related parts 4. Demonstrate removal and replacement of mast jacket 5. Demonstrate operational test of mast jacket and all related parts 08.30 TASK: Repair steering column PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, repair the tilt or telescopic steering column. This will include replacing small parts kit, bearing and locking assembly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working inside a vehicle 2. Identify tilt and/or telescopic steering column of the specific vehicle 3. Explain how each type operates 4. Demonstrate removal of related parts to expose the assembly to be repaired 5. Identify the needed repair and demonstrate removal and replacement of parts 6. Demonstrate operational test of repaired unit and related parts 08.31 TASK: Remove and replace steering wheel PERFORMANCE OBJECTIVE: Given a vehicle, service manual and tools, remove and replace the steering wheel. The steering wheel should be aligned, bolt tightened, horn connected, and there should not be any damage done to steering wheel cover. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working inside a vehicle 2. Demonstrate use of a steering wheel puller 3. Identify thread and bolt size on a specific vehicle so the appropriate puller can be used 4. Demonstrate proper removal and replacement of steering wheel and related parts 08.32 TASK: Remove and replace components in power steering system PERFORMANCE OBJECTIVE: Given a vehicle, service manual and proper tools, remove and replace hydraulic components in power steering system. Items to be included are hose(s) and line(s), steering cylinder, control valve and pump. When completed there should be no leaks, all attaching bolts should be secured and all lines and hoses routed properly. ENABLING OBJECTIVES: 1. Demonstrate safety precautions for working on hydraulic power steering components 2. Explain pressure of these systems 3. Identify all power steering units and explain functions 4. Demonstrate removal and replacement of components selected for removal 5. Inspect for leakage and loose, worn or damaged parts 08.33 TASK: Check two-wheel and four-wheel alignments PERFORMANCE OBJECTIVE: Given a vehicle, service manual, necessary tools and equipment, align front end. The toe, caster and camber should meet manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working under a vehicle 2. Define toe-in, caster and camber 3. Identify adjustment points of the front end for toe-in, caster and camber setting 4. Describe tools and equipment necessary to align automobile front end 5. Demonstrate front end alignment procedure 08.34 TASK: Align rear axle PERFORMANCE OBJECTIVE: Given a vehicle, service manual and necessary tools, align rear axle. Vehicle readings must be within manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working under a vehicle 2. Identify several cars that have an adjustable rear axle 3. Locate rear axle adjustment points 4. Demonstrate use of the equipment necessary to align the vehicle's rear axle IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 9 AUTOMOTIVE BRAKE SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 9 - AUTOMOTIVE BRAKE SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN TASK LISTING MODULE 9 - AUTOMOTIVE BRAKE SERVICE 09.0 DEMONSTRATE PROFICIENCY IN AUTOMOTIVE BRAKE SERVICE --The student will be able to: 09.01 Demonstrate and apply safety rules and procedures 09.02 Diagnose brake system problems 09.03 Diagnose pressure differential valve malfunctions 09.04 Diagnose proportioning valve malfunctions 09.05 Diagnose brake metering valve malfunctions 09.06 Perform operational inspections 09.07 Inspect brake and wheel assemblies and perform proper cleaning procedures 09.08 Remove and replace calipers and rotors, front and rear 09.09 Refinish rotors on or off car, and torque lug nuts to specification 09.10 Clean, inspect and rebuild calipers 09.11 Refinish brake drums and torque lug nuts to specifications 09.12 Replace drum brake shoes with proper materials 09.13 Service and/or replace brake pads 09.14 Adjust brake shoes 09.15 Adjust parking brakes 09.16 Rebuild or replace wheel cylinder 09.17 Bleed hydraulic brakes 09.18 Free-up or replace parking brake cables and linkage 09.19 Remove and replace/overhaul master cylinder 09.20 Flush brake systems 09.21 Test and replace vacuum brake power unit 09.22 Test and replace hydro-booster 09.23 Test brake anti-lock system 09.24 Remove and replace anti-lock system components MODULE 9 - AUTOMOTIVE BRAKE SERVICE 09.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Given proper equipment and repair manuals, demonstrate safety while repairing brake systems. ENABLING OBJECTIVES: 1. Demonstrate safety while hoisting a vehicle using proper lift points and jack stands, if appropriate 2. Demonstrate safety while removing brake dust that may contain asbestos 3. Demonstrate safety while removing and replacing brake parts 4. Demonstrate safety regarding any brake fluid spillage 5. Demonstrate safety after brake work is completed by testing brakes before the vehicle is driven 6. Demonstrate safety during road test 09.02 TASK: Diagnose brake system problems PERFORMANCE OBJECTIVE: Given a vehicle with brake problems, diagnose the brake system by evaluation of the customer's description of the problem, visual inspection and a road test, if the vehicle can be safely driven. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Demonstrate visual inspection of external components 3. Demonstrate diagnostic procedure for concealed problems 09.03 TASK: Diagnose pressure differential valve malfunctions PERFORMANCE OBJECTIVE: Given proper equipment and repair manuals, diagnose a brake problem caused by a malfunctioning pressure differential valve. ENABLING OBJECTIVES: 1. Demonstrate safety while hoisting vehicle and by using jack stands, if appropriate 2. Demonstrate safety if there is brake fluid spillage 3. Test pressure differential valve according to repair manual 4. Repair or replace pressure differential valve according to repair manual 5. Test brakes for proper pedal height and fluid leakage before vehicle is driven 6. Road test vehicle for proper brake operation 09.04 TASK: Diagnose proportioning valve malfunctions PERFORMANCE OBJECTIVE: Given proper tools, equipment and repair manuals, diagnose a brake problem caused by a malfunctioning proportioning valve. ENABLING OBJECTIVES: 1. Demonstrate safety while hoisting vehicle and by using jack stands, if appropriate 2. Demonstrate safety if there is a brake fluid spillage 3. Test a proportioning valve according to instructions in proper repair manual 4. Repair or replace proportioning valve according to directions in repair manual 5. Test brakes for proper operation and fluid leakage before vehicle is driven 6. Road test vehicle for proper brake operation 09.05 TASK: Diagnose brake metering valve malfunctions PERFORMANCE OBJECTIVE: Given proper equipment and repair manuals, diagnose a brake problem caused by a malfunctioning brake metering valve. ENABLING OBJECTIVES: 1. Demonstrate safety while hoisting vehicle and by the use of jack stands, if appropriate 2. Demonstrate safety if there is a brake fluid spill 3. Test brake metering valve according to instructions in repair manual 4. Repair or replace metering valve according to instructions in repair manual 5. Test brakes for proper operation and fluid leakage before vehicle is driven 6. Road test vehicle for proper brake operation 09.06 TASK: Perform operational inspections PERFORMANCE OBJECTIVE: Given a vehicle needing an operational brake test, proper service manual and access to necessary tools and equipment, perform an operational brake test. Record malfunctions for brake warning light operation, brake pedal reserve, brake pedal action, vehicle's braking behavior and braking noises. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while testing a vehicle with possible brake problems 2. Define pedal reserve 3. Describe vehicle braking behavior 4. Demonstrate vehicle braking action during an emergency stop 09.07 TASK: Inspect brake and wheel assemblies and perform proper cleaning procedures PERFORMANCE OBJECTIVE: Given a vehicle needing a visual brake inspection, proper service manual and access to necessary tools and equipment, perform a visual inspection of all system components. Record findings for master cylinder reservoir fluid level, leaks, brake hose condition, brake lining condition and thickness, brake drum diameter and condition, brake rotor thickness, run-out and parallelism, and brake pad thickness. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while removing wheels, etc. for inspection 2. Demonstrate how to read micrometers (brake drum type and outside micrometers on rotors) 3. Identify specifications for vehicle in question in proper shop manual 4. Define rotor run-out and parallelism 5. Inspect all brake lines and flexible hoses 6. Demonstrate removal of wheels, etc. for visual lining inspection 7. Demonstrate proper cleaning procedures 8. Discuss danger of materials 09.08 TASK: Remove and replace calipers and rotors, front and rear PERFORMANCE OBJECTIVE: Given a vehicle with disc brakes on front and/or rear, replace the calipers and rotors to manufacturer's specifications, torquing wheel nuts to proper torque. ENABLING OBJECTIVES: 1. Use proper safety procedures 2. Bleed the system 3. Properly fill master cylinder 4. Demonstrate use of proper tools 5. Demonstrate proper lifting and supporting procedures 6. Inspect pads for wear 7. Inspect rotor for wear or warpage 8. Adjust disc brakes 9. Inspect caliper for corrosion and leakage 10. Demonstrate use of dial indicator 09.09 TASK: Refinish rotors, on or off car, and torque lug nuts to specifications PERFORMANCE OBJECTIVE: Given a set of brake rotors needing machining, proper service manual and access to tools, equipment and materials, machine rotors. Machine rotors to the tolerance allowed by the manufacturer, with surfaces parallel, no run-out and a non-directional, smooth surface finish. ENABLING OBJECTIVES: 1. Demonstrate safety procedures when using a disc brake lathe 2. Demonstrate the proper use of a disc brake lathe 3. Describe the use of a special micrometer for measuring rotors 4. Demonstrate procedures for doing the task on a vehicle, if equipment is available 09.10 TASK: Clean, inspect and rebuild calipers PERFORMANCE OBJECTIVE: Given a vehicle with a defective disc brake caliper, proper service manual and access to necessary tools and equipment, repair disc brake caliper. The caliper bore will be properly serviced, the piston seal and piston and dust seal properly installed and the machined surfaces of caliper properly serviced. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on a hydraulic brake system 2. Demonstrate use of special caliper tools 3. Demonstrate use of bore or cylinder hone 4. Explain caution and careful inspection necessary in rebuilding a caliper cylinder 5. Demonstrate proper procedure in rebuilding caliper cylinder 6. Explain need for the cylinder dust boot 09.11 TASK: Refinish brake drums and torque lug nuts to specifications PERFORMANCE OBJECTIVE: Given a set of brake drums needing machining, service manual and access to necessary tools, equipment and materials, machine drums. The drums will be machined to a tolerance allowed by the manufacturer's specifications and D.O.T. regulations, and the surface will be smooth across the width. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when using a brake drum lathe 2. Demonstrate the proper use of a brake drum lathe 3. Demonstrate the use of a brake drum micrometer 4. Explain when proper cut on brake drum surface has been made 09.12 TASK: Replace drum brake shoes with proper materials PERFORMANCE OBJECTIVE: Given a vehicle with worn brake shoes, service manual and access to necessary tools and equipment, replace brake shoes. Worn shoes will be removed, backing plate platforms will be serviced, replacement shoes and shoe return springs will be positioned correctly and self-adjusting mechanisms will be correctly positioned and serviced. Front wheel bearings must be lubricated and adjusted to torque specifications. ENABLING OBJECTIVES: 1. Demonstrate the use of special brake tools 2. Demonstrate safety precautions on the work being done and while working on a brake system 3. Explain need to rebuild wheel and master cylinder 4. Explain how self-adjuster works 5. Demonstrate operation of brakes immediately after brake shoes are replaced 6. Demonstrate precautions necessary in driving the vehicle immediately after brake shoe replacement 7. Demonstrate handling of wheels and hub caps during the brake repair job 09.13 TASK: Service and/or replace brake pads PERFORMANCE OBJECTIVE: Given a vehicle with worn disc brake pads, proper service manual and access to necessary tools and equipment, service and/or replace pads. Worn pads will be removed, caliper support will be properly serviced, the pads will be properly located and the anti-rattle springs will be properly positioned. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working around a raised and supported vehicle 2. Explain proper service needs for the specific vehicle 3. Demonstrate the proper lubricating of wheel bearings, seal inspection and bearing adjustment while caliper is off for pad replacement 4. Demonstrate brake pad removal and safe placement of caliper 5. Inspect and measure wear of rotor with a micrometer 6. Demonstrate replacement of pads and caliper 09.14 TASK: Adjust brake shoes PERFORMANCE OBJECTIVE: Given a vehicle with non-self adjusting brakes, proper service manual and access to necessary tools and equipment, adjust the brakes. Each wheel must be free of drag, and the vehicle will not pull to either side when brakes are applied. Check tire type, tire size, tread condition and air pressure to avoid erratic brake action. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with a brake system 2. Explain correct direction to move adjuster 3. Demonstrate properly adjusted drum brake system 4. Explain importance of type, size and air pressure of tires on vehicle 09.15 TASK: Adjust parking brakes PERFORMANCE OBJECTIVE: Given a vehicle needing parking brake adjustment, proper service manual, proper tools and proper lifting and supporting equipment, adjust the parking brake to manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate proper safety precautions 2. Demonstrate proper lifting and supporting procedures 3. Use proper tools 4. Test for drag when completed 09.16 TASK: Rebuild or replace wheel cylinder PERFORMANCE OBJECTIVE: Given a vehicle with a defective wheel cylinder, proper service manual and access to necessary tools and equipment, repair or replace wheel cylinder. Standard brake system will operate properly with firm pedal and no fluid leaks. ENABLING OBJECTIVES: 1. Explain the methods used to determine cylinder condition 2. Describe the safety procedures used to repair a cylinder 3. Explain how new parts were installed into cylinder 4. Demonstrate the use of brake cylinder hone 5. Demonstrate the use of brake bleeding tools 09.17 TASK: Bleed hydraulic brakes PERFORMANCE OBJECTIVE: Given a vehicle needing the brakes bled, proper service manual and access to necessary tools and equipment, bleed the brakes within twice the time allowed by the flat rate manual. All air from line will be removed and the pedal will be firm. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with hydraulic brake fluid 2. Demonstrate proper use of bleeder tools and equipment 3. Explain brake pedal action when all air has been removed from the system 4. Describe bleeding procedure for removal of air from brake system 5. Check master cylinder fluid level 09.18 TASK: Free-up or replace parking brake cables and linkage PERFORMANCE OBJECTIVE: Given a vehicle needing brake attention, proper service manual and access to necessary tools and equipment, replace or free-up parking linkage. The linkage must be properly routed, secured and positioned and the vehicle will not roll with the parking brake applied. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how parking brakes operate 3. Explain how to free-up binding cables 4. Demonstrate parking brake cable adjustment 09.19 TASK: Remove and replace/overhaul master cylinder PERFORMANCE OBJECTIVE: Given a vehicle with a defective master cylinder, proper service manual and necessary tools, remove, rebuild, then replace master cylinder. Master cylinder must be rebuilt and installed according to manufacturer's procedures. All attaching hardware must be torqued to specifications, pedal must be firm and line connections must not leak. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working with a hydraulic brake system 2. Explain the method used to determine master cylinder condition 3. Demonstrate the use of special tools 4. Describe the need to hone the cylinder 5. Describe cleaning all parts and valves 6. Explain how new parts are installed, function of lock screw (if used) and snap-rings 7. Explain the differences in master cylinders 09.20 TASK: Flush brake systems PERFORMANCE OBJECTIVE: Given a vehicle with contaminated brake fluid and access to necessary tools and ample brake fluid, flush the brake system at each wheel until no air or contamination exists in the fluid. ENABLING OBJECTIVES: 1. Demonstrate safety procedures while working with a brake hydraulic system 2. Describe proper jacking and supporting of vehicle 3. Discuss handling of fluid (keeping out of eyes and off any painted surface) 4. Explain brake fluid grades or types 5. Demonstrate brake flushing at each wheel 09.21 TASK: Test and replace vacuum brake power unit PERFORMANCE OBJECTIVE: Given a vehicle with a defective brake power unit, proper service manual and access to necessary tools and equipment, test and replace vacuum brake power unit. Demonstrate that all vacuum connections are properly routed and connected and that brake pedal behavior reflects proper operation, with no vacuum or fluid leaks. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe vacuum effect on unit 3. Demonstrate operation of power brake unit 09.22 TASK: Test and replace hydro-booster PERFORMANCE OBJECTIVE: Given a vehicle with a defective hydraulic brake booster unit, proper service manual and access to necessary tools and equipment, test and replace hydro-booster. Demonstrate that hydraulic lines are properly routed and connected and that brake pedal behavior reflects proper operation with no hydraulic or brake fluid leaks. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe power steering pump pressure on the brake system 3. Demonstrate proper operation of the hydro-boost unit 09.23 TASK: Test brake anti-lock system PERFORMANCE OBJECTIVE: Given a vehicle needing the anti-lock system tested, road check the vehicle to determine the problem. No wheel will lock (skid) when brakes are firmly applied or otherwise deviate from manufacturer's specifications. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when road checking a vehicle with known brake defect 2. Identify which wheel has problems or other system defects 3. Explain the need for proper road check driving procedures 4. Describe any problems with the braking system 09.24 TASK: Remove and replace anti-lock system components PERFORMANCE OBJECTIVE: Given a vehicle with a defective anti-lock system, proper service manual and access to necessary tools and equipment, repair or replace the component. Components must be installed according to manufacturer's recommendation. All wheels must function properly under firm pedal pressure without lock-up (skid). ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on a brake system 2. Identify the component location and function 3. Explain the function of anti-lock system 4. Demonstrate proper function of anti-lock brake system What an Air Conditioner Does An air conditioner is a simple mechanical device to move heat from the inside of the car to the outside. IDAHO PROGRAM STANDARDS FOR BASIC AUTOMOTIVE TECHNICIAN MODULE 10 ENGINE COOLING, AIR CONDITIONING AND HEATING SERVICE Division of Vocational Education State of Idaho Boise, Idaho 1989 MODULE 10 - ENGINE COOLING, AIR CONDITIONING AND HEATING SERVICE This is one of a series of modules which comprise the Idaho Program Standards for Basic Automotive Technician. Each module contains a listing of the tasks, performance objectives, and enabling objectives required to enable a student to achieve competency in a specific system or field of study within the basic automotive technician occupational field. The numbering of these modules is not intended to dictate an order of instruction or scheduling. The order in which these modules may be taught is determined by each institution and its instructors. Each task describes an occupational activity which will result in a finished process or product. Such a process or product should always allow an evaluation using standards which address the operation, appearance, dimensions, time in which achieved, or similar characteristics. The tasks listed in each module represent the basic activities required of each student to demonstrate entry level competence for that specific system or field of study within the automotive occupation. The capability for providing instructional experiences and practical application of the tasks contained in each module will determine the scope of the vocational-technical program. In this regard, the student's maturity and preparation to receive instruction as well as the availability of equipment and the expertise of the instructional staff will be of primary importance. Individual records of student performance in completing the tasks listed within each module should be maintained. Although some provision is made for basic mathematics and communication skills within these standards they may not be adequate to meet the needs of individual students. Counseling, guidance, and diagnostic test results may indicate a need for further preparation in these areas. In such cases, instructors are encouraged to utilize the resources and personnel within the institution to improve or complement the instructional process. The benefits to students and institutions derived from these curriculum standards should be considerable. Articulation of students from secondary to post-secondary programs will be aided through the use of a single set of curriculum standards. The standards provide a tool for evaluation of local curricula and programs. The standards may be used in a flexible manner to assure that Basic Automotive Technician programs meet the needs of local business and industry. It is the goal of this program standard to provide a level of instruction which will impart entry level employment skills. Students should be carefully counseled on the importance of attaining competency in the tasks assigned. As in virtually all occupations today, basic automotive technicians will require periodic up-dating and review in the future. It is important that each student understand that meeting the program standards is essential not only to obtain employment today but also to have a base upon which to retain employment in the future. IDaho Program Standards for Basic Automotive Technician Task Listing Module 10 - Engine Cooling, Air Conditioning, and Heating Service 10.0 Demonstrate proficiency in cooling, air conditioning, and heating service--The student will be able to: 10.01 Demonstrate and apply safety rules and procedures 10.02 Inspect, remove, and replace drive belt(s) 10.03 Check radiator coolant level 10.04 Test and replace coolant 10.05 Pressure-test cooling systems 10.06 Test radiator caps 10.07 Inspect, remove, and replace radiator and heater hoses 10.08 Remove, test, and replace thermostats 10.09 Flush cooling system 10.10 Remove and replace radiators 10.11 Remove and replace water pumps 10.12 Inspect and pressure-test air conditioning system 10.13 Discharge, evacuate, and charge basic air conditioning system 10.14 Leak-test basic air conditioning systems 10.15 Service air conditioning electrical circuits 10.16 Service air conditioning vacuum circuits 10.17 Remove and replace components in basic air conditioning systems 10.18 Remove and replace engine fan clutches 10.19 Remove and replace blower motors 10.20 Remove and replace heater cores, control units, and cables 10.21 Remove and replace compressor shaft seals 10.22 Service engine electric cooling fan and controls MODULE 10 - ENGINE COOLING, AIR CONDITIONING AND HEATING SERVICE 10.01 TASK: Demonstrate and apply safety rules and procedures PERFORMANCE OBJECTIVE: Demonstrate ability to safely diagnose, test and repair engine cooling, air conditioning and heating systems. ENABLING OBJECTIVES: 1. Demonstrate proper storage and use of Refrigerant 12 2. Describe steps for discharging, repairing, evacuating and charging air conditioning systems 3. Describe steps for diagnosing and repairing engine cooling systems and vehicle heating systems 4. Explain safety precautions necessary when diagnosing, servicing and repairing heating, air conditioning and engine cooling systems 5. Explain proper disposal of old antifreeze 10.02 TASK: Inspect, remove and replace drive belt(s) PERFORMANCE OBJECTIVE: Given a vehicle and access to the appropriate service manual, tools and equipment, inspect, remove and replace the drive belt(s). All components will be tight, and the tension on drive belt(s) will be correct. ENABLING OBJECTIVES: 1. Explain use of drive belt gauge 2. Demonstrate caution to be used in moving alternator or other belt-driven accessories 3. Explain mechanical operation of pulleys 4. Explain methods of tightening belts 5. Demonstrate safety precautions 6. Demonstrate "hand" test for drive belt tension (when no gauge is available) 7. Demonstrate inspecting, removing and replacing belt(s) 10.03 TASK: Check radiator coolant level PERFORMANCE OBJECTIVE: Given a vehicle with a liquid-cooled engine, perform a radiator coolant level check. ENABLING OBJECTIVES: 1. Demonstrate safety precautions when working on engine cooling systems 2. Describe how to check coolant level 3. Check coolant level 10.04 TASK: Test and replace coolant PERFORMANCE OBJECTIVE: Given a liquid-cooled engine at operating temperature, tools and equipment, test the coolant freezing point and specific gravity. The reading must be within +/- 5 degrees of established reading. Drain and replace the engine coolant. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain boiling and freezing point of water and antifreeze mix 3. Demonstrate use of hydrometer for antifreeze solution 4. Explain results of freezing coolant in an engine 5. Inspect system for leaks 6. Explain types of testers 7. Explain types of coolants 8. Test the coolant 9. Explain how to safely drain the cooling system 10. Explain correct mixture of water and antifreeze for proper protection 11. Drain old antifreeze 12. Install new antifreeze 13. Tell how to properly dispose of old antifreeze 10.05 TASK: Pressure-test cooling systems PERFORMANCE OBJECTIVE: Given a liquid-cooled engine and a radiator pressure tester pump, pressure-test the cooling system. Any pressure drop in the system will be noted. System must hold pressure within manufacturer's specifications with no leaks. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain operation of pressure tester 3. Explain pressure drop problems 4. Inspect system for signs of leakage 5. Pressure-test the system 10.06 TASK: Test radiator caps PERFORMANCE OBJECTIVE: Given a vehicle with a liquid cooled engine which is pressurized, a radiator cap and a radiator cap tester, test cap for proper operation. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe how the radiator cap controls the sealed system and explain the purpose for pressurizing the system 3. Test the radiator cap 10.07 TASK: Inspect, remove and replace radiator and heater hoses PERFORMANCE OBJECTIVE: Given an automobile that is operational, visually inspect and physically examine heater and radiator hoses, and replace them if necessary. All cracked, soft or worn hoses and leaks must be detected. ENABLING OBJECTIVES: 1. Demonstrate safety precautions while working with a cooling system 2. Explain heater and radiator hose functions 3. Describe preformed hoses and flexible hoses 4. Inspect hoses for faulty conditions, cracks, and soft hard or worn spots 5. Inspect all hose clamps and tighten 6. Remove and replace all hoses found to be defective 10.08 TASK: Remove, test and replace thermostats PERFORMANCE OBJECTIVE: Given an automobile that is operational but has thermostat problems and the necessary tools, test and replace thermostat. There must be no leaks, and the coolant level must be at the correct point at normal operating temperature. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain purpose of thermostat 3. Determine location of thermostat 4. Explain how to test thermostat 5. Demonstrate removal of thermostat and clean gasket surfaces 6. Demonstrate proper tightening procedure of housing bolts 7. Test the thermostat 10.09 TASK: Flush cooling system PERFORMANCE OBJECTIVE: Given a liquid-cooled engine in operating condition and the necessary tools and equipment, clean and flush cooling system. After using proper procedures for cleaning and flushing the system, all connections must be leak-proof and coolant must be at correct level at operating temperature. System must be rechecked after thermostat opens. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the effect of the cooling system on the life of the engine 3. Identify types of antifreeze 4. Demonstrate safety rules when operating flush equipment 5. Inspect system for leaks 6. Inspect coolant level again after thermostat has opened 7. Explain reason for reverse flush of engine cooling system 8. Flush the cooling system 10.10 TASK: Remove and replace radiators PERFORMANCE OBJECTIVE: Given a vehicle with defective radiator and access to appropriate tools, equipment and service manual, remove and replace radiator. The radiator and its connecting components must not leak. ENABLING OBJECTIVES: 1. Explain purpose of radiator 2. Demonstrate safety procedures (hot pressure) 3. Explain radiator construction and liquid flow direction 4. Demonstrate care in handling radiator to avoid damage 5. Inspect for leaks 6. Remove and replace radiator 10.11 TASK: Remove and replace water pumps PERFORMANCE OBJECTIVE: Given a liquid-cooled engine, necessary tools, equipment and service manual, remove and replace water pump. The pump should function as specified without leaks or noise at normal operating temperature. Coolant level must be rechecked after engine thermostat opens. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain how to use belt tension gauge 3. Explain how the cooling system works 4. Explain how to use pressure tester 5. Explain how to check water pump for end play and roughness in bearings and leakage 6. Demonstrate removal of all old gasket material from mating surfaces 7. Remove and replace water pump 8. Torque water pump bolts according to manufacturer's specifications 10.12 TASK: Inspect and pressure-test air conditioning system PERFORMANCE OBJECTIVE: Given a vehicle with an air conditioning problem, necessary tools and equipment and service manual, inspect and pressure-test air conditioning system. ENABLING OBJECTIVES: 1. Demonstrate safety procedures 2. Explain inspection procedures 3. Explain pressure-test procedures 4. Inspect and pressure-test the system and record your findings 5. Use proper service manual and charts to diagnose problems in the system 10.13 TASK: Discharge, evacuate and charge a basic air conditioning system PERFORMANCE OBJECTIVE: Given an automobile with an air conditioning system, refrigerant, necessary tools and equipment, discharge, evacuate and charge an air conditioning system to the correct pressures with the proper air temperature coming out the in-car ducts. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain purpose of Refrigerant 12 3. Explain purpose of evacuating the system 4. Explain dehydration 5. Explain effects of moisture in the system 6. Explain temperature-pressure relationship charts 7. Demonstrate discharging, evacuating and recharging the system to manufacturer's specifications 10.14 TASK: Leak-test basic air conditioning systems PERFORMANCE OBJECTIVE: Given an automobile air conditioning system, leak-test the system. The system should not leak. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain purpose and methods of leak detection 3. Explain use of gauge and manifold 4. Demonstrate method of leak detection and repair, as necessary 10.15 TASK: Service air conditioning electrical circuits PERFORMANCE OBJECTIVE: Given an automobile with problems in the air conditioning electrical circuits, service manuals, necessary tools, meters and test equipment, service air conditioning electrical circuits. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate use of a wiring schematic to trace circuits 3. Explain how the circuits work 4. Diagnose problems in the circuits 5. Service and repair problems in circuits 10.16 TASK: Service air conditioning vacuum circuits PERFORMANCE OBJECTIVE: Given an automobile with problems in the air conditioning vacuum circuits, service manuals, necessary tools and equipment, service air conditioning vacuum circuits. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Demonstrate use of vacuum schematic to trace vacuum circuits 3. Explain how the vacuum circuits work 4. Diagnose problems in the vacuum circuits 5. Service and repair problems in the vacuum circuits 10.17 TASK: Remove and replace components in basic air conditioning systems PERFORMANCE OBJECTIVE: Given a vehicle with a basic air conditioning system, service manuals, tools and equipment, remove and replace components in a basic air conditioning system. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain purpose and functions of compressors 3. Explain purpose and functions of condensers 4. Explain purpose and functions of receiver-dryers and accumulators 5. Explain purpose and functions of expansion valves and orifice tubes 6. Explain purpose and function of evaporators 7. Explain purpose and function of evaporator pressure regulators 8. Explain purpose and function of connecting hoses 9. Explain how to remove and replace items listed in items 2 through 8 above 10. Demonstrate how to correctly remove and replace items listed in 2 through 8 above. 10.18 TASK: Remove and replace engine fan clutches PERFORMANCE OBJECTIVE: Given a vehicle with a fan clutch, service manual, necessary tools and equipment, test, remove and replace the fan clutch. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Describe operation and function of fan clutches 3. Explain use of fan shroud and the horsepower advantage of fan clutches 4. Demonstrate removal and replacement procedures 10.19 TASK: Remove and replace blower motors PERFORMANCE OBJECTIVE: Given a vehicle with a blower motor, service manuals, tools, equipment and materials, remove and replace the blower motor. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain operation of blower motor 3. Explain removal and replacement procedures 4. Remove and replace blower motor 10.20 TASK: Remove and replace heater cores, control units and cables PERFORMANCE OBJECTIVE: Given a vehicle with a heater, service manual, tools, equipment and materials, remove and replace heater core, heater and/or air conditioning control units and control cables. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain the function and operation of heater cores, control units and cables 3. Describe removal and replacement procedures 4. Demonstrate removal and replacement 5. Demonstrate how to properly adjust control cables 10.21 TASK: Remove and replace compressor shaft seals PERFORMANCE OBJECTIVE: Given an air conditioning compressor, service manual, necessary tools, equipment and materials, remove and replace the compressor shaft seal. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain function and location of compressor shaft seals 3. Explain procedure for removal and replacement of compressor shaft seals 4. Demonstrate removal and replacement of compressor shaft seal 10.22 TASK: Service electric engine cooling fan and controls PERFORMANCE OBJECTIVE: Given a vehicle with an electrical cooling fan, service manuals, necessary testers, tools, equipment and supplies, service the electric cooling fan system. ENABLING OBJECTIVES: 1. Demonstrate safety precautions 2. Explain function and operation of electrical cooling fans and circuitry 3. Trace cooling fan system circuitry on a wiring schematic 4. Explain procedures for testing and servicing electric cooling fans 5. Demonstrate testing and servicing electric cooling fans
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WOOD BANK SCHOOL ANTI-BULLYING POLICY | Policy Ratification | January 2017 | |---------------------|-------------| | Review Date | January 2020| | Signed (Headteacher)| | | Signed (Chair of Governors) | | [Signatures] Equality Statement At Wood Bank School we intend to provide a safe, secure, caring environment where everyone is valued and respected equally. We aim to provide an inclusive education where children develop independent learning skills and are taught according to need whatever their age, gender, background, beliefs or abilities. National legislation re disabilities, race relations and special education needs underpin this policy, which has also taken into consideration national, local and school policies on Special Educational Needs, Gifted and Talented, Equal Opportunities and Health and Safety. Philosophy At Wood Bank School we celebrate difference and diversity. We accept others regardless of; - disability - age - gender & sexual orientation - race including colour, ethnic or national origin - religion, belief or lack of religion/belief and will not tolerate bullying or harassment of any kind. We believe that it is everyone’s responsibility to respect and care for others and to ensure the physical and emotional well-being of everyone is upheld. All children at Wood Bank School have communication difficulties and may also have other challenges that inhibit or affect their understanding of their own and others’ needs. With regard to this, staff will remain vigilant to any potential signs of relationship difficulties within our school community for example, a child becoming distressed by the attention of another child, even where there may be no intention to cause distress. Staff will also remain vigilant to any overt signs of bullying or reports of bullying incidents. Definition of Bullying - Bullying is deliberately hurtful behaviour - Bullying can be physical – hitting or other kinds of aggressive behaviour - Bullying can be verbal – name calling, jeering, teasing and being abusive - Bullying can be indirect – spreading stories, deliberate exclusion - Bullying always causes distress and unhappiness There is a difference between healthy disagreement and occasional ‘falling out’ and bullying. It is important that we constantly work to ensure that staff and children recognise the difference. Indicators of Bullying Early signs of distress may include: - Fear/anxiety - Unhappiness - Unexpected absences - Withdrawn behaviour - Late arrival - Isolation - Deterioration of work Procedures/Practice At Wood Bank School we believe that all members of our school community should be able to come to school and feel safe and happy and are committed to supporting this in a number of ways; - There are high staff-child ratios at all times to ensure appropriate levels of supervision. - Staff are aware of individual needs and how these may impact on social relationships, emotions and communication. - Children are supported to develop their personal, social and emotional skills throughout the school day in a variety of contexts. - Any incidents are recorded on our whole school Behaviour recording sheet/system - Any patterns of incidents will be referred back into the Positive Behaviour Support systems (see Positive Behaviour System policy). - All staff will be made aware of any incidents. - Parents/carers of children involved in incidents will be notified. - Any incidents which cause upset to another person are taken seriously and staff will take measures to repair harm and protect those from any further incidents. - Bullying of a racist nature with be recorded and reported to the LEA Responsibilities for Leading, Monitoring & Evaluating A member of the Senior Leadership Team is responsible for leading, monitoring and evaluating this area through; - Regular whole school behaviour analysis of individuals, which is shared with SLT and the Board of Governors - Providing support for staff and children through ongoing dialogue, scheduled meetings and the reviewing of Behaviour Support Plans All staff are also responsible and have a duty of care for the children and for each other. Any incidents should be recorded and brought to the attention of the Senior Leadership Team. Interventions should always be in the best interests of those involved and ensure that the dignity and safety of both child and staff is maintained at all times. Related Legislation/Documentation/Policies This policy relates to the following and should be read in conjunction with all Wood Bank School policies related to the well-being of our children; - Bullying at School – [www.gov.uk/bullying-at-school/the-law](http://www.gov.uk/bullying-at-school/the-law) - Behaviour & Discipline in Schools (2016)
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About 500 B.C., according to legend the seafaring Phoenicians of Carthage traveled as far west and north as the Cassiterides, the present Isles of Scilly, beyond the southwestern tip of Cornwall, to obtain tin.\(^1\) Certainly by half a millennium later, tin mining by the Romans was commonplace throughout Cornwall (Figure 1), and tin was extracted in prodigious quantities through the eighteenth century. The tin was obtained from “cassiterite,” tin dioxide (SnO\(_2\)), still today the most common ore for this element.\(^2\) It was in this region two hundred years ago that a new element “titanium” was discovered by a parson in a stream by his church. Our guide to this region was Dr. Simon Camm, of the Camborne School of Mines, University of Exeter in Redruth, Cornwall. An hour automobile ride from Redruth through rolling hills brought us to the Goonhilly region of Lizard Peninsula (Figure 2). Situated in the center of Manaccan (from the Cornish word for “monk”) was the church (Figure 3). Inside the church were neat wooden pews nestled beneath Gothic arches and beautiful stained glass windows. On the wall hung a copy of the Lord’s Prayer (in Cornish) and in the corner of one window lay a plaque dedicated to Reverend William Gregor, the “Scientific Parson.” Gregor had excelled at a young age in painting, music, and science, and at Cambridge he had won academic honors in classics and mathematics. He took holy orders but was also keenly interested in chemistry and mineralogy. During walks by the nearby Gillan Creek (Figure 4) he discovered in 1790 a black powder which he thought appeared like gunpowder but which “followed the compass,” that is, was magnetic. He took the substance home and analyzed it, deciding that it held a new “earth.” He named the new mineral “menachanite”—now known as ilmenite, FeTiO\(_3\).\(^3\) “Menachanite” washes down from the west, originating from gabbro (Note 1). This black sand was well know by Victorian gold miners, because it would collect and mix with the precious metals during panning of the streams (Note 2). Dr. Camm illustrated this panning process in Gillan creek (Figure 5). This black material is not as strongly magnetic as iron, but can be easily identified by its magnetism using a neodymium-iron-boron magnet.\(^4\) Reverend Gregor’s laboratory contained such chemicals as “phlogistic alkali,” “gallnut tincture” and “microcosmic salt” (probably potassium ferrocyanide, tannic acid, and sodium ammonium hydrogen phosphate, respectively).\(^5\) He did not have the sophisticated facilities of some chemists on the continent, but through his skills and persistent labors he was recognized by scientists there, including Berzelius in Sweden. By a complex series of experiments he was able to recognize and characterize a new earth. Mixing the black menachanite with spiritus salus (hydrochloric acid), he dissolved the “martial portion” and destroyed its black color, leaving a reddish-brown calx, previously unknown. After over 100 experiments, including melting a particle in borax that rendered the flux greenish, it was clear that he had something new, and he presented his findings in 1791.\(^6\) It remained for Martin Klaproth, the famous Berlin chemist who discovered uranium and zirconium, to establish unequivocally the elemental nature of Gregor’s new earth (in 1794). Even though Klaproth performed the definitive work and gave the modern name of “titanium” to the element, he graciously extended to Gregor the credit of the original discovery. It is to be recalled from the previous issue of *The HEXAGON* that Klaproth likewise gave the credit of the discovery of tellurium to Müller von Reichenstein of Romania. (The story of Klaproth “undoubtedly the greatest German analytical chemist of the day, but modest and benevolent” is a story that must wait until a future issue of *The HEXAGON*). Truly a Renaissance man, Gregor’s passions encompassed many arenas, particularly affairs of the British Navy and science. Self-taught, his “love of science was voted a great nuisance in his youth by the females of the establishment who were bothered by Master William’s mess- 1 es,” notably one Madam who washed her “fine laces in what she conceived to be fair water, but which alas contained unseen qualities very detrimental to the precious net work . . .” In later years Reverend Gregor was remembered as “kind and gentle, brave as a lion, truly religious by nature and zealous in everything he undertook.” His portrait, by John Hoppner (Figure 6), is proudly exhibited by Huntsman Tioxide of London (Note 3). **Acknowledgments** Gratitude is extended to Dr. Simon Carmm of the University of Exeter of Redruth, Cornwall, who furnished transportation to Manaccan and much geological and historical information; and to Harry Cowling of Huntsman Tioxide of London (Note 3), who shared Gregor family information and the portrait of Gregor. **Notes** 1. Gabbro is a dark igneous rock related to granite, but richer in calcium and lacking quartz. This particular formation was formed during the Devonian era, about 400 million years ago. The ilmenite crystallized out in the gabbro in microcrystalline form, and as the gabbro eroded, the ilmenite “sand” was released. 2. Samples of ilmenite sand from Manaccan are exhibited at the element/mineral collection of the author at University of North Texas. Photographs are available in *Walking Tour of the Elements*, J. L. and V. R. Marshall, JMC Services, Denton, TX 76207. 3. *Huntsman Tioxide*, Lincoln House, 137–143 Hammersmith Road, London W14 0QJ (51° 29.64′ N, 0° 12.83′ W). No portrait of Gregor was available for Weeks’ classic, definitive work on the elements. **Literature Cited** 1. H. G. Wells, *The Outline of History*, Vol. 1, p. 155, Doubleday & Company, New York, 1920. 2. *Dana’s New Mineralogy*, 8th Ed., John Wiley & Sons, N.Y. 1997. 3. Victor Gordon, “The Titanic Parson,” *Renew Magazine*, **1999**, No. 50 (June), pp 17–19, Rio Tinto Publications, London. 4. Rev. H. H. Dixon, “The Story of the Parish Church of Manaccan,” printed by the Brewers of Helston, **1964**, and available from the Manaccan Church. 5. Marshall, J. L., *J. Chem. Educ.*, **2000**, 77, 979–983. 6. Creel’s *Annalen*, **1791**, I, 55. 7. L. S. Gregor, “Francis Gregory M.P. and the Rev. William Gregor M.A. Notes by Mrs. L. S. Gregor in her Recollections, **1853**” Letter dated October, 1853. Available at Huntsman Tioxide, London. 8. Weeks, M. E., *Discovery of the Elements*, 7th ed., *Journal of Chemical Education*, **1968**.
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An almost forgotten hero was born on 25 September 1740 in Coleraine, County Derry. He came to New York City in 1746 where he became a major contributor to America’s Irish immigrant story. His name was Hercules Mulligan. He graduated King’s College in 1784 and became a haberdasher, tailoring clothes for colonial aristocrats and British officers and even married Elizabeth Sanders, a British admiral’s niece. Yet, when a bankrupt Crown exploited its colonies with taxes he opposed them and in 1765 became a leader of the secret Sons of Liberty. He was a member of the Committee of Correspondence, a group that rallied opposition to the British through written communications. In August 1775, he and a volunteer militia company captured four British cannons from the Battery and in 1776, he and the Sons of Liberty toppled a statue of King George III in Bowling Green, then melted the lead into bullets to return the statue to the Brits. Earlier, in 1773, a penniless teen had arrived with a letter of introduction to Mulligan’s brother Hugh from a family he knew and for whom the teen had clerked in St. Croix. Hercules took him into his home at 23 Queen St (now 218 Pearl Street) in lower Manhattan and sent him to King’s College. Mulligan’s anger over British oppression was contagious and his house-guest soon joined him in the Sons of Liberty and in 1775, even wrote a popular essay denouncing the British. The boy’s name was Alexander Hamilton. As violence intensified, Mulligan quietly endured the British occupation of New York, since while outfitting British officers, he engaged them in seemingly meaningless conversation and, asking the right questions, gained valuable insight into their plans. He would then put it in a note and sew it into the hem of a new shirt, pack it in a box and send his servant, Cato, off as if her were simply delivering an order. Cato was his equally patriotic African servant who served as a spy together with Mulligan, acting the role of courier. He would pass through British lines by posing as a slave on an errand for his master; he was also known to many of the British sentries who frequented Mulligan’s shop. As a result, Cato passed unchallenged and delivered the information to none other than Alexander Hamilton, who had now become George Washington’s aide de camp. On at least two occasions their information prevented a planned ambush of Washington. After a few years of freelancing as a spy, Mulligan was recruited into the Culper Spy Ring by Robert Townsend, a member of the ring and a successful merchant who traveled back and forth between the City and Setauket, Long Island – the center of the spy ring. Mulligan sometimes even rode the 65 miles to Setauket himself to deliver information that couldn’t wait. In 1781, a year after Benedict Arnold’s betrayal of West Point, he betrayed Mulligan by outing him as a spy. With no evidence to verify his accusation, the British who despised Arnold as a turncoat, weren’t about to give up their favorite Irish tailor and ignored the charge! Mulligan continued collecting data. When the Revolutionaries was won, Mulligan, who outwardly appeared to be like all the other Loyalists, feared an act of patriotic revenge, but George Washington remembered his confidential correspondent. On November 26, 1783, Washington led an ‘Evacuation Day’ parade celebrating his return to New York. The following morning, the triumphant general stopped at 23 Queen Street and enjoyed breakfast with Mulligan announcing his savior as ‘a true friend of liberty.’ Washington then generously ordered a full civilian wardrobe. Mulligan hung a sign outside his shop: Clothier to General Washington and his business boomed. After Washington’s Presidential inauguration in 1789, he went back to Mulligan’s Clothing Emporium where he hired him as the official Presidential Tailor. Mulligan hung out a new sign and became wildly popular! He eventually bought a large home off of the Bowery where he retired comfortably until 1825 when he died at eighty-five. He is buried with his family in Trinity Churchyard at Broadway and Wall Street. Time covered up the remnants of his life and since 1970 there is a 24-story building at 218 Pearl Street and it is not known what happened to Cato. However, on January 25, 1785, Mulligan and Hamilton became two of the founders of the New York Manumission Society to promote the abolition of slavery. Finally, in 2016, Hercules Mulligan was given a page of his own on the U.S. CIA website and there is now talk of naming a small bridge in lower Manhattan as the Hercules Mulligan Bridge. However, many may still not learn the truth because in 2015 a Broadway musical HAMILTON revised the history of this trio of conspirators. Sadly, they combined the characters of Mulligan and Cato into one; showing Mulligan as an African patriot thereby robbing Mulligan of his Irish heritage and the true African patriot, Cato, of his very existence. How sad!
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The Night I lost my Father's car By: scully23 this is a short story i wrote when i was 11yrs old.... i found my old skool book when i was cleaning.. and i have a lot more storys in there that i will type up and post....?/ P.s i was just a kid, dont get toooooo critical...XD The Night I lost my Father's car On the 22nd of October at 6pm. My Father let me drive his car around town. I was so excited. I jumped for joy as I got the keys from my dad. At 6:30pm. I started the car motor and drove off into the night. I didn't get much to eat so I got $5 out of my purse and went into the shop to get a pie. When I finished the pie I had brought, I went back outside to hop in the car, but the car was gone. Just then I realised that I had left the keys in the car door. I was going to be in so much trouble, if my dad found out. So I started walking around town trying to find where my car had wandered off, it was pitch black. I couldn't see a thing, but as soon as I turned around to see what the funny noise was, I got struck by a car, with only a few minor scratches. It was around 9pm when I got hit by the car. As soon as I woke up from my concussion. I heard this crazy noise coming from the bushes. So I walked in to have a look at what it is. When suddenly!!!!! A murderer demanded my money. I was petrified; I just stood there looking dumb and pretty. The man looked at me as if he was lonely and in need of comfort, but he had a knife in one hand and a gun in the other hand. He snatched my purse out of my frozen like clutching fingers, and took off. I was going to run after the man, but heard a growling noise. I knew it was a dog, but not a huge vicious dog. It started gaining distance and advancing closer to me, so I ran away. I thought I would lose the dog if I ran into the forest, and headed that direction. I ran very fast because the dog was limping. I accidentally tripped over a tree root and hurt my knee. I finally had the energy to get up and found two teenage boys were smoking cigarettes around my father's car. So I jumped out and pretended to be such a jerk and looked freaky. As soon as they left I cracked up laughing. As I went to the car I got the keys from the door and drove home. My parents asked me why were you so late? and I replied it's a long story, and you wouldn't want to know and the next thing I knew I was grounded from having friends over. The end. P.s this was a story I wrote in grade 6, just to show you how much I loved writing, but never really got to showcase it!../? If you do not like this story then don't read it or comment. But apparently my teacher loved it (don't ask why)!? It was written in my year 6 books. The Night I lost my Father's car The Night I lost my Father's car Created from Booksie.com Generated: 2015-09-05 06:43:11
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For many people, eating foods prepared away from home is a way of life. Whether at restaurants, take-out counters, vending machines or corner stores, making healthy choices is possible and important. Balancing healthy food with regular physical activity can help prevent or delay the onset of diabetes or its complications. Here are some tips to help you enjoy healthy foods and meals wherever you are. Consider these healthy eating tips When planning a meal or snack, make healthy choices based on Canada’s Food Guide. Canada’s Food Guide describes how much food you need and what type of food is part of healthy eating. | Choose foods that provide: | Choose foods lower in: | |---------------------------|------------------------| | **Fibre** | **Fat** | | - slows the rise in blood glucose, helps improve cholesterol levels and helps you feel full | - provides extra calories; saturated and trans fats increase your risk of heart disease | | - choose vegetables, fruits, beans, lentils, whole grains | - limit fast food, baked goods, fatty meats, cream | | **Vitamins & minerals** | **Sodium (salt)** | | - help keep the body healthy and fight infection | - can lead to high blood pressure | | - choose brightly coloured vegetables over French fries, milk over pop, whole grain over white bread | - limit fast food, canned/dried soups, salty snacks, prepared frozen dinners | | **Sugar** | | | - provides extra calories; may make control of blood glucose and blood fats difficult | - limit regular pop, fruit drinks, candies, desserts | Printed July 2008 Make healthy choices Here are some tips to help you make wise food choices wherever you are. Remember that portion size is an important part of healthy choices. | Choose more often | Choose less often | |-----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------| | **Cooking methods** | | | • Baked, steamed, poached, grilled, roasted or stir-fried | • Fried, breaded, battered | | • Tomato-based sauce, sauces on the side | • Au gratin (with cheese), sweet or creamy sauces | | | • Dishes with soy sauce or MSG | | **Snacks on-the-go** | | | • Vegetables, fruit, low-fat cheeses or yogourt, boiled eggs | • Cheese puffs, chips, cookies, donuts, buttered/salted popcorn, chocolate bars, candy | | • Whole-grain crackers with peanut butter | | | • Unsalted nuts or seeds | | | **Beverages** | | | • Water, milk (skim, 1%, or 2%) | • Milkshakes, fruit drinks, regular pop | | • Sugar-free/diet drinks | • Alcohol, specialty drinks (e.g. iced cappuccino) | | • Clear tea, herbal tea, black coffee | | | **Fast food** | | | • Garden salad | • Burgers/sandwiches with bacon, cheese and high-fat sauces | | • Mini subs, pita sandwiches, plain burgers/wraps/sandwiches (ask for extra vegetables) | • French fries, fried chicken, fried fish, poutine, hash browns | | • Vegetarian or cheese pizza with whole-grain crust | • Pizza with pepperoni, sausage, bacon or extra cheese | | **Starters** | | | • Raw vegetables, salads (garden, spinach, fruit) | • Salads with high-fat dressings or toppings | | • Vegetable juice, clear or vegetable soups | • Cream soups | | • Seafood cocktail, sushi | • Wings, egg rolls, onion rings, nachos | | • Whole-grain breads and rolls | • White or garlic bread | | **Main courses** | | | **Grains & Starches (amount equal to ¼ of your plate)** | | | • Oatmeal, high-fibre/lower-sugar cereals | • Sugary, low-fibre cereals | | • Whole-grain breads, rice, pasta, barley, couscous | • Large bagels, muffins, croissants, white bread | | • Plain or sweet potatoes | • French fries, hash browns, fried rice | | **Meat & Alternatives (amount equal to ¼ of your plate)** | | | • Lean meats, poultry, fish, eggs, low-fat cheese | • High-salt and/or high-fat meats (e.g. ribs, wings, sausages, wieners, poultry with skin on, processed luncheon meats) | | • Tofu, soy products, vegetable protein | | | • Legumes (e.g. lentils, chickpeas, beans) | | | **Vegetables (amount equal to ½ of your plate)** | | | • Salads (Greek, garden, spinach), plain vegetables | • Salads with creamy, high-fat dressings and toppings like bacon bits, croutons, cheese | | • Vegetables on sandwiches, wraps, pizza | | | **Desserts** | | | • Fresh fruit, frozen yogourt, skim milk latte | • Cakes, pies, pastries, ice cream, cheesecake | Plan ahead to manage your diabetes People with diabetes can also use their meal plan to make good choices. The following table provides some general information for people taking insulin. If you take certain pills to manage your diabetes, these tips may also apply. Talk to your healthcare professional for more information. | General tips | Special tips for me | |--------------|---------------------| | Type of food or beverage | If you adjust your insulin, you need to know how much carbohydrate is in your meal or snack. You can check: ♦ the label on pre-packaged foods ♦ *Beyond the Basics* resources ♦ nutrition information (restaurants, websites, pamphlets) Know how alcohol can affect your diabetes and plan for this. For more information, refer to *Alcohol + Diabetes: Is alcohol a choice for me?* | | Portions | Learn to estimate portion sizes. If the serving size is larger or smaller than your usual portion, you will need to adjust either the portion size or your insulin to keep your blood glucose level stable. | | Timing | If your meal will be earlier or later than usual, you may need to adjust your insulin or change the timing of a snack to avoid having a high or low blood glucose level. Avoid skipping meals or snacks. | The bottom line When combined with regular physical activity, making healthy choices while eating away from home can help you to prevent, delay or manage diabetes. For more individualized information on healthy food choices, solutions to challenges and/or tips to manage your diabetes, talk to your diabetes educator or healthcare professional. *Bon appétit! Enjoy!* The Canadian Diabetes Association works in communities across the country to promote the health of Canadians and eliminate diabetes through our strong nationwide network of volunteers, employees, healthcare professionals, researchers, partners and supporters. In the struggle against this global epidemic, our expertise is recognized around the world. The Canadian Diabetes Association: setting the world standard. diabetes.ca | 1-800-BANTING (226-8464)
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Code of Behaviour The Code of Behaviour of St. Louis National School, Rathkenny reflects the vision and values of our school, its patron and Túsla’s guidelines for schools. Our values were developed in consultation with staff, pupils, parents and Board of Management in 2019. These values are kindness, creativity, inclusivity, happiness, love of learning and respect. This code was developed in November 2014 in consultation with the staff, parents and the Board of Management, in compliance with Section 23 of the Education (Welfare) Act, 2000. It was revised again in June 2021. This is the fourth revision, in February 2022. This policy translates the expectations of the school community into practical arrangements, routines and procedures which ensure that its aims are implemented and that the particular needs and circumstances of our school and community are met. Aims: The aims of our Code of Behaviour are as follows: - To foster an orderly, harmonious school where high standards of behaviour are expected, explained, understood and supported. - To help create a positive learning environment in which all pupils can benefit from the education system and achieve their personal best. - To ensure the safety and well-being of all members of the school community as well as caring for the school and its environment. - To assist parents and pupils in understanding the systems and procedures that form part of the code of behaviour and to seek their co-operation in the application of these procedures. - To ensure that the system of rules, rewards, and sanctions are implemented in a fair and consistent manner throughout the school. Principles Underlining Our Code: - Every effort will be made to ensure that our code is implemented in a reasonable, fair and consistent manner and that all members of staff adopt a positive approach to the question of behaviour in the school. - Differences amongst our pupils e.g. S.E.N. pupils will be acknowledged. - A whole school approach will be adopted. This requires a strong sense of community within the school and a high level of co-operation and sense of ownership from all the stakeholders – B.O.M. teachers, parents, pupils and ancillary staff. - Good behaviour will be encouraged and rewarded. Where difficulties arise, parents will be contacted at an early stage. Whole School Approach to Promoting Positive Behaviour An effective Code of behaviour requires the co-operation of all stakeholders in the school. To this end there are specific roles and responsibilities in achieving high standards of behaviour in our school. Staff - Teachers are expected to adhere to the Code of Professional Behaviour and Practice for teachers as developed by the Teaching Council of Ireland. - As a staff we work together to devise reward/sanction programmes as necessary and we will undergo any professional development necessary to ensure that there is a united front in dealing with behavioural matters. - The SPHE curriculum also supports our code of behaviour. This curriculum helps children to develop communication and problem-solving skills while fostering self-esteem. - For children with Special Educational Needs, who may present with behavioural difficulties arising from their needs, learning support and class teachers liaise regularly to develop behavioural targets for such children consulting with NEPS as necessary. - This behaviour policy is circulated to all teachers and all temporary or new staff are also made aware of the policy and its content. Through regular staff meetings and good communication, the policy is reviewed and updated on an ongoing basis. Board of Management - Members of the Board of Management were involved in drafting this policy and the board will be involved in any future review of the policy. - The Board of Management supports the code of behaviour in the school on an ongoing basis. - The Board of Management supports the staff in implementing the code of behaviour and provides as necessary professional development in behaviour management education and training. - The Board of Management gives authorisation for particular sanctions in the case of serious breaches of behaviour. Parents - Positive relationships are built from the start with parents and they are encouraged to take an active role in the development of their child. Teachers work in collaboration with parents to develop any specific behaviour plans needed for their child. - There are clear channels through which parents can communicate any concerns they may have about a pupil. - On the enrolment day, parents will be given a copy of the Code of Behaviour in the school and the expectations of pupils are discussed, along with the role of parents in helping pupils to meet these expectations. Parents are encouraged to share information about anything that might affect a pupil’s behaviour in school, and are informed how to go about doing this. - Parents are notified early if there is a concern about a pupil’s behaviour, so that ways of helping the pupils can be discussed and agreed. - The school has a Parents Association. Parents are encouraged to get involved in this association as a structure through which they can work together for the best possible education for their children. Information is often offered through the Parent Association, such as talks or workshops or courses on behavioural matters and aspects of child and adolescent development. Parents are expected to: - Equip pupils with appropriate school materials, sufficient healthy lunch and full uniform. - Be courteous towards pupils and staff - Make an appointment to meet with a teacher/Principal through the school office - Respect school property and encourage their children to do the same - Label pupils’ coats and other property. - Supervise their young children on school premises when collecting other pupils or visiting the school Pupils - At the beginning of each academic year, the class teacher will draft a list of class rules with the children which reflect and support the school rules, but are presented in a way that is accessible to the children. - Where difficulties arise, parents will be contacted at an early stage. Principal: Laura Conaty Deputy Principal: Julie McMahon Content of the Code of Behaviour The Code of Behaviour covers the following areas: a) General Standards of Behaviour b) Bullying c) Behaviour in class d) Behaviour in the playground e) Behaviour in the school environment f) Behaviour on school trips/outings g) Attendance at school h) Homework a) General Expected Behaviour - Pupils are expected to treat all adults and fellow pupils with respect and courtesy at all times. Behaviour that interferes with the rights of others to learn and to feel safe is unacceptable. - Pupils are expected to show respect for all school property and to keep the school environment clean and litter free. - Pupils are expected to take pride in their appearance, to have the correct uniform, books and required materials and to be in the correct place at the correct time. - Pupils are expected to comply with a teacher’s instructions, to work to the best of their ability and to present assignments neatly. b) Bullying - Bullying is a pattern of deliberate and repeated abuse – physical, verbal or emotional, by an individual or group that adversely affects a pupil’s well-being. - The most common forms of bullying are aggressive physical contact, name-calling, intimidation, extortion, isolation, taunting and more recently cyber bullying which involves the use of ICT. Bullying will not be tolerated and parents will be expected to cooperate with the school at all times in dealing with instances of bullying in accordance with the school’s Anti-Bullying Policy. c) Classroom Conduct - Pupils are expected to respect the right of other pupils to learn and to avoid disrupting the work of the classroom. - Pupils are expected to have respect for their teachers and follow instructions given by them. - Pupils are expected to go to and from their classroom in an orderly manner and running is not allowed at any time in classrooms or corridor. - Pupils are expected to show courtesy and respect towards other pupils. - Visitors should be greeted politely and pupils should continue to work quietly. - Pupils should have their own basic equipment, books, pens, pencils, rubbers, markers etc. Borrowing is not encouraged. - No unnecessary money should be brought to school. - Mobile phones or other devices should not be brought to school. - Proactive strategies and supervision practices are in place to decrease yard problems. - On wet days, children in classrooms are allowed to play with board games/cards etc in the senior room only. On wet days, children in the junior room engage in activities such as drawing and/or colouring or occasionally they can watch a DVD. d) Expected Behaviour in the yard - All pupils are encouraged to enjoy their games in the playground. It is expected that such activities will proceed without interference from other children. - Bullying, rough play, spitting, teasing, fighting and intimidation shall not be tolerated. - Pupils must play within their own designated area unless they have permission from the supervising teacher. - The following behaviours are also forbidden: piggy backs, handstands, swinging out of railings and lifting other pupils, climbing out over the side of the All Weather Pitch and any other behaviour which the supervising teacher deems unsafe. - If a physical fight occurs in the yard, the participants are separated and sent to the Principal/Deputy Principal. - When the bell rings, pupils should stop and walk to their lines. - In a case where a pupil persistently refuses to comply with the Code of Behaviour, in the yard, then the Board of Management recommends that the pupil’s parents be obliged to remove the pupil from the confines of the school yard for the duration of the school breaks, at 10.40am and 12.40pm and on completion of the break periods return the pupil to the school. After a defined period and on receipt of assurances from the parents, the pupil would then be allowed to remain in the school grounds during break times. e) Behaviour in General School Environment: - Pupils are expected to move about the school in an orderly quiet manner. - Pupils shall not remain on the school premises after school activities are finished. - Pupils are expected to show respect for school property. - Pupils are expected to come to and from school with due care for other pupils, for property, for traffic and pedestrians. f) Expected Behaviour as regards School Outings School tours and outings can present particular challenges for the school. As well as the normal standard of behaviour expected from all our pupils, a specific policy regarding school outings will be used in conjunction with this Code of Behaviour. g) Attendance and Dismissal - School begins at 9.00am for all classes. Pupils should arrive to school between 8.50am and 9.00am. The side gate opens at 8.50am and the children may then enter the school and go directly to their classroom. Any pupil arriving before 8.50am is not allowed to enter the school grounds and should wait with their parents in the car. Pupils remain their parents’ responsibility until 8.50am. - On entering school building between 8.50am and 9.00am, pupils are asked to walk in an orderly fashion to their designated class/cloakroom. - First break is from 10.40am until 11.00am. Second break is from 12.40pm to 1.00 p.m. - Infants go home at 1.40pm. All other classes end at 2.40pm. Parents should collect their children on time (1.40pm or 2.40pm) as the school cannot accept responsibility for looking after the children after this time. - Pupils are expected to attend every day unless there is a genuine reason for absence, in which case the school must be informed in writing, clearly stating the reason for absence. The Principal is required by law to report such absences to the National Educational Welfare Board. - Pupils are expected to be on time for school each day and, in the event of a late arrival, bring a note to the teacher or parents can phone the school or email the school. Latecomers will have to sign a Late Book in the school’s administration office. - Please note that where a child attends school after attendance has been taken he/she will be marked absent. - No child will be allowed to leave school during school hours without a signed letter stating the time the child is to be allowed home. Alternatively, parents may call to the school and having consulted with the class teacher, the principal or deputy principal, they may bring the child home. If a child is sick during school hours we will endeavour to contact his/her home. It is important that every child has a phone number where his/her parents can be contacted. Parents who will be absent from home, or normal place of work, should arrange a contact phone number in case an emergency should arise. A child who is sick in the morning should not be sent to school unless there are strong indications that it is a minor matter that will not necessitate him/her being sent home. h) Rules regarding Miscellaneous items - Pupils are expected to take pride in their appearance, to have the correct uniform, books and required materials each day. - Jewellery: Students should not wear any jewellery to school. Girls only are permitted to wear stud earrings. - No dying of hair is permitted. - The wearing of make-up is not permitted. - No chewing gum is permitted. - Electronic devices are not permitted in the school. - Mobile Phones are not permitted in the school. Ladder of Intervention - Consistent clear rules and routines in class and in school assist the majority of pupils to behave appropriately. Minor misbehaviour will be checked regularly by the class teacher. - More active interventions will be used to help some students manage their behaviour including, Parental Involvement, setting targets for behaviour and monitoring them with the student in a supportive way, behaviour contracts and the involvement of another teacher/Principal/Deputy Principal. - Interventions tried and how the pupil responded will be noted. Rewards Our policy is to promote and encourage good standards of behaviour. It is therefore essential that it be rewarded and be seen to be reinforced by the following: - Good behaviour is constantly acknowledged by teachers, principal, ancillary staff throughout the day. - Pupil’s journal is used to convey positive behaviour to parents. - Each teacher recognises and acknowledges good behaviour in their own class and may develop systems of rewarding individuals/groups of children on a regular basis. - At regular opportunities with principal, specific children and classes are praised for improvements in behaviour or exceptionally good behaviour. - In each room (Senior and Junior) there is a reward system in place. Golden Time - Golden time takes place every Friday. This is a whole school initiative to encourage good behaviour and reward good behaviour. Each class has a chart and each pupil works towards the number 10 on the chart throughout the week to achieve full golden time at the end of the week. - Pupils can move up the ladder for good behaviour linked to our Golden Rules (which are derived from our overall school values mentioned above) – we work hard, we listen, we are honest, we are kind, we are helpful, we are gentle, we look after property. - Although the focus of golden time is to reinforce positive behaviour and reward positive behaviour, pupils can move down the ladder for minor, serious and gross misbehaviours. The teacher will determine when a pupil should move down the ladder based on the severity of the behaviour. This will be communicated and explained to the pupil as outlined below in the steps of sanctions responding to inappropriate behaviour. - It is the intention of the teacher to give full golden time to all pupils every week. - In the event that a pupil is not on 10, the teacher will encourage the pupil to work within the golden rules to get to 10 by the time golden time begins on a Friday. - If a child doesn’t reach 10 in the junior room, golden time minutes will be deducted (3 minutes for each number below 10) - If a child doesn’t reach 10 in the senior room, golden time minutes will be deducted (5 minutes for each number below 10) - No pupil will ever miss their full golden time. Responding to Inappropriate Behaviour In order to facilitate the smooth running of the school and to ensure the safety of all, and to maintain an orderly atmosphere for learning, sanctions/behaviour checks must and will be imposed where inappropriate behaviour occurs. It must be clear why the sanction is being applied and what changes in behaviour are required to avoid future sanctions. When sanctions are used pupils should understand that what they have done is not acceptable and that it is the behaviour that is rejected not the child. Incidents of inappropriate behaviour are categorised according to age level and the nature of misbehaviour. The following are samples of unacceptable behaviours. This is not an exhaustive list. **Minor Misbehaviours:** Homework not done and no note, rudeness, borrowing items without asking, inattentiveness, answering out of turn, alienating friends, not wearing uniform without a note. **Serious Misbehaviours:** Fighting, bullying, bad language, name calling, exclusion, rough play, disrespecting others, hitting, back talking, belittling personal comments, damaging play equipment or school property, stealing, leaving school premises without permission, climbing on walls, biting, spitting. **Gross Misbehaviours:** Gross Misbehaviours are where a student’s behaviour has a seriously detrimental effect on the safe operation of the school. A single incident of gross misbehaviour may be grounds for suspension. Examples of Gross Misbehaviour include: - Aggressive, threatening or violent behaviour towards a pupil/staff member. - Bringing dangerous weapons to school. - Deliberately damaging school property. - Being in possession of alcohol/drugs - Serious physical violence which threatens safety of other pupils It should be noted that persistent misbehaviour may also warrant a period of suspension. Sanctions The use of sanctions or consequences should be characterised by certain features; - It must be clear why the sanction is being applied - The consequence must relate as closely as possible to the behaviour - It must be made clear what changes in behaviour are required to avoid future sanctions - There should be a clear distinction between minor and major offences - It should be the behaviour rather than the person that is the focus The following steps will be taken when the children behave inappropriately. They are listed in order of severity with one being for a minor misbehaviour and ten being for serious or gross misbehaviour. The aim of any sanction is to prevent the behaviour occurring again and if necessary to help the pupils devise strategies for this. The particular stage used will depend on the seriousness of the misbehaviour. Communication with parents / guardians through letters, phone call or meetings will occur where necessary so that parents / guardians are involved at an early stage rather than as a last resort. 1. Reasoning with the pupil - This will include advice on how to improve, create an understanding of why the behaviour is inappropriate 2. Reprimand or Warning regarding behaviour. 3. Class strategies such as – reasoning with pupil, reprimand, temporary separation from the rest of the class and/or additional work are implemented and parents are informed. 4. Loss of privileges. 5. If the misbehaviour persists the parents will receive a letter issued by the class teacher. It will inform the parents of the strategies that have been tried and proven unsuccessful. It will also inform them that the strategies will continue to be tried, that the child is being given another chance and that if the misbehaviour persists the process will proceed to subsequent stages. A copy of the letter shall be logged by the class teacher, who shall notify the Principal/Deputy Principal. 6. Referral to Principal: parents will receive a written request to attend at the school to meet the Class Teacher and the Principal. 7. Temporary suspension. 8. Expulsion. Suspension Section 21 (4) of the Education (Welfare) 2000 Act requires that if a pupil is suspended for a period of not less than 6 days The Education Welfare officer shall be informed, by notice in writing. While the BoM has the authority to suspend, they have delegated this authority to the Principal together with either the chairperson of the BOM or the Deputy Principal for periods of up to three days. Where the cumulative total of days suspension reaches 6, the NEWB will be notified. The following procedures as outlined in the current NEWB guidelines will apply: - Investigation of the facts to confirm serious misbehaviour. - Parents will be informed by phone or in writing about the incident. - Parents will be given an opportunity to respond. - If suspension is still decided upon the Principal notifies parent in writing of the decision to suspend. The letter should confirm. a) The period of the suspension and the dates on which the suspension will begin and end. b) The reasons for the suspension. c) Any study programme to be followed. d) The arrangements for returning to school, including any commitments to be entered into by the student and the parents. e) The provision for appeal to the Board of management or secretary general of the DES. (Only where the total number of days for which the student has been suspended in the current school year reaches 20 days.) Factors which influence a decision to suspend are as follows: - The nature, seriousness, impact and context of the behaviour. - The interventions tried to date. - Whether suspension is the appropriate response. - Whether the pupil’s behaviour has had a seriously detrimental effect on the education of other pupils e.g. shouting at teacher, being disruptive, refusing to work, not allowing others to work, taking up teacher’s teaching time due to inappropriate behaviour. Whether the pupil’s continued presence in the school at the time constitutes a threat to the safety of pupils/staff e.g., physical fights in school yard, leaving school premises without permission, serious consistent incidents of bullying or racism, use of bad language to any member of school community. **Expulsion** The decision to permanently exclude a pupil from St. Louis National School, Rathkenny will be made solely by the B.O.M. Expulsion is a very serious step and is only taken in extreme cases of unacceptable behaviour and only after the school has taken significant steps to address the behaviour. These steps include the following: - Meeting with parents and pupil to explore ways of helping pupil change his behaviour. - Making sure that the pupil understands the possible consequences of the behaviour, (if it should persist). - Ensuring that all other possible options have been tried. - Seeking the assistance of support agencies e.g. National Educational Psychological Service (NEPS), Health Service Executive Community Services (HSE), National Behavioural Support Service (NBSS). The grounds for expulsion and the factors which need to be considered are similar to those for suspension, however where expulsion is concerned the school will already have tried a series of other interventions including suspension which unfortunately haven’t changed the pupil’s behaviour. **Expulsion for a first offence** The following kinds of behaviour may warrant such expulsion: - A serious threat of violence against another pupil or staff member. - Actual violence or physical assault. - Supplying of alcohol / drugs. **Procedures in respect of expulsion** - A detailed investigation carried out under the direction of the principal. • Inform parents in writing of alleged misbehaviour, how it will be investigated and that it could result in expulsion. • Give parents and students the opportunity to respond before a decision is made. • A recommendation to the BOM by the principal (see page 84 NEWB guidelines) • Consideration by the BOM of the principal’ recommendations and the holding of a hearing. (see page 84 NEWB Guidelines) • BOM deliberations and actions following the hearing. (page 85 NEWB Guidelines) • If BOM is of the opinion that the student should be expelled, the Board must notify the Educational Welfare Officer (EWO) in writing, of its opinion and the reasons for this opinion. The intention to expel a student does not take effect until 20 school days have elapsed after NEWB have received written notification. The NEWB should be notified using a Notice of Intention to Expel form which is available on www.schoolreturn.ie or from their helpline (1890 36 3666). This form should be completed and sent to School Return Section, National Educational Welfare Board, 16-22 Green St, Dublin 7. • Consultations arranged by the EWO. • Confirmation of the decision to expel. **Appeals** Parents may appeal the decision to expel to the Secretary General of DES. The appeals process under Section 29 of the Education Act 1998 begins with the appointment of a mediator. An appeal may also be brought by NEPS on behalf of the pupil. Agreement Parents/guardians who apply to enrol their children for September 2015 will be given a copy of the schools’ Code of Behaviour. An agreement signed by the parents/guardians to abide by the Code of Behaviour must be returned in advance of enrolment. When this policy is ratified, a copy will issue to all parents/guardians of the school. The Board of Management of St. Louis National School, Rathkenny acknowledges the support of all teaching and ancillary Staff and the Parent’s Association in the formulation of this code. The following policies should be read in conjunction with this policy: - School Tour Policy - Parental Complaints Procedure - Anti-Bullying Policy - Attendance Policy - Child Protection Policy Statement - RSE Policy - Stay Safe Statement This policy was initially ratified by the Board of Management in March 2014. An updated version was issued in November 2014. A further updated version was issued in June 2021 and again in February 2023. It has been reviewed annually since 2014 and will continue to be reviewed annually. Signed: Principal: Julie McMahon (Acting) Date: 15/2/23 Chairperson of the Board: Gerry Boyle Date: 15/2/23 Principal: Laura Conaty Deputy Principal: Julie McMahon
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Within the past twenty years, it has become more common for children’s librarians to look at brain research to explain the importance of what they are doing, since “the exceptionally strong influence of early experiences on brain architecture makes the early years a period of both great opportunity and great vulnerability for development.” Responsive caregiving, like a volleyball game, involves reciprocal interactions (often referred to as “serve and return”) that affect intellectual, social, emotional, physical, and behavioral development. This is especially important during the first three years of life when children depend on the adults in their lives for safety, survival, and socialization. Science tells us that healthy children develop in an environment of loving reciprocal relationships with the important adults in their lives; because of this, library programming has expanded to include children under age three, and preschool programs now include adults as well as children. Knowing about child development, the ways children learn, and the importance of parents in their lives affects the type of program that we plan and implement. Certain organizations, websites, and conferences are helpful for finding relevant information that can give us research findings and citations to support our work, spark programming ideas, and create developmental tips that explain to parents and caregivers the value of talking, reading, singing, and playing with their children. The Institute for Learning & Brain Sciences (I-LABS) (http://ilabs.washington.edu/) at the University of Washington is an interdisciplinary brain research center that specializes in early learning and brain development. Their key areas of research are language, social and emotional development, cognition, and brain development. I-LABS provides free twenty-minute online training modules (http://modules.ilabs.uw.edu/outreach-modules/) to help parents and librarians understand different topics in the science of child development. The Center on the Developing Child at Harvard University (https://developingchild.harvard.edu/) features many useful resources. The Resource Library (https://developingchild.harvard.edu/resources/) contains easily understandable information in the form of videos, other multimedia presentations, policy briefs, working papers, and reports. Their brief “Five Numbers to Remember about Early Childhood Development” (https://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/) includes these facts: 1. More than one million new neural connections are formed per second in the first few years of life. 2. At eighteen months old, disparities in children's vocabulary begin to appear. 3. Adversity breeds developmental delays; 90 to 100 percent of developmental delays occur when children experience six or more risk factors such as poverty, caregiver mental illness, child maltreatment, single parent, and low maternal education. These can lead to delays in language, cognitive, or emotional development. 4. Adults who have had seven to eight adverse childhood experiences have 3:1 odds of developing adult heart disease. 5. There is a four-to-nine-dollar return for every dollar invested in high-quality early childhood programs. In addition to participants in early childhood programs benefiting from increased earnings in adulthood, public savings included lower expenditures for special education, welfare, and the costs of crime. The May 2017 issue of *Young Children* (http://www.naeyc.org/yc/pastissues/2017/may), the Journal of the National Association for the Education of Young Children, is dedicated to the role of brain science in the development of young minds. Articles explain how brain science supports early childhood development, how caring relationships are at the heart of early brain development, how reducing parents’ stress can boost preschoolers’ self-regulation and attention, and how guided play and scaffolding can empower infants’ and toddlers’ learning, as well as providing us with a peek inside the brains of bilingual learners. *Learning & the Brain* (www.learningandthebrain.com) provides professional development opportunities that connect educators with the latest research on the brain and learning and its implications for education in easily understandable language. Children’s librarians are informal educators; we can benefit by participating in professional Learning & the Brain conferences, one-day seminars, and summer institutes. These events frame the information so it can be geared toward practical use by educators working with children. The Dana Alliance for Brain Initiatives (www.dana.org/About/DABI/) is a nonprofit organization committed to advancing public awareness about the progress and promise of brain research and to disseminating information on the brain in an understandable and accessible fashion. They coordinate Brain Awareness Week, publish books, report on progress in brain research and allow you to sign up to have the latest neuroscience news delivered to your inbox. They also host the free online Girl Scouts Healthy Brain Initiative (www.dana.org/Publications/Scouts/) to help scout leaders create programs that encourage brain healthy lifestyles. “Changing Brains” (http://changingbrains.uoregon.edu/watch.html) is a series of free videos that feature leading researchers describing keys to healthy brain development. The two-to-ten-minute videos focus on brain plasticity, imagining and development, vision, hearing, motor system, attention, language, reading, math, music, emotions, and learning. PubMed (http://pubmed.gov) is the US National Library of Medicine’s premier search system for health information, and it can be accessed free online. It comprises more than twenty-seven million citations to biomedical literature and online books as well as many links to full-text content. Butterfly Wings: Laughing and Learning with Littles (www.butterflywingsearlyyearsconsultancy.com.au/laughing-learning/) is maintained by two Australian Early Years consultants. Although the offerings are limited, this is a joyful and useful site. Clicking on the menu for “Rhymes” takes you to great brain-based developmental tips and creative programming ideas to accompany rhymes such as “You Are My Sunshine” and “The Veggie Macarena.” References 1. Jack P. Shonkoff, “Breakthrough Impacts: What Science Tells Us about Supporting Early Childhood Development,” *Young Children* 72, no. 2 (2017): 9. 2. Alison Gopnik, *The Gardener and the Carpenter: What the New Science of Child Development Tells Us about the Relationship between Parents and Children* (New York: Farrar, 2016).
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Group 1 Section 1 Practise writing these tricky word spellings. no no no _______________________ of of of _______________________ I I I ___________________________ Section 2 Which tricky word has Mr Whoops been juggling with? h e t _____________________ Section 3 Unscramble this sentence: mud. pig in A the _____________________ _____________________ Section 4 Write these words. Circle the words that have a p sound. _____________________ _____________________ _____________________ Section 5 What are they doing? _____________________ _____________________ Section 6 Find the hidden words in this mini word search. not d h s p n e i k i h a s g t b i g s n m u m the not his mum big Group 1 Section 1 How many carrots are here? Section 2 Write the number that is one more. 12 → [ ] 16 → [ ] 19 → [ ] Section 3 Write the numbers in the box. twelve [ ] eight [ ] seventeen [ ] Section 4 10-1= [ ] 9-1= [ ] 13-1= [ ] Section 5 Write a number statement for the picture. [ ] + [ ] = [ ] Section 6 Put the missing numbers on the number line. 7 [ ] 9 [ ] 11 12 Section 7 Amir has 9 toy cars. He loses 1 car. How many cars does he have left? Section 8 What’s next? Write 3 more numbers in this sequence. 8 9 10 [ ] [ ] [ ] Group 2 Section 1 Add the suffix ‘-ed’ to these words: jump hunt buzz _________________ ________________ __________________ Section 2 Which common exception word, which you might remember from Year 1, has Mr Whoops been juggling with? __________________________ Section 3 Unscramble this sentence: loves great! Father because he’s Everybody Christmas _____________________________________ Section 4 This sentence doesn’t make sense. Add the word ‘and’ to make a proper sentence. I’ve got the delicious Easter eggs we are going to hide them in the garden for everybody. _____________________________________ _____________________________________ _____________________________________ Section 5 Match the contractions to the correct word pairs. he’s she will didn’t he is she’ll do not don’t can not can’t did not Section 6 Find the hidden words in this mini word search. children lsaztdjp iydoorhr mtiumvse behindpt oigfnbet steakpwy door children climb behind steak pretty Group 2 Section 1 Recombine these digits together to find what they make: 6 70 800 Section 2 300 + □ + 6 = 376 200 + □ + 3 = 283 Section 3 Complete the calculation: 65 - 39 = Section 4 Match up the 3D shapes to their names: cube cuboid sphere Section 5 15 ÷ 3 = 20 ÷ 10 = 12 ÷ 6 = Section 6 4 tickets cost £24 altogether. How much is one ticket? Section 7 Convert these kilograms to grams. ¼ kg = 1¼ kg = Section 8 Use the written formal method to answer: 83 x 3 =
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Show all work, including mental steps, in a clearly organized way that speaks for itself. Use proper mathematical notation, identifying expressions by their proper symbols (introducing them if necessary), and use arrows and equal signs when appropriate. Always simplify expressions. BOX final short answers. LABEL parts of problem. Keep answers EXACT (but give decimal approximations for interpretation). Indicate where technology is used and what type (Maple, GC). You may use technology for row reductions and root finding. 1. a) Express the vector \((8, 0, 2)\) in terms of the four vectors \(\{(1, -1, 1), (2, 0, 1), (3, 1, 0), (4, 2, 1)\}\) and then check that the linear combination that you find evaluates to the original vector. Be sure to state clearly all steps in the process. b) From your work for part a), state the linear relationship which exists among these four vectors. Explain. 2. \(800 y'' + 60 y' + y = 0, \quad y(0) = 4, y'(0) = 1\). a) Find the general solution \(y(x)\) of this differential equation by hand (no decimals). b) Find the particular solution \(y(x)\) which satisfies the initial conditions, by hand, using matrix techniques once you state the equivalent linear system of equations. c) Your solution should have a single local (and global) maximum for some \(x > 0\). Make an appropriately chosen window to plot your solution and estimate the location of this peak. Then find its \((x, y)\) values exactly using calculus and give accurate approximate numerical values; if you cannot find it exactly, at least find accurate numerical values. Do your numbers look right compared to your plot? Make a completely labeled sketch that conveys this information. 3. It is known that the three functions \(\{\sin(x), \sin(x)^3, \sin(3x)\}\) satisfy a triple angle identity which enables \(\sin(3x)\) to be expressed in terms of the first two odd powers of \(\sin(x)\). a) Evaluate the Wronskian matrix of these three functions (which form the first row, their derivatives the second row, and their second derivatives the third row), and then evaluate this result at \(x = \pi/2\) to obtain a matrix \(A\). b) Find the general solution of the linear system \(Ax = 0\) for the coefficients \(x = (x_1, x_2, x_3)\) of a linear relationship among these three functions. c) Use it to express \(\sin(3x)\) in terms of the other two functions. d) Check that it actually holds for \(x = \pi/6\) where you know the exact values of these functions. solution pledge When you have completed the exam, please read and sign the dr bob integrity pledge and hand this test sheet in on top of your answer sheets as a cover page, with the first test page facing up: "During this examination, all work has been my own. I give my word that I have not resorted to any ethically questionable means of improving my grade or anyone else's on this examination and that I have not discussed this exam with anyone other than my instructor, nor will I until after the exam period is terminated for all participants." Signature: ____________________________ Date: ____________________________
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| Key Vocabulary... | The British Values and Some Other Rights | |-------------------|----------------------------------------| | **Laws** | Rules which are set by the government that every single person must follow. | | **Election** | The event at which people vote to choose the government. | | **Respect** | Giving consideration to the feelings, wishes, needs or abilities of another person. | | **Racism** | Prejudice or discrimination based on someone’s skin colour or place of origin. | | **Sexism** | Prejudice or discrimination based on someone’s gender or biological sex. | | **Prejudice** | Making judgements about someone based on their gender, race, sexual orientation or religion. | | **Discrimination**| Mistreatment of someone based on their gender, race, sexual orientation or religion. | | **Protest** | A public demonstration of dissatisfaction with the rules. | | **Liberty** | Freedom, the right to make decisions about one’s own life. | **The Big Idea** In many countries the rights and freedoms of the people are not guaranteed and protected by law. We are very lucky in Britain to be living in a country which protects us in this way and allows us to live our lives as we choose, as long as we don’t have a negative affect on others. It has been a long journey through history to gain these rights and freedoms. Democracy, for example, has developed over more than 800 years, beginning with King John being forced by his barons to grant them some basic rights in a document which we now call Magna Carta, signed in the year 1215. Over this period, there have been many people who have fought for the rights of the British people, brave campaigners such as Annie Besant and William Wilberforce, who both worked hard to make sure that eventually all British people would be free and have a say in how the country is governed. Without these rights and freedoms there would be nothing to stop us being put on trial or in prison for voicing an unpopular opinion, and nothing to stop a dictator such as Adolf Hitler or Josef Stalin taking over the government and making laws which are cruel and ruin people’s lives. These rights and freedoms essentially give us the chance to lead a happy life. They don’t guarantee a happy life, they just give us the opportunity, as there are many more ingredients to leading a happy life and these will be different for each person. However they give us the opportunity to have an education, to learn all that we can about the world and try to find our place in it, and they give us the freedom to campaign for change in our society, where we see injustice such as racism or gender discrimination. These rights and freedoms give us the opportunity to chose our own path and attempt to follow it. **Activity** – Research the five key British Values of democracy, the rule of law, individual liberty, mutual respect and freedom of speech. Create a fact-file explaining how these rights and values are protected in Britain.
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Cranbrook School Year 9 Entrance Examination For September 2020 entry and onwards the Cranbrook School Year 9 Entrance Examination will consist of a paper based GL Assessment age appropriate Cognitive Abilities Test (CAT4). CAT 4 comprises of four test batteries, each of which contains two tests, and which take 8 to 10 minutes each. The tests access the main types of mental processing which play a substantial role in human thought. Together, they provide a comprehensive understanding of the core abilities related to learning. The test batteries are as below: **VERBAL REASONING BATTERY – Thinking With Words** The Verbal Reasoning Battery assesses reasoning ability with words representing objects or concepts. Whilst the test battery requires some reading ability, CAT4 limits the reading requirements to a modest level throughout and the vocabulary demands have been kept as low as possible. The background knowledge needed to answer the verbal questions is that which all pupils will have encountered in school or everyday life, rather than including topics that may only be familiar to certain socioeconomic or cultural groups. **QUANTITATIVE REASONING BATTERY – Thinking with Numbers** The Quantitative Reasoning Battery assesses reasoning ability with numbers. The test battery has been designed to be minimally reliant on mathematical knowledge. The Number Analogies test requires only basic arithmetical knowledge, and parallels the analogy tests in the Verbal and Non-Verbal Reasoning Batteries. The Number Series test focuses as far as possible on the identification of relationships between the elements of the questions, though basic arithmetical knowledge is required too. In this way, the Quantitative Reasoning Battery will give a genuine indication of most pupils’ ability to think with numbers, with the exception of children with particularly low arithmetic skills. **NON-VERBAL REASONING BATTERY – Thinking With Shapes** The Non-Verbal Reasoning Battery assesses the ability to think and reason with non-verbal material and measures something distinct from the Spatial Ability Battery. The materials used are still shapes but the difficulty in the task lies not in creating, maintaining and mentally manipulating precise images, but in reasoning with easily distinguishable shapes and designs. **SPATIAL ABILITY BATTERY – Thinking With Shape & Space** The Spatial Ability Battery assesses how well pupils can create and retain mental images of precise shapes and objects, and then manipulate these in their minds. This ability is critical to effective working in many ‘spatial’ disciplines and careers (for example engineering, physical sciences, mathematics and architecture). As spatial tests make no demands on verbal ability, they can be highly effective indicators of potential in pupils with poor verbal skills, as well effectively identifying the weaker abilities of those who have verbal strengths. This then provides a more comprehensive picture of the pupils concerned. GL Assessment information for parents can be accessed via: [https://www.gl-assessment.co.uk/support/cat4-product-support/cat4-information-for-parents/](https://www.gl-assessment.co.uk/support/cat4-product-support/cat4-information-for-parents/).
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Why is it so Difficult to Sleep? Often feeling somewhat exhausted? You’re not alone. Roughly half of Americans don’t get enough sleep, or what they get isn’t good sleep. Whether you struggle to fall asleep or can’t seem to stay that way, there are reasons why the sleep you need is so elusive. And not only will lack of sleep lead you to feel sluggish, it can cause you to make mistakes, have an accident, and/or become injured. Combine poor sleep with shift work, temperature extremes, noisy work environments, and stress, you have a recipe for disaster. So as the new year is upon us, resolve to make proper sleep a priority in your life. And read on to discover several possibilities that could be contributing to poor sleep in your life: 1. **You check your smart phone before bed.** Social media and email can bring stress. That can make you struggle to sleep, says Joseph Chandler, PhD, an assistant professor of psychology at Birmingham-Southern College. And there is another issue with phone time before bedtime. Your brain thinks the artificial light from the screen is daylight. So, your body doesn’t make as much melatonin as it would without the light from your smart phone. And since melatonin is a chemical that helps you to sleep, not having enough of it may cause insomnia. The solution: Shut off all digital devices, including your cellphone, computer, and television, at least an hour before you end your day. Aparajitha Verma, MD, a sleep neurologist at Houston Methodist Hospital in Texas, says you shouldn’t keep your phone near your bed, either, “especially if you’re tempted to check it before you turn out the lights, or worse, in the middle of the night.” 2. **You go to bed at different times all week long.** Going to bed at 9:30 p.m. on Wednesday and then midnight on Saturday can throw off your body’s internal clock. That can make it more difficult for you to fall and stay asleep. It can also make you groggy when you wake up, Dr. Verma says. The solution: You may not be able to go to bed at precisely the same time every day, “but try not to vary by more than 30 to 45 minutes, even on the weekend,” Dr. Verma says. 3. You power through your late afternoon slump with a cup of coffee. Arguably, caffeine has some health perks. But there can be downsides. “It disrupts your brain’s ability to keep track of how long it has been awake, making you more alert than you should be,” says Mr. Chandler. If you’re a coffee lover, or you regularly consume other drinks with caffeine, you might think that you’ve built up a tolerance to it and that you can still have a cup of coffee before bed. However, Mr. Chandler says that would have a bad effect on even the most experienced caffeine users. Sleep could be elusive. The solution: Stop the flow of caffeine at least 5 hours before you go to bed. Do so sooner if you know you’re especially sensitive to it. “Most caffeine leaves your system within 7 hours. But if you get really jittery after a single cup of coffee, stick to one before lunch,” Mr. Verma says. 4. You wind down with a few adult beverages. A drink in the evening is fine for most adults. But it’s a good idea to ask your doctor about it first. That being said, several drinks containing alcohol, or a true before-bed nightcap, can help you fall asleep. But, this can also keep you from getting the deep, restful sleep we’re all after. What’s more, alcohol is a diuretic that leads to middle-of-the-night trips to the bathroom. The solution: In general, the medical community often suggests sticking to one drink per day if you’re a woman, or two drinks max if you’re a man. That’s not only for sleep, but for general health too. Try to make sure your last sip of beer, wine, or liquor happens at least 2 hours before you plan to hit the sheets. 5. Your bed is anything but dreamy. If you toss and turn, it could be your mattress, says Robert Rosenberg, DO, medical director of the Sleep Disorders Center in Prescott Valley, AZ. “The position you sleep in can also make you uncomfortable, which can make it hard to sleep,” he says. Your dog or cat may also be the cause of your blurry-eyed mornings. Pets that share your bed with you can wake you through the night, even if you don’t remember it happening the next day. A partner who kicks or takes up more than half the bed could also be the offender. They may be stirring you and keeping you from getting the quality sleep you need. The solution: Make a bed for your pet on the floor, and make sure they stay out of yours. And if your partner takes up a lot of the bed, consider a bigger mattress. You’ll sleep better if you have room to move. 6. Your bedroom is too warm or bright. A cool room mirrors the natural drop in body temperature you have when you’re sleeping. If your room is too toasty, it becomes harder for your body to cool down the way it needs to. That can make you restless. The same goes for light. Even small amounts can give you less melatonin, which will make you feel alert at bedtime. The darker your room is, the easier it is for your brain to enter “sleep mode.” **The solution:** “Most research shows around 68 degrees is ideal for sleep, but it’s different for everyone,” Dr. Verma says. “You may have to play with the thermostat and test having different layers of blankets to figure out what’s right for you.” If your window coverings let light in, think about light-blocking shades or curtains. Or, you could hang a sheet or blanket over the window. 7. **You’re stressed.** If you have a lot on your mind when you get into bed, it will be challenging for you to fall or stay asleep. **The solution:** Get a relaxing pre-bed ritual, and stick to it, even on days when you’re not tense. “Taking a shower, stretching, or reading a physical book, not a book on a tablet, before bed are all good ways to help your brain wind down,” Dr. Verma says. Meditating can help ease the minds of people who have trouble sleeping. Or you could jot down a few things you’re thankful for. Not only will this simple exercise keep worries at bay, research shows that grateful people are more likely to sleep easier. 8. **Your partner snores logs.** You may have gotten used to your partner’s snoring, but that doesn’t mean it has no overall effect on your sleep. “Most people don’t snore continually, and the volume may vary. So when your partner’s snoring changes, it can wake you up momentarily,” Dr. Rosenberg says. That can keep you from the deep, restorative sleep that gives you that refreshed feeling. **The solution:** Encourage your partner to see a sleep specialist. Loud snoring can be a symptom of sleep apnea. This condition causes people to stop breathing for short periods while they are asleep. In the meantime, think about earplugs. Or sleep in a separate room. **WebMD** Online Edition December 2016 https://www.webmdhealth.com/newsletters?cid=AFmXPnDdzBzKcAWyDQdip8OIMuMVxESijA2QPxqmP0&s=23125&mrnid=55e0d25d-1ab8-e611-8d6d-a0369f37142e **Study of Welders Links Manganese Fume Exposure to Parkinson’s-Like Symptoms** A recent ten-year cohort study from the Washington University School of Medicine in St. Louis has suggested that prolonged exposure to fumes from manganese may put welders at risk for developing symptoms that are similar to Parkinson’s disease. Neurologists specializing in movement disorders performed 1,492 initial examinations on 886 workers and 606 follow-up examinations on 398 workers out of the group. Part of this group of individuals was employed at a heavy machinery fabrication shop and part at either of two shipyards. Through the study, it was determined that 135 of these workers developed “parkinsonism,” which is a general term for a group of disorders similar to those associated with Parkinson’s disease. Cumulative, dose-dependent manganese exposure among these workers resulted in slowness of movement in the arms and hands, stiffness in the arms and legs, problems with speech, and a reduction in facial expression. The neurologists associated with this study noted that workers who performed flux core arc welding in confined spaces were particularly vulnerable. “These welders are developing [Parkinson’s disease-like] symptoms even though their exposure to manganese is below the current regulatory limits,” study author Brad A. Racette said in a press release. “This study suggests that we need more stringent workplace monitoring of manganese exposure, greater use of protective equipment and monitoring and systematic assessment of workers to prevent this disabling disease.” The full study was published online Dec. 28 in the journal *Neurology*. **OSHA NEWS** **Proposed Rules in the Latest Regulatory Agenda** **Infectious diseases** OSHA is presently considering the need for a regulation that addresses the risk to workers exposed to infectious diseases. These diseases include tuberculosis, measles, varicella, pandemic flu, and other threats in healthcare and other high-risk environments. A potential standard would require employers to establish a comprehensive infection control program and control measures to protect employees from exposure to disease-causing pathogens. **Amendments to the cranes and derricks in construction standard** OSHA is proposing corrections and amendments to the standard for cranes and derricks published in August 2010. **Update to hazard communication** OSHA is proposing to update the hazard communication standard to the latest version (sixth edition) of the globally harmonized system of classification and labeling of chemicals (GHS). **Respiratory protection fit-testing protocols** OSHA is proposing to allow for the incorporation of new fit-testing protocols under its respiratory protection rule. **Crane operator qualification in construction** This rulemaking will identify criteria for employers to follow to ensure their crane operators are completely qualified to operate cranes safely on construction sites. **Tree care** OSHA currently does not have a standard for tree care and thus relies on a variety of applicable standards to address hazards in the industry. OSHA is assessing the need for a specific standard for tree care. **Puerto Rico state plan** Puerto Rico has initiated the process to receive final approval of its occupational safety and health plan. **Proposed Pre-rules in the Latest Regulatory Agenda** - A review of the bloodborne pathogens standard to consider the continued need for it and examine overlaps, duplicates, or conflicts with other regulations • Combustible dust in general industry • Preventing backover injuries and fatalities • Shipyard fall protection • Communication tower safety • Emergency response and preparedness • Mechanical power presses update • Powered industrial trucks • Lockout/tagout update • Revocation of obsolete PELs • 1-bromopropane standard • Noise in construction • Preventing workplace violence in healthcare • Occupational exposure to styrene • Blood lead level for medical removal • Updating requirements for the selection, fit testing, and use of hearing protection devices The regulatory agenda can be found at http://ow.ly/q3U8307Givm. EHS Daily Advisor January 9th, 2017 http://ehsdailyadvisor.blr.com/2017/01/beryllium-latest-osha-regulatory-agenda/ Job Market Links ASSE BCSP EHS Careers ASSE Chapter Links Find us on the web at: ASSE NFL Find us on Facebook at: ASSE NFL Local Chapter Officers and Chairs • Dan Hemsall – President • Lance Simons – President Elect • Anne Rogers – Past President • Steve Wilson – Secretary • Yaniv Zagagi – Treasurer • Paul Thomas – Delegate • Dawn Dixon – Membership Chair • Bob Dooley – Newsletter Chair • Steve Brown – SPY Chair • Tom Drygas – Program Chair • Vernon Adams – Social Media Chair Local Chapter Meeting Schedule January 2017 Role of LEPC in Emergency Planning; Tier II Reporting Speaker: Eric Anderson Location: NEFSC 1725 Art Museum Drive Building B, Classroom D Jacksonville, FL 32207 January 25, 2017 11:30 Lunch & Networking 12 Noon Meeting February 2017 Grainger Facility Tour Details to be announced March 2017 - OSHA Update Details to be announced April 2017 Worker’s Memorial Day Location: NEFSC 1725 Art Museum Drive Building B, Classroom D Jacksonville, FL 32207 April 28, 2017 10:00 a.m. to noon Please RSVP to Steve Wilson for all meetings at firstname.lastname@example.org. Cost: Members: $15 Non-Members: $20
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I. The Origins of Antisemitism - In competition with Judaism, early Christian leaders blamed Jews as a group for the murder of Jesus & labelled them sons of Satan, followers of the Anti-Christ. - Later Jewish diaspora made them one of few ethnic groups spread throughout world, with links among Jewish communities, but no home country they controlled. - European Catholics were taught that Jews were Christ-killers. In medieval times, stories spread that Jews ritually murdered Christian children (“blood libel”), worshipped the devil, used black magic, & actively sought to destroy Christianity. - Barred from most trades & limited in where they could live, Jews lived together in urban neighborhoods & took up occupations despised by or barred to Christians (moneylending, shopkeeping). Many became entrepreneurs & some got rich. - In self-fulfilling fashion, Jews got reputation as wealthy, greedy “Shylocks,” con men, cutthroat businessmen who exploited non-Jews & had no loyalty except $. - “International bankers” as Antisemitic code word, based on Rothschild family. - Because their communities were clustered in major cities and capitals, Jews were often thought to have great behind-the-scenes political influence (even in countries that allowed Jews no rights!). II. The Jewish World Conspiracy Myth - The Transformation of Antisemitism in the 19th-Century - Added to other myths was the Jewish World Conspiracy, idea that a secret Jewish government existed controlling banks, press, etc., & planned world domination. - European conspiracy theorists linked Jews to Illuminati & Masonic conspiracies. - Jews blamed by those who hated 19th-century economic & social changes - Jews gained rights from political liberalization, so it was thought they must be responsible for revolutions. ("Who benefits?" motif) - Traditional reputation as financiers & entrepreneurs made it easy to blame Jews for hardships brought by industrialization, including poverty & economic crashes. - Political antisemitism: Aristocrats, monarchs, & right-wing often blamed Jews to keep masses on their side. Ultra-nationalists attacked them as foreign influence. - Dreyfus affair in turn-of-the-century France - The rise of the “pogrom”: organized mob attacks on or massacres of Jews, typically condoned, encouraged, or fomented by governments. - 100,000s displaced or killed in Russia after assassination of tsar in 1881, failed revolution in 1905, during civil war following the Russian Revolution of 1917. - Pogroms led to emigration of Russian Jews to US. - “Proof” of the Jewish conspiracy: *The Protocols of the Elders of Zion* - Claimed to be minutes of a meeting in which Jewish leaders plan world conquest. - Based on an 1868 novel & miscellaneous other materials, rewritten to focus on Jews and pasted together by Russian secret service agents in the 1890s. - Published in Russia, Germany, & throughout the world, early 1900s on, justifying pogroms, expulsion, restrictions on Jewish rights, & the Nazi Holocaust. III. Antisemitism in America - Always existed but never bad until large-scale Jewish immigration after 1890. - Jews harshly treated by Catholic immigrant groups, especially Irish cops. - Picked up on rhetorically by rural radical movements such as the Populists. - Composed of farmers who felt abused by capitalist system, especially banks & railroads. Hurt by arid lands and low farm prices. Jews as symbols of international financial interests. - One issue was the “Crime of ‘73,” government’s decision to stop making silver coins and return to the gold standard to hold down credit & inflation. - Came to be partly blamed on a “gold conspiracy” involving Jewish bankers. - Farmers became convinced that silver coinage would expand credit & raise farm prices. - Silver became main issue in the 1896 presidential campaign. The “Cross of Gold” speech, most famous statement of Democratic/Populist candidate William Jennings Bryan, had antisemitic overtones. WASP elite discovered a “Jewish problem” in early 20th century. - Fears that Jews were *too* intelligent, cunning, hard-working, ambitious, to the point that WASPs could not compete. Like other immigrants, Jews were accused of “dual loyalty.” - Muckrakers warned of the dangers of the “Jewish invasion.” - “Blackballing” of wealthy Jews from elite clubs & neighborhoods. - Discrimination against Jews in universities & professions. - Second, northern-based KKK (from 1920s) targeted Jews and Catholics as well as blacks. - In 1920s, Henry Ford owned *Dearborn Independent*, newspaper that published the “Protocols” & more. Then Ford wrote *The International Jew*, blaming Jewish conspiracy for declining morals of youth, ruining Christmas. Ford & his book became a favorite of Nazis. - Economic hardship and antisemitism: Father Charles Coughlin attacked Jews to working-class Catholic audiences during Great Depression. - In 1930s & 40s, US government & press ignored evidence of Holocaust. IV. Antisemitic Conspiracy Theories & Conspiracies in Recent Times - After WW 2, open antisemitism virtually disappeared among white Christians in western Europe & America, except among white supremacist/neo-Nazi fringe. - Antisemitism came to find its largest constituencies among groups who felt victimized by American/Western European racism & imperialism. - Muslims, American blacks (through Nation of Islam), Eastern Europeans - Some sources of recent antisemitism - Conditions in shifting U.S. urban neighborhoods: Jewish property owners & shopkeepers left over from previous eras resented by poorer black residents - Rise of Zionism & the founding of Israel – necessary response to Holocaust but also one imposed on Muslim population of Palestine by western imperialism. - European involvement in Middle East went back centuries (Crusades, missionaries) but serious colonization only really began with WW I & advent of petroleum era. - Balfour Declaration (Nov. 1917) – British endorsed Zionist goal of Jewish national home in Palestine. - After Ottoman Empire’s defeat in WW 1, Britain & other European powers carved up Middle East into quasi-colonies or “mandates” originating many modern nations in region. - Jewish migration into region begins, sparking sporadic Jewish-Arab violence. - Mufti of Jerusalem (Muslim leader) allied himself with Nazis during WW 2. - Helped by western money & arms, Israel established as new European nation in heart of Muslim world, displaced existing Palestinian population, resented by much poorer neighbors. - Facing hostile Muslim nations, Israelis won brilliant military victories (1948, 1967, 1973), took Jerusalem & Arab territories, set off long-term refugee crisis among Palestinian Muslims. - Situation bred virulent antisemitism across Muslim world, and various forms of anti-Jewish & anti-western terrorism, from left-wing nationalist groups like the PLO (founded 1964) to Intifada uprisings to modern Islamist organizations like Hezbollah & Al Qaeda. - Groups believed in conspiracy theories & mounted real conspiracies like attack on 1972 Munich Olympics, 9/11, & numerous skyjackings and suicide bombings (tactics evolved). IV. Antisemitic Conspiracy Theories & Conspiracies in Recent Times (cont.) - **The Rise of Holocaust Denial** (or “revisionism”) - Early motive: Vindicate Nazism & Fascism as systems of government, excuse Germans & certain other European peoples of their misbehavior during the war. - Competitive victimology: desire to destroy moral authority & other political benefits that come from being victims of history’s greatest atrocity. - Evolution of Holocaust Denial - In immediate postwar period, crude and openly antisemitic & pro-Nazi. - Gradually picked a few academic supporters (usually not historians): Arthur Butz, Austin App. - Used typical bag of conspiracy theory tricks (argument by anomaly, negative subjunctive reasoning, non-falsifiable claims) plus more than the usual amount of outright lies. - Ex. of Fred Leuchter gas chamber “controversy”: chambers “could not” have worked as execution devices, only lice were killed. One problem among many: lice are harder to kill with gas than people. - Leuchter was recruited to be “expert” witness in hate crimes trial of Canadian neo-Nazi Ernst Zundel, author *The Hitler We Loved and UFOs: Nazi Secret Weapons?* (Answer: yes!) - Evolved into a simulation of respectable academic scholarship that used innocent-sounding names & a mix of straight with antisemitic & conspiracy material to fool uninformed readers. - Leader: “Institute for Historical Review” and the *Journal of Historical Review*, which also promote anti-FDR conspiracy theories about Pearl Harbor. - Holocaust deniers claimed that they were objectively giving the “other side” of a legitimate historical controversy & so deserved a hearing. Often even denied they were antisemitic or pro-Nazi. - 2000: British denier David Irving sued Emory U. historian Deborah Lipstadt for libel after she explained the antisemitic nature of his writings in a 1994 book. Irving lost big. - Deniers’ efforts unfortunately succeeded in widely disseminating their ideas, and the *Protocols*, to new audiences: skinheads, respectable conservative columnists (Pat Buchanan), Muslims angry about Israel & U.S. intervention, leftists opposed to U.S. & British colonialism and wars. - 2006 Holocaust denial conference in Iran - The “Jewish Lobby” or Israel Lobby conspiracy theory - Charge that Israeli spies and disloyal American Jews have given Israelis control of U.S. foreign policy, hurting U.S. interests. - Israel does indeed have many U.S. supporters & great influence in D.C. (via AIPAC & neocons), but the U.S.-Israel alliance requires no sinister explanation: Israel is a friendly, democratic, pro-western nation in the Middle East. - Unfortunately some of Israel’s U.S. defenders have a habit of calling even reasonable critics antisemites and/or conspiracy theorists. 7 “Daughters of Revolution” (painter Grant Wood’s satire on the DAR) 8 Jewish Emigration from Russia in Response to the Pogroms 9 The Jewish World Conspiracy
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Xylophones in Traditional Igbo Culture: A Study of Musical Instrumentation and Cultural Significance Chile A. Oparaocha *Department of Fine Arts and Design, University of Port Harcourt, Nigeria* Article DOI: 10.48028/iiprds/ijsrpaop.v3.i1.25 **Abstract** This paper explores the role of xylophones in traditional Igbo culture, focusing on their musical instrumentation and cultural significance. Drawing on ethnographic research and musical analysis, the paper examines the construction and tuning of Igbo xylophones, as well as their use in various musical contexts, such as social gatherings, religious ceremonies, and artistic performances. Additionally, the paper discusses the cultural significance of xylophones in Igbo society, including their role in promoting communal identity, expressing religious beliefs, and transmitting oral history. Overall, the paper argues that xylophones are a vital component of traditional Igbo culture, both as a musical instrument and as a cultural artifact. **Keywords:** Xylophones, Traditional, Hgb, Culture, Umude – Avuvu **Corresponding Author:** Chile A. Oparaocha Background to the Study The xylophone, also known as "Ngelenge" or "Ngedegwu" in Igbo, is a traditional musical instrument that holds great cultural significance in Igbo society, which is primarily located in southeastern Nigeria. In the opinion of Zak (1986), traditional arts and music culture represent the very essence of the people's total existence. It holds great cultural significance in traditional Igbo society, which serves as a link to the ancestral world, a source of entertainment, and a symbol of cultural identity. It is a percussion instrument that consists of a set of wooden bars of varying lengths, which are arranged in order of pitch and struck with mallets or sticks to produce musical tones. The xylophone has been an integral part of Igbo traditional music and cultural practices for centuries. It is considered to be one of the oldest musical instruments in Igbo culture and has been passed down through generations. The instrument is typically played during important ritual ceremonies, cultural festivals, and social gatherings. In Igbo culture, the xylophone carries both spiritual and social meanings. It is believed to have the power to communicate with the spirit world and ancestral beings. It is often used in rituals and ceremonies to invoke ancestral spirits, seek blessings, or communicate with deities. The xylophone's unique sound is believed to attract these entities, making it an essential instrument in traditional religious practices. Beyond its spiritual significance, the xylophone also plays a vital role in Igbo social life. It is commonly used to entertain guests during social gatherings, weddings, and other celebratory events. The instrument creates an energetic and joyous atmosphere and encourages communal participation, as it is often accompanied by singing, dancing, and other forms of rhythmic expression. The art of playing the xylophone is usually passed down orally from one generation to another. Skilled xylophone players, known as "Ngelenge" or "Ngedegwu" players, possess extensive knowledge of the traditional melodies, rhythms, and techniques associated with the instrument. They are highly respected members of the community and play a crucial role in preserving Igbo cultural heritage. In recent years, the xylophone has gained recognition beyond Igbo culture and has been incorporated into contemporary Nigerian music. According to Hornby (2000), the word "music" means sounds that are arranged in a way that they are pleasant or existing to listen to or simply, study of such sounds organized in time. It has become a symbol of Igbo identity and a way for younger generations to connect with their cultural roots. However, despite its cultural significance, the xylophone is also facing challenges in the modern era. Rapid urbanization, globalization, and the influence of Western music have led to a decline in the popularity and practice of traditional Igbo musical instruments, including the xylophone. While it faces challenges in a rapidly changing world, efforts are being made by cultural activists, musicians, and organizations to preserve and revitalize the traditional music and cultural practices associated with the xylophone. The Umude – Avuvu people The Umude village, in Avuvu is a community located in the Ikeduru Local Government Area of Imo State, Nigeria. They are predominantly Civil servants, farmers and traders, with agriculture being their primary means of livelihood. The community is made up of several kindreds, including Umu Okenwaka, Mbaforom n’Okorie and Orji Ohiaqbaji. The people of Umude-Avuvu are predominantly Igbo, and they share many cultural and linguistic similarities with other Igbo communities in Nigeria. Hence the agricultural profession linked to them. Their religion is centered on the worship of Chiukwu, “Almighty God” via different Christian denominations. They are predominantly Roman Catholics, a denomination which has gained a foothold in the community in recent years. The Anglican community, the Pentecostals and other Christian denominations are represented too. The community has produced many notable individuals in various fields, including politics, academia, and business. Some of the notable figures from Umude-Avuvu include Eze Barrister Sabinus Ahamefualoahia Oparaocha, the Mfunala III of Avuvu, Professor Victor Chukwuma, a renowned Physicist at the Ogun State University, Abeokuta, Elder Jerome Opara, Hon. John Achilike Ohiri, Sir. Dr. Valentine Iheukwumere Oparaocha, (Ochudo ndi Igbo), Sir John Anamelechi, High Chief Sunday Onyewuenyi, (a.k.a Agaracha), Pa Aghugba Okoronma, (a.k.a Papa Mercy), Pa Onuwmere Akuchie, Prince Chucks Daniel Oparaocha, Nollywood celebrity, High Chief Emmanuel Azorom, Dr. Chile Augustine Oparaocha, and others too numerous to mention. In terms of infrastructure, Umude-Avuvu has a few primary and secondary schools, a health center, and a few churches. The community is also known for its annual traditional musical outing, which is a celebration of the season of love among the people of the community, an opportunity for the people to come together and showcase their cultural heritage, as known and called “Umude Day”. There are a few sculptural pieces executed and mounted within the community which had defined the melody of “Ngelenge”, the xylophone. **History of Xylophone** The history of the xylophone in traditional Igbo culture dates back centuries. It is believed to be one of the oldest musical instruments in Igbo society, with a rich and storied past. A glance through some of the work by Nketia (1974), Akpabot (1975), Ufford (2000) and few others on the xylophone reveal that the instrument exists in other geographical areas. (Ekong & Udoh, 2018). The origins of the xylophone in Igbo culture can be traced to the Nri Kingdom, which was a prominent political and religious center in southeastern Nigeria from the 9th to the 19th century. The Nri Kingdom played a significant role in the development and diffusion of cultural practices in the region, including the use of the xylophone. Another school of thought believed that xylophones were introduced to the Igbo people by the neighboring Ekpe society, which had connections with the Akan people of present-day Ghana. Over time, the Igbo people adopted and integrated the xylophone into their own musical traditions. The xylophone in Igbo culture was primarily associated with religious and spiritual practices. It was used in rituals, ceremonies, and other cultural events to communicate with the spirit world and invoke ancestral beings. It was believed that the unique sound of the instrument had the power to attract and connect with these entities, thereby facilitating communication between the human and spiritual realms. Over time, the xylophone became an integral part of Igbo social life. It was incorporated into various cultural expressions, including traditional music, dance, and storytelling. It served as a means of entertainment, fostering communal participation and creating a vibrant and joyous atmosphere during social gatherings, weddings, and other celebratory events. The playing technique of the xylophone was passed down orally from one generation to another. Skilled xylophone players, known as "Ngelenge" or "Ngedegwu" players, were highly respected members of the community, possessing extensive knowledge of the instrument's traditional melodies, rhythms, and techniques. They played a crucial role in preserving and transmitting Igbo cultural heritage through music. In contemporary Igbo culture, the xylophone continues to hold cultural significance, albeit with some challenges. Rapid urbanization, globalization, and the influence of Western music have led to a decline in the popularity and practice of traditional Igbo musical instruments, including the xylophone. However, efforts are being made to revitalize and preserve these cultural practices, and the xylophone remains an important symbol of Igbo identity and a link to their ancestral past. In conclusion, the history of the xylophone in traditional Igbo culture spans many centuries. It has played a vital role in religious and spiritual practices, as well as social and cultural events. Despite the challenges it faces in the modern era, the xylophone continues to be treasured for its cultural significance and serves as a reminder of Igbo cultural heritage. **Construction and Tuning** Construction and tuning play integral roles in the creation and sound production of the xylophone in traditional Igbo culture. Traditional Igbo xylophones, known as Ekwe or Ngedegwu, are typically made from wood and have various sizes and shapes. The resonating bars, known as "ule," are typically made from hardwood such as rosewood, mahogany, iroko, or obeche. These bars are carefully carved and shaped to produce specific pitches and tones. Each bar is of varying length and thickness, contributing to its unique sound. The bars are then arranged in a horizontal fashion with the longest and thickest bars positioned on one end and the shortest and thinnest bars on the opposite end. A resonator box, usually made from gourd, calabash, or wood, is attached beneath the bars. This box enhances the sound by amplifying the vibrations created when the bars are struck. The bars are securely fastened onto a frame, often made from wood or bamboo, using cords or ropes. The frame is designed to hold the bars in place while allowing them to vibrate freely, enabling clear and resonant tones. Tuning the xylophone involves determining the pitch and harmonic relationships of the bars. Skilled xylophone builders and tuners use their ears and knowledge of the traditional tuning system to ensure that the bars produce accurate and harmonious sounds. Other scholars outside igbo culture like strand (2009) explains that the xylophone equidistantly and non-equidistantly turned from low to high pitches. Traditionally, Igbo xylophones follow a pentatonic tuning system, meaning the bars are tuned using a five-note scale. This scale consists of five pitches, often referred to as "do," "re," "mi," "so," and "la." Each bar is carefully tuned to produce a specific pitch within this scale, creating a melodic range across the xylophone. Tuning is achieved by carefully adjusting the length, thickness, and resonance of the bars. The builder or tuner may use tools such as chisels, rasps, or files to make precise adjustments to the bars' dimensions until the desired pitch and tonal quality are achieved. The tuning process is a skill that is passed down through generations, ensuring consistency and accuracy in replicating traditional Igbo xylophone sounds. The tuning is often subjective and relies heavily on the tuner's experience and understanding of the desired tonal characteristics. The construction and tuning of the xylophone are crucial in its ability to produce rich and resonant tones. Skilled craftsmen and tuners meticulously pay attention to detail to create an instrument that not only looks aesthetically pleasing but also produces a clear, balanced, and harmonious sound. Through the careful construction and tuning process, the xylophone becomes a vessel for expressing the musical traditions and cultural heritage of the Igbo people. **Musical Contexts** In the words of Anita (2005), all aspects of human life need music for pleasure, direction, stimulation, instruction, approval, and rejection. The xylophone holds significant cultural and symbolic value in traditional Igbo culture in various musical contexts in which the xylophone is used in traditional Igbo culture, such as: Rituals and Ceremonies: The xylophone holds a significant role in Igbo religious and spiritual practices. It is often played during rituals and ceremonies, such as ancestral worship and initiation rites. According to Akpabot (1975), the initial role of the xylophone ensemble in Akwa-Ibom was to feature at the initiation of an Mbopo, a virgin sent to tattering room” (p.45). The instrument’s resonating tones and rhythmic patterns create a reverent atmosphere, invoking the presence of ancestral spirits and facilitating communication between the physical and spiritual realms. Social Gatherings and Community Events: The xylophone is a key component of social gatherings and community events, serving as a source of vibrant accompaniment to traditional dances and songs. Its lively melodies and rhythmic patterns encourage active participation and create an energetic and festive ambiance. The xylophone’s dynamic sound adds to the overall enjoyment and sense of togetherness in these communal celebrations. Cultural Festivals: During important cultural festivals like the New Yam Festival (Iri Ji), the xylophone takes on a central role. It accompanies and enhances performances of traditional dances, songs, and storytelling. These festivals provide an opportunity for the community to come together and showcase their cultural heritage, with the xylophone playing a critical part in creating an immersive and memorable experience. Entertainment: The xylophone is also used for entertainment purposes in everyday life. It is played during social visits, weddings, and other celebratory occasions. The instrument’s captivating melodies and rhythmic patterns elicit joy and celebration, entertaining both participants and onlookers. The xylophone’s presence adds a layer of excitement and enjoyment to these festive gatherings. For example, xylophones are played during masquerade performances, traditional dances, and cultural festivals. They provide rhythmic and melodic accompaniment to songs and chants, enhancing the overall auditory experience. Musical Performances: In addition to traditional settings, the xylophone is sometimes integrated into contemporary Nigerian music. It can be found in various genres such as highlife, afrobeat, and gospel music. When incorporated into these modern compositions, the xylophone brings a distinct flavor and distinctiveness, infusing traditional Igbo musical elements into the contemporary music scene. In each of these musical contexts, the xylophone serves as a cornerstone of Igbo cultural expression, providing rhythmic and melodic foundations and captivating audiences with its unique timbre. Its presence in rituals, community events, cultural festivals, and contemporary music performances showcases its versatility and indispensability in the musical landscape of traditional Igbo culture. Generally, xylophones are used in a variety of musical contexts in traditional Igbo culture. They are often played at social gatherings such as weddings, funerals, and festivals, where they serve as a musical accompaniment for dancing and singing. Xylophones are also used in religious ceremonies, such as ancestor veneration rituals and the worship of the earth goddess Ala. In these contexts, the xylophone is often used to create a sense of spiritual connection between the participants and the divine. Cultural Significance The xylophone holds immense cultural significance in traditional Igbo culture. It represents a deep connection to the roots and heritage of the Igbo people. The instrument is not just a musical tool; it encapsulates the essence of their identity and serves as a symbol of their cultural traditions. In Igbo culture, the xylophone is an integral part of spiritual and religious practices. It is used to invoke ancestral spirits, communicate with the spirit world, and participate in rituals and ceremonies. The instrument serves as a conduit for spiritual connections and plays a vital role in maintaining cultural and spiritual beliefs. Beyond its spiritual significance, the xylophone brings communities together. Its vibrant sounds and rhythmic melodies create a sense of unity during social gatherings, festivals, and celebrations. The instrument encourages active participation through singing, dancing, and storytelling, facilitating a strong bond and a sense of belonging among community members. The xylophone also holds importance in preserving oral traditions and cultural heritage. Learning to play the instrument and passing down the knowledge from one generation to another ensures the continuity of Igbo traditions. Skilled xylophone players carry a respected position in the community, as they are responsible for transmitting cultural knowledge through music and helping to maintain the connection to ancestral practices. Moreover, the xylophone showcases the artistic expressions and craftsmanship of the Igbo people. With its decorative elements, intricate carvings, and vibrant paintings, the instrument is a visual representation of the talent and creativity within the community. It adds aesthetic beauty to cultural performances and reflects the cultural motifs and symbols of the Igbo people. In addition to their aesthetic role, xylophones are often viewed as ancestral instruments, connecting the present generation to their ancestors. Xylophones are sometimes used in divination rituals, where they are believed to communicate with the spirit world. It is also believed that the sounds produced by the xylophone have the power to heal and cleanse the soul. Furthermore, xylophones serve as a means of transmitting cultural knowledge and preserving Igbo traditions. The songs played on xylophones often carry historical narratives, moral lessons, and societal values. Younger generations are taught to play the instrument, ensuring its continuation as an integral part of Igbo culture. Xylophones hold immense cultural significance in traditional Igbo culture. They are not only musical instruments but also symbols of ancestral connection, sources of spiritual powers, and tools for cultural preservation. Xylophones in Igbo society allows for a deeper appreciation of the rich musical heritage of this Nigerian ethnic group. It is often used as a symbol of communal identity, serving as a means of expressing the shared values and beliefs of the Igbo people. Xylophones are also associated with oral history and storytelling, as they are often used to accompany traditional narratives and legends. However, the xylophone holds a profound cultural significance in traditional Igbo culture. It represents spirituality, community unity, cultural preservation, and artistic expression. Through its melodies, it connects the Igbo people to their ancestral roots, celebrates their traditions, and serves as a testament to their rich cultural heritage. **Conclusion** The xylophone holds a deeply rooted and significant cultural significance in traditional Igbo culture. It serves as a symbol of identity, spirituality, community cohesion, and artistic expression. Playing the xylophone carries on the rich musical traditions of the Igbo people, connecting them to their ancestral heritage and preserving their cultural identity. The instrument is utilized in rituals, ceremonies, social gatherings, and cultural festivals, playing a crucial role in various musical contexts. Through its melodies, rhythms, and harmonies, the xylophone enhances spiritual communication, fosters social unity, and offers entertainment and joy to the community. Its construction, tuning, and preservation require skill, knowledge, and a deep understanding of the instrument's tonal qualities. By honoring and preserving the xylophone, the Igbo community ensures the continuity of their traditions, celebrates their cultural heritage, and passes down their unique musical legacy to future generations. **References** Agawu, K. (1986). Contours of the responsorial in Ewe drumming, *Ethnomusicology*, 30(4), 521-541. Anita, O. R. U. (2005). *Akwa Ibom cultural heritage: its invasion by Western culture and its renaissance*. Uyo, Abbny Publishers. Akpobot, S. E. (1975). *Ibibio music in Nigeria culture*, Michigan: Michigan state University press. Arom, S. (1991). *African polyphony and polyrhythm: Musical structure and methodology*, Cambridge University Press. Grace, E. E. & Ukeme, A. U. (2018). Ikon (The xylophone) pedagogy in Ibiobio culture of Nigeria: A case study of the new dawn entertainers, *Humanities Theoretics Journal*, 1(2), 78-87. Hornby, A. S. (2000). *Oxford advanced leaner’s dictionary: 6th edition of world’s Best-Selling dictionary*, Oxford University Press. "Igbo-Ukwu" by Sylvester Ogbechie in *The Grove Dictionary of Art, edited by Jane turner*. grove art online, Oxford Art Online, http://www.oxfordartonline.com. Kubik, G. (1999). *Africa and the blues*, University Press of Mississippi. Nzewi, M. (1992). *Music in indigenous healing among the Igbo of Nigeria*, Yearbook for traditional Music, 24, 87-100. Senoya, H. & George, E. (1986). Folk music in kenya: act printing Ltd, Nairobi. Strand, J. L. (2009). *The Samba xylophone: Traditional and identity in Burkina faso*, Unpublished Ph.D Thesis, faculty of Wesleyan University Middletown, Connecticut. Ufford, I. (2000). *Nnama songs. Unpublished B.A. project*, Department of music, University of cross Rivers State, Uyo. WWW.en.wikipedia.org/enugumusic. *Akwunanaw Festivals*, Retrieved Sept; 2015. WWW.en.wikipedia.org/wiki/igbomusic (*Nkwa odi Igbo*) *Music of the Igbo people*, Retrieved October, 2016.
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I. Read the below text for baking chocolate cake. 1. Sift white flour with baking soda and chocolate powder. 2. Put sugar and curd, and blend well using your hands or a blender. 3. Gradually, add butter and milk, and continue blending. 4. Once smooth, take a floured baking pan and put the batter in it. 5. Bake the cake for 7-8 minutes. 6. Once done, let the cake rest for 5 minutes. 7. Reverse the pan and take the chocolate cake out. 8. Apply a frosting of your choice or serve as it is after slicing. Then make a list of the ingredients you will need to make the chocolate cake. Write it below. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ II. Do you have a room of your own at home? If not, would you like one? Describe the room you would like to have. Write in detail about the furniture, the colours of the wall, the various kinds of decorations you would like to put up, and any other detail you can think of. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Reading I. Read the following stanza and answer the questions. No time to see, when woods we pass, Where squirrels hide their nuts in grass: No time to see, in broad daylight, Streams full of stars, like skies at night: 1. What is the poet trying to tell us in the above stanza? 2. Why is there no time in today’s world? II. Answer the following questions. 1. Why did Deva Sharma’s wife not leave her child with the mongoose? 2. Why did Deva Sharma want to buy a pet? Writing I. Read these well-known proverbs. Find their meaning and use them in a sentence. 1. Look before you leap. 2. Let bygones be bygones. 3. Half a loaf is better than no bread. 4. When the cat’s away, the mice are at play. 5. Pride goes before a fall. 6. Too many cooks spoil the broth. Grammar I. Fill in the blanks using the simple present tense of the verbs given in the brackets below. 1. Shhhhh! Be quiet! John usually (sleep) _______ at this time of the day. 2. I hate living in Seattle because it always (rain) _______ there. 3. Every Monday, Sally (drive) _______ her kids to football practice. 4. Don’t forget to take your umbrella. It (rain) _______ every evening these days. Vocabulary I. Think of two words each which also mean the following. 1. Greedy: ________________ ________________ 2. Busy: ________________ ________________ 3. Important: ________________ ________________ 4. Happy: ________________ ________________ * * * * *
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Use of the Arithmetic Mean: An Investigation of Four Properties Issues and Preliminary Results Marjorie Roth Leon and Judith S Zawojewski - Evanston, Illinois, USA 1. Introduction and overview Teaching statistics has become increasingly important in recent years, as evidenced by recommendations for curriculum reform found in the *Standards for Curriculum and Evaluation* (1989) and *Everybody Counts* (1989), and by the commitment to curriculum development by the American Statistical Association-National Council of Teachers of Mathematics Joint Committee on the Curriculum in Statistics and Probability (Gnanadesikan et al., 1987; Landwehr et al., 1987; Landwehr and Watkins, 1986) and the Used Numbers Project (Russell and Friel, 1989). The arithmetic mean is probably the most commonly taught and encountered statistic today, appearing in numerous everyday contexts. It is also the one statistic that is consistently included in the elementary school curriculum in the United States. Further, the mean is a fundamental concept in statistics courses because of its predominant use in most inferential statistics and formulae. Although the mean commands a predominant place in standard curricula and coursework, superficial understanding of the mean by both children and adults is widespread (Carpenter et al., 1981; Goodchild, 1988; Mevarech, 1983; Pollatsek et al., 1980; Zawojewski, 1986). People are able to compute the mean for use in simple situations, but are unable to use it in complex contexts. Pollatsek et al (1980, p.191) refer to students' use of the mean as a "computational rather than a conceptual act. Knowledge of the mean seems to begin and end with an impoverished formula". Only recently have attempts been made to identify the component properties of the mean. Goodchild (1988) identified three types of meaning for the mean, i.e. the mean as: (1) a representative number; (2) a measure of location; and (3) an expected value. Goodchild found that 13 and 14-year-olds commonly interpret the mean as a location, but need more help with the representativeness and expectation interpretations. Strauss and Bichler (1988) identified seven properties of the mean and conducted interviews with 8, 10, 12, and 14-year-old Israeli students to assess their ability to apply each of the seven properties to simulated real-world problems. Different age groups demonstrated different courses of reasoning to support their understanding of specific properties. Results indicated that three of the seven properties were mastered by virtually all of the 12 and 14-year-olds. Goodchild's work focussed on rich uses and interpretations of the mean in context, while Strauss and Bichler examined properties that are within the concept of the mean. Both aspects are important, but represent different types of questions. Our investigation utilised Strauss and Bichler's conceptual organisation of the properties of the mean, and had three purposes: (1) to investigate what happens developmentally to those statistical properties that were not mastered by age 12-14; (2) to examine the qualities of the statistical properties, including their relative conceptual difficulty and their relative ability to evoke the concept of the mean; and (3) to determine the relative effectiveness of different testing formats in assessing subjects' knowledge about the component properties of the mean. The four statistical properties selected for investigation were as follows: Property A: The mean is located between the extreme values; Property B: The sum of the deviations is zero; Property F: When the mean is calculated, a value of zero, if present, must be taken into account; Property G: The mean value is representative of the values that were averaged. The two testing formats employed were story vs numerical presentation. Both are commonly used in standard mathematics curricula in the United States. 2. Methods and results One hundred and forty-five subjects (42 fourth grade students, 61 eighth grade students, and 42 college students) served as experimental subjects. A 16-item test was devised, and administered in four different versions. Items on the four versions were identical, but were randomly permuted to minimise order effects, with the stipulation that each of the sixteen items had to appear in one of the first four item positions on one of the four versions of the test. Space was provided on the test sheet for subjects to write justifications for their answers to the first four test items. Thus, each of the sixteen items was accompanied by a written justification one-fourth of the time. This format reduced subject fatigue, maintained subject motivation, and made the study feasible from a time perspective for classroom teachers whose classes participated in the study. There were four items per statistical property, with two of these four items being presented in story format, and two being presented in numerical format. Tests were administered by the experimenters or the subjects' classroom teacher. A 3 (year in school) × 4 (statistical property) × 2 (testing format) repeated measures analysis of variance was conducted, the number of items answered with a value corresponding to the arithmetic mean serving as the dependent variable. Statistically significant main effects were obtained for year in school, statistical property, and testing format. Post hoc comparisons (Scheffe's test) were conducted. For year in school, post hoc analyses indicated that the mean score for college students was significantly higher than that of the fourth graders (1.29 vs .67 respectively), but that eighth graders' and fourth graders' mean scores did not differ significantly from each other. Regarding statistical property, post hoc comparisons indicated that the mean score for Property A (1.33) differed significantly from the mean score for Property F (.66) and Property G (.70), but did not differ significantly from Property B (1.20). The mean score for Property B differed significantly from Properties F and G, while the mean score for Properties F and G did not differ significantly from each other. With testing format, story format was found to be superior to numerical format (i.e. mean scores of 1.07 vs .78 respectively). Additionally, two $2 \times 2$ interactions attained statistical significance. These were year in school $\times$ statistical property and statistical property $\times$ testing format. These interactions will not be analysed or discussed in detail in this manuscript due to space constraints. 3. Conclusions Age effects: It was not surprising that performance improved with age. The concept of the mean is introduced formally into the mathematics curriculum in the fourth grade in the United States, reviewed yearly through eighth grade, and reintroduced in high school algebra, and college statistics and mathematics. It is also encountered in academic disciplines such as life science, geography, language, arts, psychology, and business. Additionally, the concept of the mean is encountered in its applied version in many everyday life contexts. These varied exposures to the concept of the mean form a continually growing knowledge base for using and understanding the mean as one ages. Statistical property effects: Results of this study indicate that subjects found Properties F and G to be almost twice as difficult to understand as they did Properties A and B. Four possible explanations exist for this phenomenon, with these explanations not necessarily being mutually exclusive. First, Properties A and B deal with the idea of the data distribution and its relationship to the mean, which is very similar to Goodchild's interpretation of the mean as a measure of location. Alternatively, in Goodchild's terminology, Properties F and G address a representative interpretation of the mean. Goodchild's research indicates that the mean-as-location was a commonly-understood interpretation of the mean, while a mean-as-a-representative-measure interpretation was more difficult for persons to grasp. Second, Properties A and B are computationally based, since they can be solved by applying knowledge about number and operations, while Properties F and G, as previously stated, index the mean as a representative value. As Pollatsek et al. (1980), and Mevarech (1983) argue, most people find it relatively easy to understand the mean as a computational construct, and relatively difficult to understand the mean as a representative value. Third, Strauss and Bichler state that Properties A and B reflect what they term the statistical aspect of the mean, Property F reflects what they refer to as the abstract aspect of the mean, and Property G reflects what they call the representative aspect of the mean. Our data suggest that the statistical aspect of the mean is the most easily understood by the majority of subjects, while the abstract and representative aspects prove more difficult to master. Fourth, differences in the difficulty of understanding the various statistical properties could reflect a construction artifact of the problems. Properties A and B contained two possible response choices (yes or no), while Properties F and G required open-ended responses that ranged hypothetically from negative to positive infinity. Therefore, subjects could have correctly answered Property A or B items at a 50% accuracy level by chance alone, while the corresponding chance accuracy level for Property F or G items would be many times lower. *Testing format:* Items presented in story format were significantly easier to solve than were items presented in numerical format. A possible explanation for this may be that story format provides a concrete context, while numerical format provides an abstract context. Piaget states that abstract reasoning is the province of formal operational thought. Recent research, however, indicates that while concrete reasoning (i.e. as described in Piaget's concrete operational stage of thinking) is mastered by most Western children between the ages of 6 and 11, formal operational thought was activated by only two-thirds of a college and middle-aged adult sample that was presented with unfamiliar problems to solve (Keating, 1980), and that only 50%-60% of college students and older adults applied formal operational reasoning to problems in general (Neimark, 1975). 4. Future directions The following issues remain unresolved, either because data analysis has not yet been completed, or because additional research questions need to be posed in future studies. These issues may be outlined as follows: (i) Assessing the extent to which students answered items representing Properties F and G with "median-like" responses, which in fact represent appropriate alternative responses for these properties. These data have already been obtained, but not yet analysed. Analysis of this data will shed increasing light on the extent to which the phrase "Choose one number that best describes the typical number in the set" represents an everyday, commonsense, meaning of the word "average". (ii) Identifying the type of explanations that subjects provided in their written justifications of their responses. These data are also awaiting analysis. A point of interest is the degree of correspondence between our justification categories and those of Strauss and Bichler, which will help assess the similarity between the in-depth, individual interview methodology employed by the latter researchers, and the group testing, paper-and-pencil methodology employed in the present research. (iii) The ramifications of changing the word "typical" to "average", "mean", or "representing the whole set of values". This concern represents an additional question for future investigations involving the properties of the arithmetic mean. (iv) The effect of changing the answers to Property F and G items to non-whole number results. Again, this concern represents an additional question for future studies. References Board on Mathematical Sciences [and] Mathematical Sciences Education Board (1989) *Everybody Counts: A Report to the Nation of the Future of Mathematics Education*. National Academy Press, Washington DC. Carpenter, T P, Corbitt, M K, Kepner, H S, Lindquist, M M and Reys, R E (1981) *Results from the Second Mathematics Assessment of the National Assessment of Educational Progress*. National Council of Teachers of Mathematics, Reston, VA. Gnanadesikan, M, Scheaffer, R L and Swift, J (1987) *The Art and Techniques of Simulation*. Dale Seymour, Palo Alto, CA. Goodchild, S (1988) School pupils' understanding of average. *Teaching Statistics* **10**, 77-81. Keating, D (1980) Thinking processes in adolescence. In: J Adelson (ed) *Handbook of Adolescent Psychology*. Wiley, New York. Landwehr, J M, Swift, J and Watkins, A E (1987) *Exploring Surveys and Information from Samples*. Dale Seymour, Palo Alto, CA. Landwehr, J M and Watkins, A E (1986) *Exploring Data*. Dale Seymour, Palo Alto, CA. Mevarech, A R (1983) A deep structure model of students' statistical misconceptions. *Educational Studies in Mathematics* **14**, 415-429. National Council of Teachers of Mathematics, Committee on Standards for School Mathematics (1989) *Curriculum and Evaluation Standards for School Mathematics*. The Council, Reston, VA. Neimark, E D (1975) Intellectual development during adolescence. In: F D Horowitz (ed) *Review of Child Development Research* (Vol 1). University of Chicago Press, Chicago. Newman, C M, Obremski, T E and Scheaffer, R L (1987) *Exploring Probability*. Dale Seymour, Palo Alto, CA. Pollatsek, A, Lima, S and Well, A D (1980) Concept of computation: students' understanding of the mean. *Educational Studies in Mathematics* **12**, 191-204. Russell, S J and Friel, S N (1989) Collecting and analysing real data in the elementary school classroom. In: P R Trafton and A P Shulte (eds) *New Directions for Elementary School Mathematics, 1989 Yearbook*. National Council of Teachers of Mathematics, Reston, VA, 134-148. Strauss, S S and Bichler, E (1988) The development of children's concepts of the arithmetic average. *Journal for Research in Mathematics Education* **19**(1), 74-80. Zawojewski, J S (1986) *The Teaching and Learning Processes of Junior High Students Under Different Modes of Instruction in Measures of Central Tendency*. Unpublished doctoral dissertation, Northwestern University, Evanston, Illinois.
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#McKeesportSTRONG Review & Enrichment ELA Week of May 18 & 25 2nd Grade Student Name ________________________________ Teacher Name ________________________________ If possible, please return paper copies to drop boxes at food distribution sites or if using online access email teacher upon completion. Essential Questions: - What is a habitat? - What basics do animals need in the habitat, and how do those help the animals? - How do animals change over time? - How are plant/animal life cycles different? Week of May 18-22 MONDAY - Create a list of what you think you know about chimpanzees. - Complete the "before reading do now" on page 2 in your student notebook. - Complete the prediction column on page 3 in your student notebook. - Read the entire main selection, "Watching in the Wild". - During reading, circle any words that you do not know the meaning of or how to pronounce. Look up the meaning of each word. - After reading each page, stop and retell what the page was about. Think about what questions you have about the page. - Revisit page 3 in your student notebook to complete the evidence column. - GRAMMAR: What was your favorite part of the story? Circle the nouns and underline the verbs within your writing. - FUNDATIONS: Mark up these words from the text: gardener termite chimps On a piece of paper, write three facts that you remember from "Watching in the Wild". Review text features on pages 4-5 in your student notebook. Reread the entire text. Pay close attention to headings, captions, labels, and the timeline. Look back into the text to complete page 6 in your student notebook. Choose a page in the text. Draw what you visualize and create a caption to explain your picture. FUNDATIONS: Mark up these words from the text: rocky protect cozy **WEDNESDAY** - A personality is the way a person acts, thinks, and feels. - A personality trait is a mood or habit. - Choose a family member and create a list of his/her personality traits (ex: cheerful, smart, hard-working). - Reread pages 6-10 to complete page 7 in your student notebook. - Today we practice **Grammar** within the text: 1. blended- mix 2. crumpled- to gently crunch or bunch up 3. cradled- to hold closely - Find the words above in the text, and highlight the sentences that you find each word in. Circle the nouns and underline the verbs in each sentence. - Complete page 8 in your student notebook. **THURSDAY** - Choose ANY page in "Watching in the Wild" and practice fluency (few mistakes, good pace, nice expression). Also, retell what the page was about. - Revisit the text to complete pages 9-10 in your student notebook. - Write new headings for pages 9 and 10 of the text. Explain why you choose those headings. - **GRAMMAR**: Review the meanings for the words: blended, crumpled, and cradled. Use each word in a sentence of your own. - **FUNDATIONS**: Find three v-e words in the text and mark them up. FRIDAY • Think about how Jane Goodall’s research taught you about the life of chimpanzees. • Create a list of 3 facts you learned, 2 questions you still have about the topic, and 1 opinion you have about the story. • Using text evidence, complete page 11 in your student notebook. • Using the information you reported on the planning guide (page 10), write a paragraph on page 12 in your student notebook. - Remember to restate, answer correctly, cite the page number where you found your evidence by using a text talker, and end by restating the question. Examples of text talkers: ⇒ On page ______, the author stated .... ⇒ The illustration on page ______ showed .... ⇒ According to the text .... ⇒ Based on what I read .... GRAMMAR: Circle the verbs you used in your paragraph. Cam Jansen: The Mystery at the Monkey House is the paired selection for the main selection (Watching in the Wild). If you have access to this book, you may complete the supplemental resources in your student notebook. If you do not have access to the book, Cam Jansen, please choose a different chapter book to read at home. Remember... When you are reading, stop and think about what you read and retell what the page was about. Ask yourself questions about the topic as you read. Week of May 25-29 MONDAY • Think about what bees look like and the jobs that bees have. Bees: black and yellow flying insects that make honey and pollinate flowers Swarm: a large, busy group • Read and discuss the poem, “Swarm of Bees”, on page 22 in your student notebook. • Underline words that tell that there is a swarm of bees. • Complete the “do now” on page 23 in your student notebook. Write at least three complete sentences. • Complete the BEFORE reading column on page 24 in your student notebook. • Read the entire text, “The Bee”. - While you are reading, circle any words that you do not know the meaning of or how to pronounce. Look up the meaning of each word. - After reading each page, stop and retell what the page was about. • Revisit pages 19-24 to complete the life cycle of a bee on page 25 in your student notebook. • Think about the pattern of movements that bees make. Complete page 26 in your student notebook. TUESDAY • Think about the jobs that the different types of bees had in the story. Role: the part or job that someone has in a family, society, or other group. • Use the text to complete page 27 in your student notebook. • Use the information you recorded on page 27 to write a paragraph on page 28 in your student notebook. • Revisit page 24 in your student notebook and complete the AFTER reading column. • On a piece of paper, write 3 facts that you learned about bees, 2 questions you still have about bees, and 1 opinion you have about bees. WEDNESDAY • Have you ever wanted something really bad? • Complete page 29 in your student notebook to tell what you want and what you would do to get it. • Read the entire story, “The Bee Tree”. - While you are reading, circle any words that you do not know the meaning of or how to pronounce. Look up the meaning of each word. - After reading each page, stop and retell what the page was about. • Revisit the text to complete page 30 in your student notebook. • Summarize the story… retell the key points of what happened (beginning, middle, end) using your own words. THURSDAY - Descriptive language is used when the author wants the reader to visualize the setting, how a character behaves, or what action is taking place. - Reread "The Bee Tree" and circle descriptive movement and speaking words in the text. - Complete page 31 in your student notebook using your circled words. - Look back at the illustrations in the story. Complete page 32 in your student notebook. - Think about how the characters interact in the story. Complete page 33 in your student notebook. FRIDAY - Choose ANY page in "The Bee Tree" and practice reading fluently (few mistakes, good pace, nice expression). Also, retell what the page was about. - Think about the important lesson that Grandpa wants Mary Ellen to learn. - Complete page 34 in your student notebook. - Remember to restate, answer correctly, cite the page number where you found your evidence by using a text talker, and end by restating the question. Examples of text talkers: ⇒ On page ________, the author stated ... ⇒ The illustration on page ________ showed ... ⇒ According to the text ... ⇒ Based on what I read ...
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Measles What is it? - Measles is a serious and highly infectious viral disease that can make people very sick and can lead to hospitalisation or, in rare cases, death. - It is spread from person to person through the air by breathing, sneezing or coughing. Just being in the same room as someone with measles can lead to infection if you are not immunised. - One person with measles can pass on the disease to 13 other people who have not been immunised. - If you are not immunised you could have measles and spread it without even knowing it. - The only way to prevent getting measles is to get immunised. What might happen if I get measles? - Symptoms usually take about 10 days to develop but it might take as long as 18 days. - The early symptoms include fever, cough, runny nose, sore red eyes and white spots inside the mouth. After 3 to 5 days a rash appears on the head and then moves down the body. - Up to one in 3 people with measles develops complications, including ear infections, pneumonia or diarrhoea. - Acute encephalitis (brain inflammation) develops in 1 in 1000 cases, some of whom die and more than one third are left with permanent brain damage. - One in 10 people with measles will require hospital treatment. Who is at risk of getting measles? - If you were born after January 1969, and haven’t had two doses of measles vaccine, or had measles, you are at risk of catching the disease. - Babies are not the only ones at risk, older children, teenagers and adults who are not immunised are also at risk from getting sick from measles. - Anyone with a weakened immune system (for example, people who are receiving chemotherapy or radiotherapy for cancer or people who take high-dose steroid medications) is at higher risk of complications if they get measles. - Pregnant women who are not immunised and who get measles are at risk of miscarriage, still birth and low birth weights for their babies. Non immune pregnant women should not be immunised but it is very important their family and close contacts are immunised to protect the pregnant mother and unborn baby. How effective is the MMR vaccine against measles? - After the first dose of the MMR vaccine, about 90-95% of people will be protected against measles. - After the second dose almost everyone is protected. The only thing that can stop you or your child catching measles is getting immunised. The measles vaccination (MMR) is free from your healthcare provider. If you suspect you or your child is sick with measles phone your GP or Healthline on 0800 611 116. Fact sheet adapted from Auckland Regional Public Health Service October 2010
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| Lesson | Phonics Storybook | Phonics Skill | Sight Word | Leveled Reader | Instructional Focus | |--------|----------------------------|--------------------------------|------------|------------------------|-------------------------------------------------------------------------------------| | 1 | The Wild Child | Final Blend *ld* | one | Lemonade for Gilbert | Describe How Characters Respond to Major Events and Challenges | | 2 | The Elephant Tusks | Final Blend *sk* | now | A Trip to the Beach | Summarize Stories Using Key Details | | 3 | Spider Wasps | Final Blend *sp* | their | Horses | Identify the Main Topic and Retell Key Details | | 4 | A Cat to Adopt | Final Blend *pt* | came | The Super Dog Club | Retell Stories, including Key Details | | 5 | The Wolf | Final Blends *lf* and *lt* | what | Super Sam and the Kitten | Describe Characters in a Story Using Key Details | | 6 | The Trolls | Floss rule (*f, l,* and *s doubling) | was | Super Sam and Scout | Retell Stories, including Key Details | | 7 | Dave’s New Skates | Long *a_e* | began | The Snowstorm | Retell Stories, including Key Details | | 8 | Mike’s New Bike | Long *i_e* | want | The Sand Castle | Use Illustrations and Details to Describe a Story’s Characters, Setting, or Plot | | 9 | Another June Day | Long *u_e* | were | Michael and the Chicks | Ask and Answer Questions about Key Details | | 10 | The Great Big Bone | Long *a_e* | who | Tucker the Lost Puppy | Describe Characters, Settings, and Major Events Using Key Details | | 11 | Moles | Silent *e* and Long Vowels *a, i, o,* and *u* | good | Pickles Gets Lost | Ask and Answer Questions about Key Details | | 12 | Tiger and the Mouse | Trigraph *tch* | around | Puppies for Rosie | Describe the Overall Structure of the Story | | 13 | A Place to Sleep | Vowel Team *ee* | next | Bella Is a Bad Dog | Retell Stories, including Key Details | | 14 | Pip the Guinea Pig Does a Trick | Vowel Team *ea* | please | The Dog Cookie | Use Illustrations and Details to Describe a Story’s Characters, Setting, or Plot | | 15 | Perry the Peacock | Vowel Teams *ea* and *ee* | thought | The Milkmaid and Her Pail | Retell Stories, including Key Details, and Demonstrate Understanding of the Lesson | | 16 | A Rainy Day | Vowel Team *ai* | what | Little Dinosaur’s Skateboard | Describe the Overall Structure of the Story | | 17 | Lizards | Vowel Team *ay* | most | Snakes | Determine the Meaning of Words and Phrases by Using Vocabulary Strategies | | 18 | Blake’s New Pet | Vowel Teams *ai* and *ay* and Long *a_e* | think | The Ocean | Ask and Answer Questions about Key Details | | 19 | The House of Doom | Vowel Team *oo* (as in *cool*) | there | More Trouble | Ask and Answer Questions about Key Details | | 20 | Cookie the Seahorse | Vowel Team *oo* (as in *look*) | very | Sea Horses | Use Key Ideas to Compare Two Texts | | 21 | Princess Pig’s Cookies | Vowel Teams *oo* and *oa* | walked | Ice Cream for Jack and Daisy | Describe Characters and Major Events Using Key Details | | 22 | Jen’s Hen Presentation | Vowel Team *oa* | now | Hatching Chicks | Retell Stories, including Key Details | | 23 | Winslow the Lost Dog | Vowel Team *ow* (as in *tow*) | know | Jasper and the Kitten | Describe Characters and Major Events Using Key Details | | 24 | Living in the Rain Forest | Vowel Teams *oa* and *ow* | many | In the Rain Forest | Compare and Contrast the Most Important Points Presented by Two Texts on the Same Topic | | 25 | A Friend at the Farm | Vowel-*r* Combination *ar* | why | The New House | Retell Stories, including Key Details, and Demonstrate Understanding of the Lesson | | 26 | Squirt | Vowel-*r* Combination *ir* | great | George Washington | Ask and Answer Questions about Key Details | | 27 | The Big Storm | Vowel-*r* Combination *ar* | right | The Fawn | Describe How Words and Phrases Convey Meaning in a Story | | 28 | Komodo Dragons | Vowel-*r* Combination *ur* | also | Amazing Lizards | Determine the Meaning of Domain-Specific Words by Using Vocabulary Strategies | | 29 | Mouse and the Hermit | Vowel-*r* Combination *er* | enough | Goldie and the Fawn | Use Illustrations and Details to Describe a Story’s Characters, Setting, or Plot | | 30 | Henry’s Room | *y* as in short *i*, long *i,* and long *e* | because | Tidbit and Morsel Play Games | Describe Characters and Major Events Using Key Details | from the In Tandem Second Grade Getting Started Card pioneervalleybooks.com | Lesson | Phonics Storybook | Phonics Skill | Sight Word | Leveled Reader | Instructional Focus | |--------|-----------------------------------|----------------------------------------------------|------------|------------------------------|-------------------------------------------------------------------------------------| | 31 | Nora Skateboards | Silent kn and wr | place | Skateboarding | Ask and Answer Questions about Key Details | | 32 | Hairstreak Butterflies | Digraph Blend thr and Three-Letter Blend str | called | Butterflies | Know and Use Various Text Features to Locate Key Facts or Information | | 33 | Spring Fall | Three-Letter Blends scr and spr | school | The Deer Report | Describe the Overall Structure of the Story | | 34 | Howie Visits | Diphthong Vowel Team ow | would | Baby Stegosaurus | Identify Differences in the Points of View of Characters | | 35 | Trevor’s Special Pet | Diphthong Vowel Team ou | special | Pets | Ask and Answer Questions about Key Details | | 36 | Peanut Hare | Diphthong Vowel Team ew | other | On the Arctic Tundra | Describe How Characters Respond to Challenges/Identify and Describe the Main Idea | | 37 | A Home for Blue | Vowel Team ue | busy | The New Chicks | Retell Stories, including Key Details, and Demonstrate Understanding of the Lesson | | 38 | Dawn’s Note | Diphthong Vowel Team aw | always | A Wild Animal | Describe Characters and Major Events Using Key Details | | 39 | Maud | Diphthong Vowel Team au | friend | Caring for Your Dog | Use Vowel Ideas to Compare Two Texts | | 40 | Cowboy Joe and Star | Diphthong Vowel Team ay | decided | Casey and the Nest | Determine the Meaning of Words and Phrases Using Vocabulary Strategies | | 41 | Raella | Diphthong Vowel Team oi | excited | Cinderella | Compare and Contrast Similar Stories | | 42 | The New President | Diphthong Vowel Teams au, oi, ew, oy, cw, aw, and ou | people | Abraham Lincoln | Use Illustrations and Details to Compare and Contrast Two Texts on the Same Topic | | 43 | The Hare and the Carrots | Vowel-r Combination are | | Beauty and the Beast | Asking Questions to Describe How Characters Respond to Major Events and Challenges | | 44 | The Chocolate Eclairs | Vowel-r Combination air | | The Camping Trip | Use Illustrations and Details to Describe a Story’s Characters and Plot | | 45 | Petey the Pelican Soars | Vowel-r Combinations ear and ore | | Penguins: Flightless Birds of the Sea | Describe How Vocabulary and Reasons Support Points the Author Makes | | 46 | All about Pelicans | Three-Letter Blend spl and Digraph Blend thr | | Life in a Tide Pool | Know and Use Various Text Features to Locate Key Facts or Information | | 47 | The White Whale | Initial Digraph wh | | The Bird Rescue | Describe Characters Using Key Details | | 48 | A New School Year | Vowel Teams ea and ou | | Quack and the Worm | Determine the Meaning of Words and Phrases to Describe How They Supply Meaning in a Story | | 49 | A Night Adventure | Vowel Team igh | | The Halloween Caper | Retell Stories, including Key Details | | 50 | The Sleigh Ride Rescue | Vowel Team eigh | | Pete Penguin and the Bullies | Describe the Overall Structure of the Story | | 51 | Chief | Vowel Team ie | | Jane Goodall | Ask and Answer Questions about Key Details | | 52 | Bear’s Sweater | Vowel Team ea (as in bread) | | All about Honeybees | Use Major Events and Key Details to Describe Connections in Texts | | 53 | The City Yard Sale | Soft c and g | | Iceland: Land of Fire and Ice | Explain How Illustrations/Images Contribute to and Clarify a Text | | 54 | Badger’s Bridge | Trigraph dge | | All about Deer | Ask and Answer Questions about Key Details | | 55 | The Smallest Mouse | Suffix -est | | The Bubble Gum Contest | Determine the Meaning of Words and Phrases to Describe How They Supply Meaning in a Story | | 56 | The Harriet Tubman Report | Suffix -ly | | Harriet Tubman | Use Details to Explain and Compare Concepts in Fiction and Nonfiction Books | | 57 | A Visit from Pops | Suffix -ful | | Oki and the Polar Bear | Describe Characters and Major Events Using Key Details | | 58 | Pearl the Polar Bear | Prefix un- | | Polar Bears | Ask and Answer Questions about Key Details | | 59 | Danny and the Saxophone | Suffix -ment | | The Cave at Rattlesnake Mountain | Retell Stories, including Key Details | | 60 | Miracle the Baby Bat | Prefix dis- | | Caves | Use Clues from the Text to Understand the Author’s Message |
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2004 Chemistry Intermediate 1 Finalised Marking Instructions General information for markers The general comments given below should be considered during all marking. 1 Marks should not be deducted for incorrect spelling or loose language as long as the meaning of the word(s) is conveyed. Example: Answers like ‘distilling’ (for ‘distillation’) and ‘it gets hotter’ (for ‘the temperature rises’) should be accepted. 2 A right answer followed by a wrong answer should be treated as a cancelling error and no marks should be given. Example: What is the colour of universal indicator in acid solution? The answer ‘red, blue’ gains no marks. 3 If a right answer is followed by additional information which does not conflict, the additional information should be ignored, whether correct or not. Example: Why can the tube not be made of copper? If the correct answer is related to a low melting point, and the candidate’s answer is ‘It has a low melting point and is coloured grey’ this would not be treated as having a cancelling error. 4 Full marks should be awarded for the correct answer to a calculation on its own; the part marks shown in the marking scheme are for use when working is given. 5 A half mark should be deducted in a calculation for each arithmetic slip unless stated otherwise in the marking scheme. 6 A half mark should be deducted for incorrect or missing units only when stated in the marking scheme. 7 Where a wrong numerical answer (already penalised) is carried forward to another step, no further penalty is incurred provided the result is used correctly. 8 Ignore the omission of one H atom from a full structural formula provided the bond is shown. 9 With structures involving an –OH or an –NH₂ group, a half mark should be deducted if the ‘O’ or ‘N’ are not bonded to a carbon, i.e. OH–CH₂ and NH₂–CH₂. 10 When drawing structural formulae, a half mark should be deducted if the bond points to the ‘wrong’ atom, eg \[ \begin{array}{c} | \\ — C — C — \\ | \\ OH \end{array} \] 11 A symbol or correct formula should be accepted in place of a name unless stated otherwise in the marking scheme. 12 When formulae of ionic compounds are given as answers it will only be necessary to show ion charges if these have been specifically asked for. However, if ion charges are shown, they must be correct. If incorrect charges are shown, no marks should be awarded. If an answer comes directly from the text of the question, no marks should be given. **Example:** A student found that 0-05 mol of propane, $C_3H_8$, burned to give 82-4 kJ of energy. $$C_3H_8(g) + 5O_2(g) \rightarrow 3CO_2(g) + 4H_2O(l)$$ Name the kind of enthalpy change which the student measured. No marks should be given for 'burning' since the word 'burned' appears in the text. A guiding principle in marking is to give credit for (partially) correct chemistry rather than to look for reasons not to give marks. **Example 1:** The structure of a hydrocarbon found in petrol is shown below. $$\begin{array}{c} CH_3 \\ | \\ CH_3 - CH_2 - CH - CH_2 - CH_2 - CH_3 \end{array}$$ Name the hydrocarbon. Although not completely correct, the answer '3, methyl-hexane' should gain mark ie ignore wrong use of commas and dashes. **Example 2:** A student measured the pH of four carboxylic acids to find out how their strength is related to the number of chlorine atoms in the molecule. The results are shown. | Structural formula | pH | |--------------------|----| | CH$_3$COOH | 1-65 | | CH$_2$ClCOOH | 1-27 | | CHCl$_2$COOH | 0-90 | | CCl$_3$COOH | 0-51 | How is the strength of the acids related to the number of chlorine atoms in the molecule? Although not completely correct, an answer such as 'the more Cl$_2$, the stronger the acid' should gain the full mark. Unless the question is clearly about a non-chemistry issue, eg costs in industrial chemistry, a non-chemical answer gains no marks. **Example:** Why does the (catalytic) converter have a honeycomb structure? A response such as 'to make it work' may be correct but it is not a chemical answer and the mark should not be given. When it is very difficult to make a decision about a partially correct answer, a half mark can be awarded. When marks have been totalled, a half mark should be rounded up. 2004 Chemistry Intermediate 1 Marking scheme Section A | | | | |---|---|---| | 1 | A | 11 | A | | 2 | C | 12 | C | | 3 | D | 13 | D | | 4 | A | 14 | B | | 5 | B | 15 | D | | 6 | D | 16 | C | | 7 | A | 17 | B | | 8 | C | 18 | C | | 9 | B | 19 | B | |10 | D | 20 | A | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|----------------------------------------------------------------------------------|------|----------------------------|---------| | 1 | Molecules or ions column correct | (1) | Atoms only correct | | | | Other columns correct | (1) | | | | | | | | | | 2 | (Low voltage) source of electricity or battery and bulb or buzzer or ammeter | 1 | Either source or bulb | | | | | | | | | | Both table entries correct ie metal and conductor | 1 | One correct table entry | | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|----------------------------------------------------------------------------------|------|-----------------------------------------------|---------| | 3 (a) | A resource which will eventually run out or will not last forever or cannot be replaced | 1 | | | | | | | | | | (b) | Kills fish or causes damage to marine life or kills birds/animals or covers beaches in oil | 1 | Causes pollution | | | | | | | | | (c) (i) | Carbon and hydrogen with no other element mentioned | 1 | Carbon with one element other than hydrogen or hydrogen with one element other than carbon or carbon and hydrogen with one other element mentioned | | | | | | | | | (ii) | Distillation or distilling (fractional – not required) | 1 | | | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|-------------------------------------------------------|------|-----------|---------| | 4 (a) | Concentration | 1 | | | | | Volume or amount | | | | | (b) | Speed it up or increase the reaction speed or make it go faster | 1 | | | | (c) | Oxygen | 1 | | | | 5 (a) | Peas or clover or beans or legumes | 1 | | | | (b) | They are soluble or will dissolve in water | 1 | | | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|----------------------------------------------------------------------------------|------|-----------|---------| | 6 (a) | Each point worth $\frac{1}{2}$ mark x axis labelled temperature correct scaling on x axis points plotted correctly (allow 1 error) points joined errors (-$\frac{1}{2}$ per error) if not 50% of paper used if bar graph drawn (candidates not penalised for extending graph to origin) | 2 | | | | | Answer from candidate’s graph + or - $\frac{1}{2}$ box tolerance (expected answer 54-58) | 1 | | | | 7 (a) | Neutralisation | 1 | | | | (b) (i) | Delivery tube into test tube containing limewater with tube end below surface of liquid and liquid labelled limewater | 1 | | | | (ii) | Limewater will turn milky or go cloudy/chalky/white | 1 | | | | | Diagram with one error eg delivery tube above liquid level or failure to label limewater | | | | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|-------------------------------------------------------|------|-----------|---------| | 8 (a) | Required for body growth or repair | 1 | | | | (b) | Nitrogen, N, (N₂ accepted) | 1 | | | | (c) | pH paper will turn blue or purple | 1 | | | | 9 (a) | All four entries correct ie Brandy Wine Whisky Beer | 2 | Any two entries correct for 1 mark | One correct entry | | (b) | Fermentation or fermenting | 1 | | | | (c) | 5 hours | 1 | | | | (d) | Colouring or a bad taste | 1 | Bad smell | Poisonous substance | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|----------------------------------------------------------------------------------|------|----------------------------|---------| | 10 (a) | Zinc + Steam → Zinc oxide + Hydrogen | 1 | = instead of arrow | | | | It does not dissolve in water or It is insoluble | 1 | Lighter than water | | | | It burns with a pop Lighted splint gives a pop | 1 | | | | (b) | The speed of reaction will increase or It will become faster/quicker | 1 | | | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|----------------------------------------------------------------------------------|------|-----------|---------| | 11 (a) | Sugars are soluble – starches are insoluble or sugars are sweet – starches are not or starch gives slow energy release or starch has big molecules | 1 | | | | | | | | | | (b) (i) | Need to place test tubes in beaker of hot water or tubes must be heated | 1 | | | | | Benedict’s turns orange/red/brown | 1 | | | | | | | | | | (c) (i) | Carbon dioxide | 1 | | | | | Provides energy/keeps us warm or helps maintain the balance of oxygen carbon dioxide in the atmosphere or keeps carbon cycle going | 1 | | | | Question | Acceptable Answer | Mark | Worth 1/2 | Worth 0 | |----------|----------------------------------------------------------------------------------|------|-----------|---------| | 12 (a) | Put salt water and rust indicator into each beaker (\( \frac{1}{2} \) mark) | 2 | | | | | Put iron wire into one beaker (\( \frac{1}{2} \) mark) and plastic coated iron wire into the other beaker (\( \frac{1}{2} \) mark) | | | | | | The rust indicator will turn blue (change colour) in the beaker with the iron wire but not in the beaker with the plastic-coated iron wire (\( \frac{1}{2} \) mark) | | | | | (b) (i) | Ethene | 1 | | | | (ii) | A thermoplastic | 1 | | | [END OF MARKING INSTRUCTIONS]
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Acceptance Sampling John Kinney - Terre Haute, Indiana, USA Statistics is rapidly gaining a place in the mathematics curriculum, primarily because of its wide applicability. In fact, as has often been noted, with the possible exception of calculus, no other mathematical field has such a wide range of applications. One of the primary applications of statistics in industry is the quality control of manufactured items. Quality control refers not only to the manufacture but also to the inspection of the manufactured product. Items manufactured in large quantities, or lots, are commonly inspected for quality before being given to the buyer. (The buyer may also inspect the product, but we consider only the manufacturer's inspection here.) Some of the principles of sampling inspection, and some surprising consequences of such sampling, are accessible to beginning students of statistics. It is the purpose of this paper to show how these principles may be presented in the classroom. It is hoped that teachers will use this material as an interesting and useful example of statistical practice. An example of acceptance sampling: We need the formula for the number of distinct samples of size $r$ that can be chosen from $n$ distinct objects. This number is denoted by the symbol $^nC_r$, and is also called a binomial coefficient. It is often read, "n choose r", and we assume the student knows that $^nC_r = \frac{n!}{r!(n-r)!}$. Suppose we have manufactured a lot of 12 items. We decide to choose two items at random and inspect them. A good analogy here is a carton of a dozen eggs; the buyer randomly selects two to inspect. Let's agree that if either of the eggs is cracked, or otherwise defective, the buyer does not buy the carton of eggs. We could do one of two things (if the resulting sample has one or more unacceptable items): (1) replace the unacceptable items in the sample with acceptable items; or (2) inspect the entire lot and replace any unacceptable items found there with acceptable items. Note that in action (1) the remainder of the lot, outside the sample, is not inspected. This may appear strange in the egg example, but if the inspection is destructive then there is no other choice. Let's see what happens under plan (1). Assume that the carton contains $k$ unacceptable items. In this sampling procedure, the average number of unacceptable items after sampling is: $$\frac{k^{12-k}C_2 + (k-1)^{12-k}C_1^k C_1 + (k-2)^{12-k}C_2}{12C_2}.$$ This can easily be simplified to $5k/6$. This is less than $k$, so the sampling scheme results in a prediction in the number of unacceptable items purchased on the average. These results are easily generalised to samples of size $r$. If there are $k$ unacceptable items in the lot, we purchase $k-i$ defectives with probability $$\frac{12^kC_{r-i}}{12^rC_r} \frac{kC_i}{12^rC_r}.$$ So the average number of unacceptable items purchased is $$\sum_{i=0}^{r} (k - i) \frac{12^kC_{r-i}}{12^rC_r} \frac{kC_i}{12^rC_r} = \frac{k^{11}C_r}{12^rC_r} \sum_{i=0}^{r} \frac{k^{-1}C_i 12^kC_{r-i}}{11^rC_r}.$$ But the numerator of the summation represents all the possibilities when $r$ items are chosen from 11 items. So the summation is $k^{11}C_r / 12^rC_r = k/12 (12-r)$ which is less than $k$. This is, however, an increasing function of $k$. **Rectifying the lot:** In the previous section we replaced only the unacceptable items in the sample with good items. More spectacular gains can be made if, when we find a critical number of defectives in the sample, we replace *all* the unacceptable items in the entire lot with acceptable items. This is called *rectifying the lot*. We will continue with the sample above, where the lot consists of 12 items, $k$ of which are unacceptable. Let's agree to rectify the lot if our sample, of size 2, contains one or more defectives. (In practice, the lot is rectified only if the sample contains at least $c$ defectives. Here, $c = 1$, but often $c > 1$.) Now to calculate the average number of unacceptable items, we note that we have $k$ unacceptable items with probability $12^{-k}C_2 / 12^2C_2$ and 0 unacceptable items with probability $1 - 12^{-k}C_2 / 12^2C_2$. So the average number of unacceptable items is $k 12^{-k}C_2 / 12^2C_2$. The average percentage of unacceptable items is sometimes called the Average Outgoing Quality (AOQ). As $k$ increases, (here from 0 to 12), AOQ increases, reaches a maximum, and then decreases. In this case the maximum AOQ occurs from $k = 4$ and is 14.1%. Rectifying the entire lot on the basis of a sample then limits the percentage of unacceptable items purchased. This limit is often called the Average Outgoing Quality Limit (AOQL). It may be helpful to see why this always occurs. Suppose we have a lot of \( n \) items and that we choose a sample of size \( r \). The average outgoing quality, if there are \( k \) unacceptable items in the lot, is \[ AOQ(k) = \frac{k}{n} \frac{n-kC_r}{nC_r}. \] Since \( k \) is discrete (\( k \) can only be 0,1,2,...,n), we can find the maximum by dividing a term by its predecessor. \[ \frac{AOQ(k+1)}{AOQ(k)} = \frac{(k+1)^{n-(k+1)}C_r}{k^{n-k}C_r}. \quad \text{(The divisors } nC_r \text{ cancel.)} \] \[ = \frac{(k+1)(n-k-1)(n-k-2) \ldots (n-k-r)}{k(n-k)(n-k-1)(n-k-2) \ldots (n-k-r-1)} = \frac{(k+1)(n-k-r)}{k(n-k)}. \] The terms increase as long as this ratio is greater than 1, that is as long as \((k+1)(n-k-r) > k(n-k)\) or as long as \( k < (n-r)/(r+1) \). Since the maximum is an integer and at \( k+1 \), the maximum occurs at \([(n-r)/(r+1)] + 1 \). If \( n = 12 \) and \( r = 2 \), this gives 4. **Large lots - approximations**: Acceptance sampling can provide impressive gains with large lots; it may be useful to show a numerical approximation for large lots. Suppose the lot has \( k \) defectives and \( N \), the size of the lot, is large. Also suppose we rectify the lot if a sample of size \( r \) has any defectives in it. Then \[ AOQ = \frac{k^{N-k}C_r}{N^{N-C_r}} = \frac{k}{N} \cdot \frac{(N-k)(N-k-1)(N-k-2) \ldots (N-k-r+1)}{N(N-1)(N-2) \ldots (N-r+1)} \] \[ = \frac{k}{N} (1 - \frac{k}{N})(1 - \frac{k}{N-1})(1 - \frac{k}{N-2}) \ldots (1 - \frac{k}{N-r+1}). \] So if \( x = k/N \), \( AOQ = x(1-x)^r \). This function has its maximum at \( x = 1/(r+1) \) and this can be used in a good approximation to the maximum of \( AOQ \). If \( r = 100 \), \( x = 1/101 \) and \( AOQ = 1/101 (1 - 1/101)^{100} = 1/100 (1 - 1/101)^{101} \) and this is approximately \( 0.01e^{-1} \) or 0.0037. So, regardless of the quality of the lot, we buy no more than 0.37% unacceptable items! **References** Grant, E L and Leavenworth, R S (1988) *Statistical Quality Control* (6th ed). McGraw Hill. Guttman, I, Wilks, S S and Hunter, J S (1982) *Introductory Engineering Statistics* (3rd ed). John Wiley & Sons.
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Supporting the Participation of English Language Learners in Mathematical Discussions JUDIT MOSCHKOVICH The aim of this paper is to explore how teachers can support English language learners in learning mathematics and not only English. The focus of the analysis will be on one important aspect of learning mathematics: participation in mathematical discussions. I use a discourse perspective (Gee, 1996) on learning mathematics to address two pairs of questions central to mathematics instruction for students who are learning English (as well as for students who are native English speakers): - What can a teacher do to facilitate student participation in a mathematical discussion? How can a teacher support students in speaking mathematically? - What are the variety of ways that students talk about mathematical objects? What are the different points of view students bring to mathematical situations? I examine a lesson from a third grade mathematics discussion of the geometric shapes from a tangram puzzle to illustrate how one teacher supported mathematical discussion and describe how students participated by talking about mathematical situations in different ways. I use excerpts from the transcript of this lesson to exemplify supportive teaching strategies and describe the variety of ways that students communicate mathematically. In particular, the teacher did not focus primarily on vocabulary development but instead on mathematical content and arguments, as he interpreted, clarified and rephrased what students were saying. During this lesson, the teacher’s instructional strategies included: 1) using several expressions for the same concept; 2) using gestures and objects to clarify meaning; 3) accepting and building on student responses; 4) revoicing (O’Connor and Michaels, 1993) student statements using more technical terms; and 5) focusing not only on vocabulary development but also on mathematical content and argumentation practices. My analysis of student participation in the discussion shows that students brought several different ways of talking about mathematical objects and points of view of mathematical situations to the classroom discussion. Two important functions of productive classroom discussions are uncovering the mathematical content in student contributions and bringing different ways of talking and points of view into contact (Ballenger, 1997; Warren and Rosebery, 1996). Frameworks for examining mathematical discussions One view of learning mathematics is that English language learners need to focus primarily on learning how to solve word problems, understand individual vocabulary terms and translate from English to mathematical symbols (e.g Mestre, 1988; Spanos, Rhodes, Dale, and Crandall, 1988). This view is reflected in many current recommendations for mathematics instruction for English language learners that emphasize vocabulary and comprehension skills (Olivares, 1996; Rubenstein, 1996; MacGregor and Moore, 1992). These recommendations provide a limited view of learning mathematics and do not address a current increased emphasis on mathematical communication. In contrast, in many mathematics classrooms, students are no longer primarily grappling with acquiring technical vocabulary, developing comprehension skills to read and understand mathematics textbooks or solving standard word problems. Instead, students are now expected to participate in both verbal and written practices, such as explaining solution processes, describing conjectures, proving conclusions and presenting arguments. I use a discourse perspective on what it means to learn mathematics to consider the participation of English language learners in mathematical discussions, and take a view of discourse as more than sequential speech or writing, using Gee’s definition of ‘Discourses’ [1]: Discourses are ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, social identities, as well as gestures, glances, body positions and clothes. (Gee, 1996, p. 127) Participating in classroom mathematical discourse practices can be understood in general as talking and acting in the ways that mathematically competent people talk and act when talking about mathematics in a classroom, and involves much more than the use of technical language. Gee uses the example of a biker bar to illustrate this. In order to look and act like one belongs in a biker bar, one has to learn much more than a vocabulary. While knowing the names of motorcycle parts or models may be helpful, it is clearly not enough to participate in a biker bar community. In the same way, knowing a list of technical mathematical terms is not sufficient for participating in mathematical discourse. Beyond technical terms, mathematical discourse includes constructions used to prove or explain statements such as “If $x$, then $y$”, “Let $x$ be the case”, “Assume $\ldots$”, “This is the case because "... 'to make comparisons, such as 'the higher ... , the smaller ... '" and to describe spatial situations. There are also valued discursive practices, such as abstracting and generalizing, making precise statements and ensuring certainty, and the need to acquire control over the accompanying forms which reflect them (see Halliday, 1978 for some instances). One important aspect of classroom mathematical discourse practices is participating in mathematical discussions, either as a whole class or with a group of students. For the purposes of this analysis, a mathematical discussion will be taken to be: purposeful talk on a mathematical subject in which there are genuine pupil contributions and interactions (Pirie, 1991, p 143) While during a classroom mathematical discussion the conversation might involve some aspects of standard or canonical mathematical discourse, discussion in a classroom is not the same as the discourse of research mathematicians. Students in mathematics classrooms should not be expected to talk and act in the same ways that research mathematicians do. Nevertheless, in general, students participate in mathematical discussions or communicate mathematically by making conjectures, presenting explanations, constructing arguments, etc about mathematical objects, with mathematical content, and towards a mathematical point (Brenner, 1994). We can use several lenses to examine how English language learners (or other students) participate in mathematical discussions and how teachers support student participation in these discussions. Below I summarize the instructional strategies the US NCTM standards (1989) and certain mathematics education classroom research (e.g. Ball, 1991; Cobb et al., 1993; Silver and Smith, 1996) suggest for orchestrating and supporting mathematical discussions: - model desired participation and talk; support these when displayed by students; - encourage student conjectures and explanations; - call for explanations and evidence for students' statements; - focus on the process not only the product; - compare methods, solutions, explanations; - engage students in arguments for or against a statement (move beyond "agree" or "disagree"); - encourage student-to-student talk; - ask students to paraphrase each other's statements; - structure activities so that students have to understand each other's methods. A comparison of this discourse approach to mathematical discussions with recommended language development strategies for teaching mathematics to students who are learning English yields some reassuring similarities and some disturbing differences. Below is a brief summary of some commonly recommended language development strategies: - use realia, pictures, models, diagrams, gestures, charts, labels, dramatization, etc; - provide different forms of participation (orally, in writing, graphically) and interaction (with the teacher, with peers, alone); - adjust speech (speed, enunciating, vocabulary); - check for comprehension; - provide feedback, appropriate response and adequate wait time; - provide resources whenever possible and useful (dictionaries, translations, interpreters) I find these language development strategies disturbing in that there is little guidance on how to concentrate on the mathematical content of discussions. In general, the consideration of mathematical content for English language learners is apparently limited to providing exposure to content vocabulary and identifying differences in mathematical conventions (such as the use of a comma or a period for decimals or the different placement of the long division sign). Another drawback of some language development approaches to mathematics teaching is a focus on correction of vocabulary or grammatical errors (Moschkovich, in press), obscuring the mathematical content in what students say and the variety of ways that students who are learning English do, in fact, communicate mathematically. Instead, by focusing on mathematical discourse, teachers can move beyond focusing on errors in English vocabulary or grammar to hear and support the mathematical content of what students are saying. Although the strategies summarized above can be helpful in orchestrating discussions, they are, however, only a beginning. These guidelines have some serious limitations. First, both the NCTM standards and the language development strategies can be interpreted as presenting manipulatives and pictures as 'extra-linguistic clues', assuming that the meaning of an object can be communicated without using language. Instruction cannot depend on using manipulatives as a way to deal with either comprehension or conceptual problems. Students need to use language in context, participate in conversations and clarify the meaning of the objects they are manipulating, looking at or pointing to. Second, neither set of recommendations provides enough guidance for how to listen to and understand the different ways that students talk mathematically or for how to bring together these different ways of talking in classroom discussions. The lesson excerpts presented below provide examples of strategies for supporting a mathematical discussion among English language learners and contrast the variety of ways that students talk about mathematical situations. They come from a third grade bilingual classroom in an urban California school. In this classroom, there are thirty-three students who have been identified as Limited English Proficiency. In general, this teacher introduces students to concepts and terms in Spanish first and then later conducts lessons in English. Students are surrounded by materials in both Spanish and English and desks are arranged in tables of four so that students can work together. The students have been working on a unit on two-dimensional geometric figures. For several weeks, instruction has included technical vocabulary such as ‘radius’, ‘diameter’, ‘congruent’, ‘hypotenuse’ and the names of different quadrilaterals in both Spanish and English. Students have been talking about shapes and have also been asked to point to, touch and identify different instances. This lesson was identified by the teacher as an ESL mathematics lesson, one where students would be using English in the context of folding and cutting exercises to form tangram pieces (see Figure 1). It also illustrates how, when the goal is supporting student participation in a mathematical discussion, listening to the nature and quality of students’ mathematical discourse is as important as (if not more so than) focusing on students’ English language proficiency. ![Figure 1 A tangram puzzle](image) **How is the teacher supporting participation in a mathematical discussion?** *Excerpt 1: Describing a rectangle* 1. Teacher: Today we are going to have a very special lesson in which you really gonna have to listen. You’re going to put on your best, best listening ears because I’m only going to speak in English. Nothing else. Only English. Let’s see how much we remembered from Monday. Hold up your rectangles... high as you can [students hold up rectangles] Good, now Who can describe a rectangle? Eric, can you describe it? [a rectangle] Can you tell me about it? 2. Eric: A rectangle has two short sides, and two... long sides 3. T: Two short sides and two long sides. Can somebody tell me something else about this rectangle? If somebody didn’t know what it looked like, what, what how would you say it? 4. Julian: Parallel(o) [holding up a rectangle] 5. T: It’s parallel. Very interesting word. Parallel, wow! Pretty interesting word, isn’t it? Parallel. Can you describe what that is? 6. Julian: Never get together. They never get together [runs his finger over the top length of the rectangle] 7. T: What never gets together? 8. Julian: The parallela... the... when they go, they go higher. [runs two fingers parallel to each other first along the top and base of the rectangle and then continues along those lines] they never get together 9. Antonio: Yeah! 10. T: Very interesting. The rectangle then has sides that will never meet. Those sides will be parallel. Good work. Excellent work. Anybody else have a different idea that they could tell me about rectangles? 11. Student: Another different [unclear] parallelogram 12. T: It’s called a parallelogram, can you say that word? 13. Ss: Parallelogram 14. I: What were you going to say, Betsy? 15. Betsy: Also a parallelogram it calls a rectangle. 16. T: A parallelogram is also a rectangle? They can be both? 17. Betsy: Yeah 18 T: Wow, very interesting. Can you convince me that they can be both? 19 Betsy: Because a rectangle has four sides and a parallelogram has four sides 20 T: [unclear] 21 Eric: [unclear] a parallelogram 22 T: You want to borrow one? [a tangram piece] I really want to remind you that you really have to listen while your classmate is talking... 23 Eric: Because these sides [runs his fingers along the widths of the rectangle] will never meet even though they get bigger, and these sides [runs his fingers along the lengths of the rectangle] will never meet even though they get bigger And these sides [picks up a square] will never meet [runs his hand along two parallel sides] and these sides will never meet. [runs his hand along the other two parallel sides] 24 T: When you say get bigger you mean if we kept going with the line? [gestures to the right with his hand] 25 Eric: Yeah 26 T: Very interesting During this lesson, the teacher employed some important strategies to orchestrate and support students' mathematical talk. [2] In general, he established and maintained norms for discussions, asking students to listen to other students, to agree or disagree, to explain why they believed something and to convince the teacher of their statements. The teacher also used gestures and objects, such as the cardboard geometric shapes, to clarify what he meant. For example, he pointed to vertices and sides when speaking about these parts of a figure. Although using objects to clarify meanings is an important ESL instructional strategy, it is crucial to understand that these objects do not provide 'extra-linguistic clues.' The objects and their meanings are not separate from language, but rather acquire meaning through being talked about and these meanings are negotiated through talk. Although the teacher and the students had the geometric figures in front of them, and it seemed helpful to use the objects and gestures for clarification, students still needed to sort out what 'parallelogram' and 'parallel' meant by using language and negotiating common meanings. The teacher focused not only on vocabulary development but also on supporting students' participation in mathematical arguments by using three other instructional strategies that focus more specifically on mathematical discourse. First, the teacher prompted the students for clarification: for example, in turn 16 the teacher asked a student to clarify the relationship between two geometric figures, and in turn 7 the teacher asked Julian to clarify what he meant by "they". Second, the teacher accepted and built on student responses, as can be seen in the above exchanges. In another example (turns 4-5), the teacher accepted Julian's response and probed what he meant by "parallel". Last, the teacher revoiced student statements, by interpreting and rephrasing what students said (turn 10 in relation to turn 8) Julian's "the parallela, they" becomes the teacher's "sides" and Julian's "they never get together" becomes "will never meet." The teacher moved past Julian's unclear utterance and use of the term "parallela" and attempted to uncover the mathematical content in what Julian had said. He did not correct Julian's English, but instead asked questions to probe what the student meant. Julian's utterance in turn 8 is difficult both to hear and interpret. He uttered the word 'parallela' in a halting manner, sounding unsure of the choice of word or of its pronunciation. His voice trailed off, so it is difficult to tell whether he said 'parallelo' or 'parallela'. His pronunciation could be interpreted as a mixture of English and Spanish; the "ll" sound being pronounced in English and the addition of the "o" or "a" being pronounced in Spanish. The grammatical structure is also intriguing. The apparently singular "parallela" is followed by a "the" and then with a plural "when they go higher" [3]. In any case, it seems clear that this was a difficult contribution for Julian to make and that he was struggling to communicate in a meaningful way. **Excerpt 2. Comparing a rectangle and a triangle** Students were folding the rectangle and cutting it into a folded triangle and a small rectangle. Holding these two pieces, the teacher asked the students to tell him how a triangle differs from a rectangle. 56 T: Anybody else can tell me something about a rectangle that is different from a... a triangle that's different from a rectangle? Okay Julian? 57 Julian: The rectangle has para... parallelogram [running his fingers along the lengths of the rectangle], and the triangle does not have parallelogram 58 T: He says that this [a triangle] is not a parallelogram. How do we know this is not a parallelogram? 59 Julian: Because when this gets... When they get, when they go straight, they get together [runs his fingers along the two sides of the triangle] 60 T: So, he's saying that if these two sides were to continue straight out [runs his fingers along the sides of the triangle], they would actually intersect, they would go through each other. Very interesting. So, this is not a parallelogram and it is not a rectangle. OK. During this short exchange, the teacher once again revoiced a student statement. In turn 38, the teacher restated Julian's claim that "the triangle does not have parallelogram" as "this is not a parallelogram", and in turn 60, the teacher restated Julian's claim that "when they go straight, they get together" as "if these two sides were to continue straight out, they would actually intersect, they would go through each other." There are at least two ways that a teacher's revoicing can support student participation in a mathematical discussion. The first is that it can facilitate student participation in general, by accepting the student’s response, using it to make an inference and allowing the student the right to evaluate the correctness of the teacher’s interpretation of the student contribution. This move maintains a space open for further student contributions in a way that the standard classroom initiation-response-evaluation (IRE) pattern does not. The second way is that a revoicing move serves to make and keep the discussion mathematical. In revoicing, a student statement is often reformulated in terms that are closer to the standard discourse practices of the discipline. For example, in the first excerpt the teacher uses the term “sides”, which is more specific than Julian’s phrase “the parallela”, because it refers to the sides of a quadrilateral, rather than any two parallel lines. This revoicing seems to have an impact on Julian who later uses the term “side(s)” twice when talking with another student (see excerpt 3, turn 79). In the second excerpt, the teacher changes Julian’s colloquial phrase “get together” to “meet”, which is more formal and therefore more aligned with standard school mathematical discourse. These two reformulations serve to maintain the mathematical nature of the discussion. Revoicing is not, however, as simple as I have presented it so far. It is not always easy to understand what a student means. Sometimes, a teacher and a student speak from very different points of view about a mathematical situation. Even though in the second excerpt the teacher once again revoiced student statements, this time there seems to be more going on than just interpreting and re-stating what a student said. To understand this excerpt, it is important first to consider Julian’s use of the phrases “has parallelogram” and “does not have parallelogram” and the teacher’s responses to Julian. It is not clear from this excerpt whether Julian was using the expression “has parallelogram” to mean ‘has parallel sides’, as in “the rectangle has parallel sides” or to refer to the geometric figure “parallelogram”, as in “the rectangle is a parallelogram” (i.e. has the parallelogram property). (During a later conversation with another student Julian (turn 85) seems to use the phrase “it’s a parallelogram” to mean ‘the lines are parallel’.) At one point (turn 58), the teacher interpreted Julian’s utterance “does not have parallelogram” as “is not a parallelogram”. However, in turn 59, Julian seems to be referring to parallel lines. By turn 60, the teacher seems to be on the same track as Julian without having focused directly on the specific meaning of the phrase “does not have parallelogram” or having corrected Julian’s turn 57 contribution. One way to compare the teacher’s and Julian’s contributions during the second excerpt is to consider the ways of talking and points of view each brings to the discussion. Julian seemed to be telling a story about the lines, saying “when they go higher, they never get together” and enacting the story by running his fingers along the parallel lines. In contrast, the teacher was using the future tense, which sounds more predictive or hypothetical, saying for example, “will never meet” and “will be parallel”. The teacher and Julian were also talking about parallelograms from different points of view. While the teacher first referred to a category at turn 58, in response Julian narrated the situation once again, describing a property of the parallelogram (turn 59). The teacher then rephrased Julian’s response in a more hypothetical way using the subjunctive “if … were …, they would.” He also explicitly marked both revoicings, by using the tag “So, he’s saying that” (in turn 60) and “He says that” (in turn 58). While it is not completely clear what Julian originally meant in turn 57 or what the consequences of the revoicing in turn 58 were, it does seem that the teacher and Julian were bringing different points of view to the discussion. This difference in the points of view of the situation (which reappears in a later discussion about a trapezoid and a parallelogram in excerpt 4) may have contributed to the difficulty in interpreting and revoicing Julian’s statement. There is one more way that this teacher supported student participation. During the discussion in both excerpts 1 and 2, we see instantiated the teacher’s general stance towards student contributions. The teacher moved past Julian’s confusing uses of the term “parallela” or the phrase “has parallelogram” to focus on the mathematical content of Julian’s contribution. He did not correct Julian’s English, but instead asked questions to probe what the student meant. This response is significant in that it represents a stance towards student contributions which can facilitate student participation in a mathematical discussion: listen to students and try to figure out what they are saying. When teaching English language learners, this may mean moving beyond vocabulary or grammatical errors to listen for the mathematical content in student contributions. (For a discussion of the tensions between these two, see Adler, 1998.) What is the mathematical content of this discussion? As students participated in this discussion, they were grappling not only with the meaning of individual words and phrases, but also with some important ideas about quadrilaterals and lines. It may be easier to see the mathematical content in this discussion by referring to the textbook’s definitions for some of the concepts invoked during the discussion. The definition of parallel lines is “straight lines in a plane which have no common point no matter how far they are extended”. The definition of a parallelogram is “a quadrilateral with two pairs of parallel sides”. One important idea that students seemed to be grappling with was class inclusion, for example when students described a square (which is also a rectangle, a parallelogram and a trapezoid), a rectangle (which is also a parallelogram and a trapezoid) or a parallelogram (which can also be a trapezoid, depending on which definition is used [4]). Students also seemed to be sorting out whether they were talking about a property of the figure, as in the phrase “it has parallel sides”, or a category for the figure, as in the phrase “it is a parallelogram”. These two points of view, one focusing on a property and the other on a category, may be especially important to sort out when talking about parallelograms, since the word “parallel”, which describes a property of parallelograms, is part of the word “parallelogram”, which describes a category of geometric figures. Students were also grappling with the concept of parallel lines. One important aspect of parallelism is that one needs to imagine, hypothesize or predict what will happen to the two line segments if they are extended indefinitely. Although two line segments may not meet here and now, what matters when deciding if two lines are parallel or not is whether the imagined lines would ever meet. **Different ways of talking about a mathematical situation** *Excerpt 3 Comparing a parallelogram and a trapezoid in small groups* 78. I [to whole class]: What do we know about a trapezoid. Is this a parallelogram or not? I want you to take a minute, and I want you at your tables, right at your tables. I want you to talk with each other and tell me when I call on you, tell me what your group decided. Is this a parallelogram or not? 79. Julian: [Julian and Andres have several shapes on their table; a rectangle, a trapezoid and a parallelogram] *Porque sí. Nomás estas* (Because Just these) sides get together [runs his fingers along the two non-parallel sides of the trapezoid, see Figure 2] *pero de este* (but on this side only) [runs his fingers along the base and top parallel sides of the trapezoid] 80. Mario: *Y este lado no* (And not this side) 81. Andres: *No porque mira, aquí tiene un lado chico* (No because, look, here it has a small side) [points to the two non-parallel sides of the trapezoid] *y un lado grande y tiene cuatro esquinas* (and a large side and it has four corners) 82. Julian: See? They get together, *pero acá no* (but not here) [runs his fingers along the base and top parallel sides of the trapezoid] 83. Andres: *Acá no* (Not here) 85. Julian: It’s a parallelogram. Only this side, but this side meet [runs his fingers along the non-parallel sides of the trapezoid] [5] 86. T: [joins group] They would meet? 87. Julian: Yeah, but these sides, they won’t [runs his fingers along the base and top or parallel sides of the trapezoid] 88. T: OK. So one pair of sides meets, the other don’t. So it is not, or it is? 89. Andres: No. It is. 90. T: It is? 91. Andres: Yeah 92. T: Think about it now. I want you to talk about it. Remember, a parallelogram from what you said was, two sides, two pairs of sides. --- **Figure 2** Julian describing a trapezoid (turns 79, 82, 85) The students in this classroom brought a variety of ways of talking about mathematical situations to this discussion. In the three excerpts presented above, we have examples of students talking about mathematical objects in narrative, predictive and argumentative ways. For example, Julian (see Figures 2 and 3) seemed to be telling a story about the parallel lines and using his fingers to enact the story, an example of a narrative approach. --- **Figure 3** Julian describing a rectangle (turn 8) Eric, in turn 23 (see Figure 4), was also telling a story. His use of the future tense “will” and the phrase “even though” makes this story sound more predictive and hypothetical. His way of talking can be described as a combination of a narrative and a predictive approach. --- **Figure 4** Eric describing a rectangle (turn 23) In contrast, in turn 81, Andres employed certain linguistic elements of the form of an argument, such as his use of “because” and “look”, but neither the mathematical content nor the mathematical point of his argument were clear. Narrative and predictive ways of talking are not presented as a dichotomy. Notice that Eric’s contribution was a combination of these two ways of talking. Although it may seem easy to identify hypothetical ways of talking as mathematical, imagining and narrating can also be a part of standard mathematical discourse practices: for example, mathematical conversations about objects in four dimensions involve imagining and narrating a situation. One way to think about the relationship between narrative and formal mathematical ways of talking is that a mathematical text can be embedded within a narrative. Solomon and O’Neill (1998) claim one of the characteristics of a mathematical text is that the mathematical argument is: atemporal [...] achieves cohesion through logical rather than temporal order (p. 216) Seen in this manner, elements of both Julian’s and Eric’s contributions are similar to mathematical texts in that both contributions are atemporal statements that will always be true (“the lines will never get together” or “these sides will never meet”) and are cohesive because of their logical rather than temporal structuring. The point of the comparisons above is not to privilege one way of talking over another nor to decide which way of talking is more mathematical. In a classroom discussion, various ways of talking can contribute in their own way to the mathematical discussion and bring resources to the conversation. The point of these comparisons is to diversify our view of the different ways that students talk about mathematical objects and situations, to uncover the mathematical aspects of what students are saying and to be able to hear better the variety of ways in which students can communicate mathematically. **Different points of view of a mathematical situation** The final excerpt shows the different points of view that the teacher and the students brought to defining a parallelogram and a trapezoid. It also provides another example of how this teacher, rather than emphasizing language development, expected the students to focus on mathematical content. *Excerpt 4 Deciding whether a trapezoid is a parallelogram or not* 92 T: [to the whole class] OK. Raise your hand. I want one of the groups to tell us what they do think. Is this a parallelogram or not, and tell us why I’m going to take this group right here 93 Vincent: These two sides will never meet, but these two will. 94 I: How many agree with that So, is this a parallelogram or not? 95 Ss: Half 96 T: OK. If it is half, it is, or it isn’t? 97 Ss: Is 98 T Can we have a half of a parallelogram? 99 Ss: Yes 100 T: Yes, but then, could we call it a parallelogram? 101 Ss: Yes. 102 I: What do you think? If we remember what Julian said Would you repeat what you said at the beginning, a parallelogram is what? 103 Julian: It’s a parallelogram’s [meet] they never meet 104 I: How many pairs of sides never meet? 105 Andres: Five 106 Julian: Two. They have two sides to that. A square has ... [takes a rectangle] these sides [runs his fingers along the lengths of the rectangle], they not meet, and these sides [runs his fingers along the widths of the rectangle], never meet. That’s a parallelogram. 107 T: Did everybody hear what he said? 108 Ss: Yeah 109 T: There have to be two pairs of sides that never meet. Let’s see if this is or not. Would these sides ever meet? [holding up the trapezoid] 110 Ss: Yeah 111 T: Would they ever meet? 112 Ss: No 113 T: No. Would these sides if we extend them up, would they ever meet? 114 Ss: Yeah 115 I: OK. That’s what you were saying. So, is this a parallelogram? 116 Ss: No During this excerpt, the students and the teacher brought together two points of view concerning defining a parallelogram. They differ in terms of what types of definitions are acceptable. While for the students “half a parallelogram” was an acceptable specification, this was not acceptable to the teacher. Rather than reflecting an error in students’ reasoning or their lack of English proficiency, this exchange uncovers two fundamentally different views of this mathematical situation. The standard definition of a trapezoid is “a quadrilateral with one pair of parallel sides” [6] and the standard definition of a parallelogram is “a quadrilateral with two pairs of parallel sides.” The teacher’s initial question “Is this a parallelogram or not, and tell us why?” assumed that this is an either/or situation. The teacher’s point of view was dichotomous: a given figure either is or is not a parallelogram. In contrast, some students seemed to have a dynamic point of view of this situation. Their response to the question “Is this a parallelogram or not?” was “Half”, implying that a trapezoid is half of a parallelogram. This is a reasonable definition if it is understood to mean that since a parallelogram has two pairs of parallel sides, and a trapezoid has one pair of parallel sides, then a trapezoid is a half of a parallelogram because a trapezoid has half as many parallel sides as a parallelogram (see Figure 5). The students’ point of view is also different in that they are focusing on whether and how these two figures possess the property of having pairs of parallel lines, rather than on whether the figures belong to one of two categories: “figures with two pairs of parallel lines” or “figures with one or no pair of parallel lines” ![Figure 5](image) *Figure 5 A trapezoid is half a parallelogram* This interpretation of “a half parallelogram” would be consistent with Julian’s earlier usage of the phrase “is a parallelogram” to mean “has parallel sides”. If “is a parallelogram” means “has parallel sides”, then a trapezoid has one half as many pairs of parallel sides as a parallelogram. Another way to see the students’ point of view as dynamic is to consider a trapezoid as a parallelogram in transformation. We can take a trapezoid and transform it into a parallelogram ![Figure 6](image) *Figure 6 A dynamic point of view* There are many possibilities for where this lesson might go next in a way that honors both mathematical discourse and the mathematical content of student contributions. One possibility is to encourage more student-to-student talk, asking students to consider and address each other’s contributions. Another possibility is for the teacher to continue building on student contributions while using ways of talking which are closer to standard mathematical discourse, as this teacher did when saying that for a figure to be a parallelogram “there have to be two pairs of sides that never meet”. Another strategy might be to talk explicitly about different ways of talking, asking students to consider different ways of describing parallel lines and defining a trapezoid by contrasting the teacher’s contributions and the descriptions proposed by students. The teacher could explicitly compare descriptions focusing on the properties of a figure with descriptions focusing on the categories a figure belongs to, contrasting saying “a figure has parallel sides” with saying “a figure is a parallelogram.” The discussion could also focus on explicitly comparing descriptions of a trapezoid as “being a half a parallelogram” with “having half as many parallel sides as a parallelogram”, thereby working on grammatical constructions from within a content-focused discussion. A third way to talk explicitly about talk is to compare student ways of talking with textbook definitions, helping the student to see their descriptions in relation to the more regimented discourse of mathematics texts. During such a discussion, the teacher could explicitly compare student descriptions such as “the lines never get together” or “a trapezoid is half a parallelogram” with textbook definitions of parallel lines, parallelograms and trapezoids. **Conclusions** The excerpts presented above illustrate several instructional strategies that can be useful in supporting student participation in mathematical discussions, such as establishing and modeling consistent norms for discussions, revoking student contributions, building on what students say and probing what students mean. The teacher did not focus primarily on vocabulary development but instead on mathematical content and arguments as he interpreted, clarified and rephrased what students were saying. What does it mean to say that mathematical discourse is more than vocabulary and technical terms? A discourse approach to learning mathematics means considering the different ways of talking about mathematical objects and points of view of mathematical situations that students bring to classroom discussions. There are a variety of ways in which students argue, provide evidence or present an argument. Sometimes they predict, imagine or hypothesize what will happen to an object. Sometimes they focus on categories of objects and other times on the properties of these objects. Students may have different points of view of what an acceptable description or definition of a mathematical object is. A discourse approach to learning mathematics can also help to shift the focus of mathematics instruction for English language learners from language development to mathematical content. The lesson presented here shows that English language learners can and do participate in discussions where they grapple with important mathematical content. It is certainly difficult to consider carefully the mathematical content of student contributions in the moment. However, it is possible to take time after a discussion to reflect on the mathematical content of student contributions and design subsequent lessons to address this content. But, it is only possible to uncover the mathematical content in what students say if students have the opportunity to participate in a discussion and if this discussion is a mathematical one. This teacher provided this opportunity by moving past student grammatical or vocabulary errors, listening to students and trying to understand what students said. He kept the discussion mathematical by focusing on the mathematical content of student contributions, asking students for clarification, accepting and building on student responses and revoicing student statements. Revoicing can be difficult to carry out, perhaps especially when working with students who are learning English. It may not be easy or even possible to sort out what aspects of a student’s utterance are a result of the student’s conceptual understanding of or a student’s English language proficiency. However, the analysis of this lesson suggests that, if the goal is to support student participation in a mathematical discussion, determining the origin of an error is not as important as listening to the students and uncovering the mathematical content in what they are saying. Acknowledgments This work was supported by a grant from the US National Science Foundation (grant #REC-9896129). I would like to thank my colleagues at the Cheche Komen Center at TERC for their contributions to the analysis of this lesson: several of the ideas in this article were developed in conversations with them and through my participation in the work of the Center. The videotape material came from the Math Discourse Project at Arizona State University (NSF grant # ESI-9454328). Notes [1] While Gee distinguishes between ‘discourse’ and ‘Discourse’, I will use lower case ‘discourse’ here to refer to what Gee labels upper case ‘Discourse’. [2] Although there are many valued instructional strategies focusing on either language development or mathematical content that the teacher did not use in this lesson (such as keeping track of student conjectures and conclusions on the blackboard or supporting more talk between students), the goal of this analysis is not to focus on what the teacher did not do, but rather on how he did, in fact, support participation in a mathematical discussion. [3] There is a difference between English and Spanish in terms of how “parallel” is used as an adjective. While in English “parallel” can usually only be singular (one line is parallel to another; two lines are parallel), in Spanish, “paralelo/a” can be singular or plural (estas dos líneas son paralelas; una línea es paralela a otra). This utterance of Julian’s may be further complicated by the fact that sometimes Spanish speakers do not pronounce a final “s”, so that it may be difficult to tell whether this utterance was in fact singular or plural. While it may be interesting to consider these differences, it seems unreasonable to jump to any simple conclusions about Julian’s difficulties with this word. [4] I have run into two definitions of a trapezoid. One is ‘a quadrilateral with exactly one pair of parallel sides’, while the other is ‘a quadrilateral with at least one pair of parallel sides’. [5] As mentioned earlier, in this line Julian seems to be using “paralelogram” instead of “parallel”. [6] The definitions of trapezium and trapezoid (a quadrilateral with no sides parallel) are often interchanged. In Spanish, “” the word trapezoid is reserved for a quadrilateral without any parallel sides, whereas trapezium is used when there is one pair of parallel sides (“This is opposite to American English usage”) (Hirigoyen, 1997, p. 167) References Adler, J (1998) ‘A language of teaching dilemmas: unlocking the complex multilingual access in mathematics classroom’, For the Learning of Mathematics 18(3), 24-33 Ball, D L (1991) ‘What’s all this talk about “Discourse”?’, The Arithmetic Teacher 39(3), 44-47 Ballenger, C (1997) Social identities, moral narratives scientific argumentation: science talk in a bilingual classroom’, Language and Education 11(1), 1-14 Bromner, M (1994) ‘A communication framework for mathematics: exemplary interactions among culturally and linguistically diverse students’, in MacBeath, B. (ed.), Language and Learning: Educating Linguistically Diverse Students, Albany, NY, SUNY Press, pp. 233-268 Cobb, P., Wood, T and Yackel, E (1993) ‘Discourse, mathematical thinking, and classroom practice’, in Forman, E, Minick N and Stone, C A (eds), Contexts for Learning: Sociocultural Dynamics in Children’s Development, New York, NY, Oxford University Press, pp. 91-119 Gee, J (1996, 2nd edn) Social Linguistics and Literacies: Ideology in Discourses, Bristol, PA, Taylor and Francis Hirigoyen, H (1997) ‘Some aspects of sociolinguistics’, in Interactions Between Linguistics & Mathematics Education, Copenhagen, UNESCO, pp. 64-73. Hirigoyen, H. (1997) ‘Dialectical variations in the language of mathematics: a source of multicultural experiences’, in Trentacosta, J and Kenney, M J (eds), Multiculturalism and Gender Equity in the Mathematics Classroom: the Gift of Diversity - 1997 Yearbook, Reston, VA, National Council of Teachers of Mathematics, pp. 160-167 MacGregor, M and Stacey, R (1992) Teaching Mathematics in the Multicultural Classroom, Melbourne: Institute of Education, University of Melbourne Mestre, J (1988) ‘The role of language comprehension in mathematics and problem solving’, in Cocking, R and Mestre, J (eds), Linguistic and Cultural Influences on Learning Mathematics, Hillsdale NJ, Lawrence Erlbaum Associates, pp. 203-220 Moschkovich, J N (in press) ‘Learning mathematics in two languages: moving from obstacles to resources’, in Secada, W (ed.), Changing Faces of Mathematics (Vol. 1) Perspectives on Multiculturalism and Gender Equity, Reston, VA, National Council of Teachers of Mathematics. NCTM (1989) Curriculum and Evaluation Standards for School Mathematics, Reston, VA, National Council of Teachers of Mathematics O’Connor, C and Michaels, S (1993) ‘Aligning academic task and participation strategies: the recontextualization of a classroom discourse strategy’, Anthropology and Education Quarterly 24(4), 318-335 Olivares, R A (1996) ‘Communication in mathematics for students with limited English proficiency’ in Elliott, P C and Kenney, M. J (eds), Communication in Mathematics. K-12 And Beyond – 1996 Yearbook, Reston, VA, National Council of Teachers of Mathematics, pp. 219-230 Pirie, S (1991) ‘Peer discussion in the context of mathematical problem solving’, in Durkin K and Shire, B. (eds), Language in Mathematical Education: Research and Practice, Philadelphia, PA Open University Press, pp. 143-161. Ruhenshaw, R N (1996) Strategies to support the learning of the language of mathematics, in Elliott, P C and Kenney, M. J (eds), Communication in Mathematics. K-12 and Beyond – 1996 Yearbook, Reston, VA, National Council of Teachers of Mathematics, pp. 214-218. Silver, E and Smith, M (1996) ‘Building discourse communities in mathematics classrooms: a worthwhile but challenging journey’, in Elliott, P C and Kenney, M J (eds), Communication in Mathematics. K-12 and Beyond – 1996 Yearbook, Reston, VA, National Council of Teachers of Mathematics, pp. 29-28 Solomon, Y and O’Neill, J. (1998) ‘Mathematics and narrative’ Language and Education 12(3), 210-221 Spanos, G, Rhodes, N C, Dale, J G and Cannell, J (1989) ‘Linguistic features of mathematical problem solving: insights and applications’, in Cocking, R and Mestre, J. (eds), Linguistic and Cultural Influences on Learning Mathematics, Hillsdale, NJ, Lawrence Erlbaum Associates, pp. 221-240 Warren, B and Rosebery, A (1996) ‘This question is just too, too easy’, in Schauble, I. and Glazert, R. (eds), Innovations in Learning: New Environments for Education, Hillsdale, NJ, Lawrence Erlbaum Associates, pp. 97-125
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## Intermediate and Advanced Record Reflection Form - Feedback Sheet 4-H Member: **Chris Clover** 4-H Age: **14** Project Area: **Beef Club** Indicate which level is demonstrated in the project record reflection form. Complete one feedback form for each project report completed. | Indicators | Emerging 1 | Developing 2 | Proficient 3 | Distinguished 4 | |---------------------------------------------------------------------------|------------|--------------|--------------|-----------------| | My 4-H Club Meetings & Events | | | | | | Annual Project Record: Section 1 – Project Goals & Learning Plan | | | | | | Annual Project Record: Section 2- Learning Experiences | | | | | | Annual Project Record: Section 2- Project Experiences | | | | | | Annual Project Record: Section 3 -Expenses and Income/Value | | | | | | Annual Project Record: Section 4- Reflecting on Your Project - Advice | | | | | | Annual Project Record: Section 4- Reflecting on Your Project – Future Plans| | | | | | Annual Project Record: Section 5- Community Service, Citizenship & Leadership Activities | | | | | | Annual Project Record: Section 6 - Expression | | | | | | Section 7-4-H Life skills Comparison: Head | | | | | | Section 7-4-H Life skills Comparison: Heart | | | | | | Section 7-4-H Life skills Comparison: Hands | | | | | | Section 7-4-H Life skills Comparison: Health | | | | | | Presentation | | | | | Evaluators Comments: My 4-H Club Meetings & Events - good mix of activities - don't forget to sign record/ask club leader to sign. Annual Project Record: Section 1 - Project Goals & Learning Plan - Could be more clear about overall project/goals - would help others who may want to do a beef project and clarify for those not familiar with beef projects. Annual Project Record: Section 2 – Learning and Project Experience - great mix of project activities, could clarify mistakes! - multiple of each level would learn learnings. "Distinguished" for some. Annual Project Record: Section 3 - Expenses and Income/Value Great job! Thorough and detailed, helpful to me as someone who does not work with beef. Annual Project Record: Section 4 - Advice and Future Plans Great write-up connecting project to future plans. Great mix of activities! Not received. Well done - including more details would bump this up to "Distinguished" Expression Page would have added the "creativity" element. Evaluator Initials: UP | Indicators | Emerging (1) | Developing (2) | Proficient (3) | Distinguished (4) | |------------------------------------------------|------------------------------------------------------------------------------|-------------------------------------------------------------------------------|--------------------------------------------------------------------------------|---------------------------------------------------------------------------------| | **My 4-H Club, Meetings & Events** | ☐ Member knows the name of their 4-H club. | ☑ Member knows the name of their 4-H club. | ☑ Member knows the name of their 4-H club. | ☐ Member knows the name of their 4-H club. | | | ☐ Member identifies one activity participated in 4-H. | ☑ Member identifies two activities completed in 4-H. | ☑ Member identifies three 4-H events and meetings. | ☐ Member identifies four or more 4-H events and meetings. | | | ☐ Member attends 50% or fewer of meetings. | ☑ Member attends at 65% of club meetings. | ☑ Member attends more than 80% of club meetings. | ☐ Member attends more than 80% of club meetings. | | **Signatures** | | | | ☐ Page 1 of the record is complete including signatures. | | **Annual Project Record** | **Member meets one or fewer of the following:** | **Member meets two of the following:** | **Member meets two project goals.** | **Project goals are identified and described. Life skills are connected to outcomes.** | | **Section 1: Project Goals & Learning Plan** | ☐ Identified one Project goal. | ☑ Used life skills when stating learning goal. | ☑ Used life skills when stating learning goal. | ☐ More than two goals are identified. | | | ☐ Used a life skill when stating learning goal. | ☑ Identified two things they plan to do to meet their goal. | ☑ Identified two things they plan to do to meet their goal. | ☐ More than two action steps are identified in detail. | | | ☐ Identified one thing they plan to do to meet their goal. | **Obviously I D’ed. → Yes - Could be Cleaver.** | **Obviously I D’ed. → Yes - Could be Cleaver.** | **Learning experiences are identified and described. Experiences are connected to life skills.** | | **Annual Project Record** | **Member meets one or fewer of the following:** | **Member meets two of the following:** | **Learning experiences are identified and described. At least 6 learning experiences are identified.** | **Learning experiences are identified and described. At least 6 learning experiences are identified.** | | **Section 2: Learning Experiences** | ☐ Learning experiences are identified. | ☑ Learning experiences are identified and described. | ☑ Learning experiences are identified and described. | ☐ More than 6 learning experiences are identified. | 13 | Annual Project Record | Member meets two or fewer of the following: | |-----------------------|---------------------------------------------| | | ☐ Identifies knowledge and skills learned in project. | | | ☐ Includes mistakes and what learned as a result. | | | ☐ Identifies problems and how they were solved. | | | ☐ Applies learning to life outside of 4-H project work. | | Annual Project Record | Member meets one or fewer of the following: | |-----------------------|---------------------------------------------| | | ☐ Documented some expenses and some income for project. | | | ☐ Provided limited explanations for items. | | Annual Project Record | Some information provided about project. | |-----------------------|------------------------------------------| | | ☐ Some overview of project but limits details. | | Annual Project Record | Introduces project concept to another member. | |-----------------------|-----------------------------------------------| | | ☐ Identifies some information needed for project completion. | | Annual Project Record | Includes at least one individual, one club and one county/state/national/global experience. | |-----------------------|---------------------------------------------------------------------------------------------| | | ☒ Includes at least one individual, one club and one county/state/national/global experience. | | Annual Project Record | States knowledge and skills learning in project with clear connection to life skills. | |-----------------------|----------------------------------------------------------------------------------------| | | ☐ Explains mistakes and uses growth mindset for how to overcome in the future. | | | ☐ Explains how problem solving was utilized and impacted project outcome. | | Annual Project Record | Summarized in detail all expenses and all income for project. | |-----------------------|---------------------------------------------------------------| | | ☐ Calculated the total expense and income for the project. | | | ☐ Total profit/loss for the project is provided. | | Annual Project Record | Clearly articulates knowledge gained in project. | |-----------------------|--------------------------------------------------| | | ☐ Identifies potential resources for other project members. | *Never in future.* | Your Project - Advice | Section 4: Reflecting on Your Project - Future Plans | |----------------------|-----------------------------------------------------| | **Annual Project Record** | **Section 5: Community Service, Citizenship & Leadership Activities** | | □ Project plan and goals are beginning. □ Limited connection between goals and current project work. | □ Member begins to identify a community service project. □ Member begins to identify a citizenship activity. □ Member begins to identify a leadership activity. | | □ Begins to identify goals for future project work. □ Some connection between goals and current project work. | □ Member partially completes one community service project. Either defines their role, what they did and/or who it benefited. □ Member partially completes a citizenship activity and/or a leadership activity. | | □ Describes project influence. □ Identifies specifics goals for future project work. | □ Identifies one Community Service project. Is able to define their role, what they did and who it benefited. □ Identifies one citizenship activity. Is able to define their role. □ Identifies one leadership activity. Is able to define their role. | | □ Clearly articulates project goals and steps needed for future. □ References knowledge/skills gained in current 4-H year to develop future goals. | □ Member completes a combination of 5 or more activities, with a minimum of one in each category. | 15 | Indicators | Emerging (1) | Developing (2) | Proficient (3) | Distinguished (4) | |------------|-------------|---------------|----------------|-------------------| | **Section 6: 4-H Expression** 9-10 year olds | Member meets two or fewer of the following: - Partially meets format guidelines. - Introduces member and why they are in 4-H. - Introduces one of members emerging interests but may not fully describe. - Limits life skill language and does not clearly connect to other activities. | Member meets three or fewer of the following: - Meets format guidelines. - Introduces member and why they are in 4-H. - Shows evidence of one of the members “sparks” but may not fully describe. - Uses life skill language and begins to connect to other activities. | Meets format guidelines. - Introduces member and why they are in 4-H. - Shows evidence of one of the members “sparks” as it connects project selection. - Uses life skill and is able to connect learning to leadership, citizenship and/or community service. | Meets format guidelines. | | **Section 6: 4-H Expression** 11-13 year olds | Member meets two or fewer of the following: - Introduces member and why they are in 4-H. - Introduces one of members “sparks” but may not fully describe. - Uses life skill language and begins to connect to other activities. | Member meets three or fewer of the following: - Meets story format guidelines. - Describes one of members experiences in 4-H and connects to several life skills learned. - Describes use of life skill and is able to connect learning to leadership, citizenship and/or community service. | Meets story format guidelines. - Describes multiple experiences in 4-H and connects to several life 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easy or hard. | ☐ Uses detail to describe how head quadrant was used and answers if easy or hard. | | Heart | **Member meets one or fewer of the following:** | **Member meets two or fewer of the following:** | **Describes how heart quadrant was used and answers if easy or hard.** | **Uses detail to describe how heart quadrant was used and answers if easy or hard.** | | | ☐ Describes how heart quadrant was used and answers if easy or hard. | ☐ Describes how heart quadrant was used and answers if easy or hard. | ☐ Describes why they did this project and what was learned, using Heart quadrant.| ☐ Uses detail to describe why they did this project and what was learned, using Heart quadrant. | | | ☐ Describes why they did this project and what was learned, using Heart quadrant. | ☐ Describes why they did this project and what was learned, using Heart quadrant. | ☐ Identifies specific part of quadrant using (check box). | ☐ Identifies specific part of quadrant using (check box). | | | ☐ 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Down-and-dirty Guidelines for Effective Discussions in Online Courses Joanna C. Dunlap Educators who design and deliver online courses must connect with their learners as they do in their on-campus courses. They have to provide true opportunities for inspirational and meaningful learning, rather than a sterile experience of clicking within a labyrinth of links. In an online course, student engagement occurs in three distinct ways: Interaction of the student with the instructor, with other students, and with the content (Moore & Kearsley, 2005). Much of the literature on online interaction is concerned with social interaction (student-to-instructor and student-to-student) because of the criticality of social context in supporting learning and as a way to minimize student isolation and increase student motivation and retention (Ludwig-Hardman & Dunlap, 2003). Without a high-level of social presence (Anderson, 2004; Aragon, 2003; Gunawardena & Zittle, 1997), learners can feel isolated and disengaged because of a lack of communication intimacy and immediacy (Lombard & Ditton, 1997). Therefore, discussion-based activities are the bread-and-butter of many online courses. Because of the critical role that social context plays in inspirational and meaningful learning, online courses need to include opportunities for rich and relevant discussion, supported by solid instructor facilitation and strong group participation. To achieve this goal, educators need to use strategies that (1) create a sense of learning community in which learners learn from each other and from the teacher (Palloff & Pratt, 1999; Rovai, 2002), (2) encourage the sharing of multiple perspectives (Bender, 2003), and (3) promote high quality work through collaboration and peer review (Hurst & Thomas, 2004) – without creating an instructional situation in which everyone is online constantly (Dunlap, 2005). Unfortunately, accomplishing this level of social presence in online courses – especially those courses that primarily rely on asynchronous communication technologies – is challenging, even for experienced educators. The purpose of the following list of guidelines is to help educators new to online teaching, design, facilitate, and manage effective discussions for learners in online courses in order to establish the level of social presence needed to encourage inspirational and meaningful learning. These guidelines do not work in isolation, but work systemically together to create an effective online learning experience. Setting Participation Expectations 1. Inform learners about your online schedule, and make sure they know how often you expect them to be online. 2. Balance discussion and other activities. Weekly discussions can get tiring, and can lose power if overused. Give everyone a break from discussions. 3. Have discussion participation count towards the final grade. (See #19 below for a strategy – Inspiration Points – that can be used to determine a participation score.) 4. If you have a large class, have smaller groups participate in a discussion instead of the whole group (e.g., if 30 students, have 3 groups of 10). 5. Share guidelines for discussions that help learners understand what it means to contribute effectively to discussions. For example, here is a “Top 10” that I provide my students before we start engaging in online discussions: a. **Be direct:** Share comments, ideas, and suggestions directly with classmates. b. **Be specific:** When praising or commenting on others' contributions, avoid being vague. Be clear about what aspect (excerpt, portion, etc.) of the classmate's comment you are responding to. Describe how the classmate's contribution helped you understand the topic or think about the topic in a different way. c. **Be non-attributive:** Do not describe a classmate's attributes but rather describe your experience of her or his contribution – the effect that her or his contribution had on you. Use “I statements” that convey your experience of the other person’s efforts. d. **Share knowledge and ideas:** - Applications and examples from the workplace and community - Great tips and tricks - Unique resources such as useful website, books, blogs, articles, workshop information and/or technical work groups etc. - Relevant personal and professional experiences - Strategies, tools, and problem solving skills e. **Encourage vision:** Present unique, insightful ideas, perspectives and questions that are thought provoking and promote further discussion. Encourage new ways of thinking that makes the group see something in a new way. Disseminate new information and knowledge about the topic being discussed. Demonstrate your ability to see beyond the obvious. f. **Contribute to group’s sense of well-being and harmony:** Be open to others’ comments and ideas. Make statements that support and honor differences. Share thoughts and opinions with others without judgment or prejudice. Make comments that help create a healthy learning environment and inspire people to want to learn more. Make statements that mediate differences and find commonality. Make statements that lift classmates’ spirits. When appropriate, share comments that draw the conversation back to the focus of the discussion topic. g. **Demonstrate knowledge of the topic:** Contribute to discussions by making comments that are insightful and informed (include resources, personal experiences with a topic, and so on). h. **Actively Participate:** Make an extra effort to actively participate throughout the discussion and engage classmates throughout the duration of the discussion. i. **Offer Assistance:** Offer assistance to other students and help others who need extra explanation on a topic. j. **Ask Questions:** Pose questions and ask for help when needed. 6. An alternative to providing learners with a set of guidelines, have learners develop the “ground rules” for discussion. Have students answer questions like: - What is our definition of a respectful, balanced discussion? - How will we determine in what order people speak? - How do we feel about interrupting? - What should we do if someone dominates the discussion? - What should we do if we don’t hear from everyone in the room? - What should we do if we discuss something controversial or uncomfortable? - What should we do if someone says something we don’t like? This activity helps students reflect on their own discussion habits, makes it clear to everyone what is expected during discussions and empowers students to stick up for themselves and others when one of the rules is violated (e.g., someone dominates the discussion or keeps interrupting others). It also gives students a chance to practice being in a discussion before they have to participate in a discussion covering a course topic, allowing them to become more comfortable with their peers and the discussion format. **Setting the Tone for Social Sharing and Community** 7. Make sure learners understand the need for civility. 8. Personalize your communications. Send a personal message to each student at the start of the semester. Use learners’ names in posts. 9. Share a story, related to the content of the course, if possible, that gives learners insight into your values, passions, interests and so on. Consider using a tool such as PowerPoint, VoiceThread (http://voicethread.com), or Jing (http://jingproject.com) to enhance your story with photos, images, and audio clips (including your voice) – making it a digital story, in other words. See http://www.augustcouncil.com/~jdunlap/movie for an example of a digital story that helps my students feel more connected to me (and therefore, more willing to share and participate in course activities, specifically discussion) while introducing an important topic of my courses – values for teaching and learning. Notice that students never see me, but hear my voice, see photos of my family and listen to me describe a life-altering event that reflects my own values around teaching and learning. Now that I have shared, the students are more open to sharing. 10. Use an icebreaker. For example, ask learners to post bios/introductions, including a list of “facts” about themselves – some true and some not true. Have learners guess which facts are false using a “20 Questions” protocol. Other examples include: - Completing a sentence – “I was driving my car today when I…” - Have students interview and introduce each other - Provide a hook – e.g., ask students to describe the weirdest gift they ever received - Play a game – e.g., sinking ship with 20 passengers, the lifeboat can hold 12… 11. Give learners non-threatening opportunities to practice participating in online discussions (using the tools, protocols, etiquette, etc.). Consider the following activities: - Post entertaining photos (not related to the course content) and ask learners to share their captions. - Similarly, send learners to a website that requires they do something and then ask them to share their experience with the group. For example, have them visit http://trevorvanmeter.com/flyguy/ and respond to the following questions in a discussion forum: - What happens to you while you are there? - What is your favorite part of the experience? - Why do you think I am asking you to do these sorts of activities? - Have them visit the Mr. Picassohead website – http://www.mrpicassohead.com/ – and create an artwork, then submit a link to the discussion forum. Once posted, encourage learners to comment on each other’s artwork. Launching and Structuring Discussions 12. Tie discussions to course events: projects, readings, preparing for an assessment/test, etc. And consider alternatives to the question-answer format such as role-plays, debates, case studies and games. 13. Use high-level questions that are thought provoking, hypothetical, controversial, etc. For example, ask students to complete the sentence (“What most struck me about the book we are reading is…”). Ask questions that require learners to take a position, provide a rationale for the position, present evidence to support their position, and attend to other learners’ contributions. 14. Ask follow-up questions to stimulate conversation. For example, what reasons did you have for saying this? Can you please elaborate? How do you define x? What do you think might be the implications of your previous statement? Are there alternatives to this approach? 15. Limit the number of topics/questions used to ignite a new discussion to two or three. Stack the deck in favor of deeper discussions. Post a separate message for each question. 16. Allow learners to choose which topics/questions they focus on. 17. Use provocative subject lines: “Three reasons why the author is dead wrong,” “Computers program children,” “All we need to know about teaching we can learn from skateboarders,” or “Why I love the Raiders.” 18. Don’t jump into the discussion right away. As soon as you start contributing to the discussion, it has the potential of shutting down ideas—students are less like to share alternative viewpoints. For example, if students start a discussion on Monday, I will wait until Thursday to post (and I make sure students know this is my plan so they don’t think I have disappeared and I am not monitoring). This allows the students to post their original position without being swayed by me. I monitor the discussion, even though I don’t post, during those first few days to get a sense of who is participating, where the discussion is going, what themes are emerging, what misconceptions need addressing, and so on. Then, on Thursday, I post to threads of discussion instead of to every individual student post. This shows students that I am attending to all of their comments, even though I do not have a 1-to-1 ratio of post/response interactions. Giving Learners a Role 19. Have learners assess the value of discussion contributions, e.g., assigning Inspiration Points to each other. Inspiration points, modeled after the “karma points” approach used by members of the online Slashdot.org community (and similar to the valuing process used by community members of Amazon and Ebay), involve students in the evaluation of the quality of discussion contributions. The idea behind inspiration points is that the learning community, not a moderator or an instructor, should be responsible for (1) determining the value of community members’ posting in terms of helping the community achieve specific goals, and (2) awarding those valued contributions. To make inspiration points work, I give each student a certain number of inspiration points (e.g., three) that she or he can assign to valued discussion contributions within a certain timeframe (e.g., by week’s end if online, or by the end of the evening session if on-campus). Because the students are evaluating each other, I work with them at the beginning of the semester to establish criteria for determining “value” and then apply the criteria to their assessment of peers’ contributions and the creation of their own contributions. For example, inspiration point criteria may include sharing original ideas, writing clearly, presenting a coherent argument, providing evidence to support an argument, “listening” to others and incorporating their ideas and perspectives and so on (see below for an example of criteria). **Criteria for Inspiration Points** Here is how we will assign our allotment of inspiration points for each discussion: - **0 points:** Though you may have introduced an interesting idea or contributed to the discourse, it is not original enough, or is somehow unclear. - **1 point:** You provide a succinct, interesting, original, and well-documented argument or idea, or provide a useful link or pertinent fact. - **2 points:** Your contribution is creative and original, and compellingly argues a very clear point. You support your contribution with evidence. - **3 points:** An exceptional contribution to the discourse **Ways to Improve Chances of Receiving Inspiration Points** - Choose provocative subject lines to make our postings stand out. - Present our own perspectives. - Write clearly. - Construct an argument. Provide evidence, present a rationale that supports our positions, and reference the opinions of others, linking to supplementary evidence when appropriate. - Open up debate by remembering that the best response is one that gets people thinking, and that makes them want to reply. - Learn from others who have posted before us by reading through the posts and referring to appropriate posts in our own. **Rules for Assigning Inspiration Points** Only award inspiration points to those who have contributed significantly to the discussion – vote trading is unacceptable. Award inspiration points based on the quality of the message, irrespective of the content of the message – vote for exceptional messages even if you do not necessarily agree with the ideas presented. In my experience, the community-centered focus of inspiration points improves the quality of each post during a discussion because students are more reflective and thoughtful about their responses, make sure their responses are supported by evidence, and work hard to provide value to the learning community by moving the discussion forward. By using inspiration points, I participate more in the discussion because students have taken over part of or the entire evaluation role. The inspiration points that students accumulate for their valued contributions to the discussion can be used to determine a score for class participation. 20. Have learners write a one-page (e.g., 250 word) summary of the week’s (or whatever unit of time used) discussion that includes a general overview of the discussion, an excerpt of their most valuable contribution to the discussion, and an explanation for why they consider it their best. 21. Ask the learners to become discussion leaders. Alternatively, have small groups of learners facilitate a topic. **Engaging Quieter Learners** 22. Use strategies such as inspiration points to encourage people to get involved. 23. Besides relevant and engaging activities, create a structure in which learners need to post by a certain time and then respond to others by a certain time. 24. Organize learners into groups to make it more likely that everyone will have a chance to participate—smaller discussion groups of between 5 and 10 learners can make room for everyone to contribute. 25. Assign people specific roles in the discussion: facilitator, questioner, summarizer, devil’s advocate, and so on. Then, provide clear directions about what you do specifically when you are assigned that role. 26. Involve learners in a debate, again with very specific role assignments for each person. 27. Put a limit on the number of posts (and length) that any one individual is allowed to contribute. 28. Assign a response order/sequence and require each subsequent responder to post something that extends the previous posts. 29. Use discussion protocols to guide participation, and make sure everyone in the class has an opportunity to contribute. (See the resource - Protocols for online discussions) **References** Anderson, T. (2004). Teaching in an online learning context. In T. Anderson & F. Elloumi (Eds.), *Theory and practice of online learning* (pp. 273-294). Athabasca, Canada: Athabasca University. Aragon, S. (2003). Creating social presence in online environments. *New Directions for Adult and Continuing Education*, No. 100 (Winter 2003), 57-68. Bender, T. (2003). *Discussion-based online teaching to enhance student learning: Theory, practice and assessment*. Sterling, VA: Stylus. Dunlap, J. (2005). Workload reduction in online courses: Getting some shuteye. *Performance Improvement, 44*(5), 18-25. Gunawardena, C., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. *The American Journal of Distance Education, 11*(3), 6-26. Huang, H. (2000). Toward constructivism for adult learners in online learning environments. *British Journal of Educational Technology, 33*(1), 27-37. Hurst, D., & Thomas, J. (2004). Developing team skills and accomplishing team projects online. In T. Anderson & F. Elloumi (Eds.), *Theory and practice of online learning* (pp. 195-239). Athabasca, Canada: Athabasca University. Lombard, M., & Ditton, T. (1997). At the heart of it all: The concept of presence. *Journal of Computer Mediated Communication, 3*(2). Retrieved November 15, 2004, from http://www.ascusc.org/jcmc/vol3/issue2/lombard.html Ludwig-Hardman, S., & Dunlap, J. (2003). Learner support services for online students: Scaffolding for success. *The International Review of Research in Open and Distance Learning, 4*(1). Retrieved from http://www.irrodl.org/content/v4.1/dunlap.html Moore, M., & Kearsley, G. (2005). *Distance education: A systems view* (2nd ed.). Belmont, CA: Thomson Wadsworth. Palloff, R., & Pratt, K. (1999). *Building learning communities in cyberspace*. San Francisco: Jossey-Bass. Rovai, A. (2002). Building sense of community at a distance. *The International Review of Research in Open and Distance Learning, 3*(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/79/152
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The purpose of this checklist is to educate parents and caregivers on the typical development of a growing child. Each child reaches milestones at their own pace and a minor delay or setback is not a major concern; the concern is when those delays are consistent or there are multiple delays. This checklist is not, and should not be used, to diagnose a child as having developmental delays, but can allow you to make a determination if you should speak with a healthcare professional or if further testing may be necessary. It may be helpful to place the checklist in an accessible area and check for different items throughout the week to get a more thorough view of your child’s abilities. Prior to going through the checklist there are questions which can also be pertinent to your child’s development, please answer them appropriately. Does your child bear weight through legs when assisted? ____________________________________________ Is your child able to hold head up when in sitting or being carried? _________________________________ Is your child able to change positions without help? _______________________________________________ Does your child grasp and hold objects? _________________________________________________________ ## Pediatric Home Health Developmental Chart ### At 12 months **Gross motor skills** - Balances well on hands and knees - Gets to sit independently - Pulls to stand consistently at furniture - Stands momentarily - Crawls on hands and knees consistently - Walks with both hands held **Fine motor skills** - Bangs two cubes held in hand - Takes objects out of container - Releases objects voluntarily - Pokes with index finger - Tries to imitate scribble **Language skills** - Says *dada* or *mama* nonspecifically - Babbles with inflection similar to adult - Babbles single consonant - Babbles monologue when left alone ### At 15 months **Gross motor skills** - Stoops and recovers - Assumes and maintains kneeling - Falls by sitting - Transitions from belly to hands and knees into standing - Walks without support - Walks sideways **Fine motor skills** - Puts many objects into container without removing any - Marks paper with crayon **Language skills** - Shows understanding of words by appropriate behavior or gesture - Babbles in response to human voice - Says *dada* or *mama* specifically - Uses single word sentences - Greets with verbal cues ### At 18 months **Gross motor skills** - Runs—hurried walk - Able to balance in standing - Walks into large ball while trying to kick it - Throws ball forward - Pulls toys behind while walking - Begins to carry large toys while walking - Begins to push and pull large toys or boxes **Fine motor skills** - Uses both hands at midline for play - Builds tower using 3 cubes - Points with index finger **Language skills** - Babbles intricate inflection - Gestures spontaneously to indicate needs - Names one or two familiar objects - Uses 10-15 words spontaneously - Vocalizes wishes and needs at the table - Attempts to sing sounds to music If you have concerns with your child’s motor development please contact us for a phone consultation. During the phone consultation we will gather as much information and may ask the results of the checklist. If we determine that your child is a candidate for a Physical/Occupational/Speech Therapy Evaluation and you are in agreement we will assist with contacting your primary care physician. When contacting your physician we will request an order for the appropriate evaluation and explain your concerns along with the results of the phone consultation. Once we receive the signed order we can initiate treatment with your child. You can also go directly to your physician and discuss your concerns and request an evaluation at that time. We look forward to assisting your child reach their maximal potential. Our goal is to work as a team to develop the most appropriate treatment plan.
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light modulation Depak Kaushal An ADBE scholarship grant-aided project between: BDes Hons, 3D Design, Introductory Studies Module and BDes Hons, Fashion & textile Design, Fundamentals of Design Practice Module A 2-week collaborative project to explore and design with Light, as the very first project First Year students undertook. By this collaboration, 3D Design hoped to enhance student-learning experience by expanding their materials vocabulary, extending to textile fabrics and associated processes. Similarly Fashion and Textile Design were attracted by Light Modulation projects 3D Design was involved in, previously. Advantages were seen in staff and student interdisciplinary teamwork. The Project Theme: Light: Morphogenesis, Shape, Form, objects, Space and Structure. We know the importance of light affecting how we perceive form. We experience both natural and artificial sources, and combination of both. Light was therefore the chosen theme of this project. A flat surface reflects light, but a curled, convex /concave, wrinkled, creased surface modulates it, reflecting and bouncing with varied intensity depending upon its substance and the surface facing the light source; one would say an intelligent surface and texture. Observing by turning, revealing moments of visual effects, change and complexity with surprising and emotive visual results, like series of ripples, dynamic rhythms patterns; providing visual drama. Light Modulation’ was coined as a phrase by László Moholy-Nagy at the Bauhaus School in the 1920’s. The paper lampshade is made from 100% recycled paper and is designed to be both functional and aesthetically pleasing. The lampshade is constructed using a series of interlocking paper pieces, which are carefully folded and assembled to create a unique and intricate design. The lampshade is illuminated by a small LED light source, which is hidden within the structure of the lampshade itself. This allows the lampshade to cast a soft, diffused light that is both warm and inviting. The lampshade is designed to be both functional and aesthetically pleasing. It is made from 100% recycled paper, which makes it an environmentally friendly choice. The lampshade is also designed to be easy to assemble, with clear instructions provided for those who wish to make their own. The lampshade is available in a range of sizes and colors, allowing customers to choose the perfect shade for their home or office. Light Modulation Workshop: The first week was devoted to exploring light effects and developing ideas by making simple constructs in thin white sheets of paper, card, textile fabric, yarns and wires. The focus on form and texture by employing cuts, curls, bends, tears, slots, texture, joints, folds, angulation, multiples, spiralling, honey-combs, tessellation, concertina, moulding; using and changing between opaque, translucent or transparent, shiny, dull, or textured media. Similarly for textiles: appliqué, baste, bind, bond, darn, distaff, fray, fringe, hank, hem, knit, knot, lace, net, patch, plait, pleat, ply, quilt, reel, seam, sew, stitch, weave, etc. Students were to make models that modulate light, which may fascinate and intrigue them using their intellectual sensibilities, curiosity, dexterity and interest. They were to drive this project without predetermined thoughts, preconceptions, into the realm of playing, by manipulating paper and into the unpredictable, spontaneous, chance results, much in the way invention happens. Thus crafting scope for innovation, demanding economy of means, creating a vocabulary of forms, poetic, uplifting light-rhythm effects. Development of ideas by progressive constructions and improving the effects was desirable. Students were to observe and record results in appropriate media, drawings and photography in particular. The paper is made from recycled paper and is available in different colors, including gold, silver, and white. The paper is also available in different sizes, including A4, A3, and A2. The paper is suitable for various applications, including printing, writing, and crafting. The left side shows a close-up of the intricate, organic patterns created by the laser cutting process. The right side displays a more structured pattern with circular designs and horizontal lines, showcasing the versatility of the laser cutting technique in creating both natural and geometric designs. The paper is cut into strips and then folded in a specific pattern to create the desired shape. The strips are then glued together to form the final product. De-constructed results retain object memory when flattened to become templates or patterns for reconstructing to desired scale in form of models in multi-variations of polymorphic clones of the original for eventual prototypes in real materials. Results are later translated into various human scales, small handheld to architectural. Petra Schmidt and Nicola Stallman argue that ‘paper’ in 2050 will be the only material available. Laser cutting was in great demand. A need for innovation in paper and textile technologies into robust fabrics and structure was apparent such as paper-like ‘tyvek’ or processes like vulcanised paper. Much interest was shown in honeycombs, tensile and stress-forming directions and through the nature of material itself when fatigued. **Student Participants: 3D Design:** Louise Archibald, Tomasz Baka, Boris Batyevski, Jennifer Beattie, Rose Burgoyne, Ruth Cabrey, Ryan Clark, Megan Cleary, Sorcha Crilly, Declan Gallagher, Jacinta Gillespie, Peter Graham, Lee Johnston, Gareth Kelly, Ronan Lunney, Claire McCormick, Seamus McArdle, Uisneagh McCollum, Connor McDonnel, Nicola Meighan, Declan Mullan, Damien Nevin, Graeme Patterson, James Skelton, Christopher Smith, Samantha Tyler, Dean Warwick, Sheryl White, Enya Young. Student Participants: Fashion and Textile Design: Naomi Curran, Ruth Dennison, Muireann Doherty, Anna ree Fox, Rachel Lynch, Katherine Mason, Kathryn Mackey, Mageen Meabh, Phillipa McAleer, Ruairi McGinn, Patricia McMullan, Amy Murray, Emma Smyth, Karen Toner, Andrea Hegarty, Jenny Milligan, Student evaluation: - Students enjoyed interaction, meeting cross-disciplined students and workshops…. Learning new tools most; experiences they wouldn’t have had without this project…Restricting to materials ‘white’ was a revelation,…Found interesting to work with just one colour….Some wished for more time and others liked it as it was…… Some were print-making for the first time, and found laser cutting useful….. Workshops were most popular and liked the relaxed atmosphere,……… most reported that they enjoyed the project. Bibliography: • Vision in Motion - by László Moholy - Nagy, Publisher : Paul Theobald and Company, 194, 8th printing, 1969. • Un/folded - by Petra Schmidt and Nicola Stattmann, Publisher: Birkhäuser, 2009. The paper model of the tower is made from a single sheet of paper, folded and cut to create the intricate pattern. The model is displayed on a table with other paper sculptures in the background. Staff: roles and responsibilities – • Noreen Kerr : Lecturer, Project co-ordinating, Samples discussion, Student tutorials/ critiques/ presentations, Sourcing materials, Fabric print- screen/ digital support • Depak Kaushal: Lecturer, Collaborative Lecture, Lighting, Light Modulation inputs, Card/paper model making technology, Responsible for this booklet, Student Tutorials/ Critiques/ Seminars. • Adrianna Ionascu: Lecturer, Student Tutorials/ Critiques/ Seminars, Collaborative Lecture input, Paper/card technology. • Dominic Logan: Lecturer, Course Director 3D Design, Student Tutorials. • Lucy McMullen: Lecturer, Student Tutorials/Critiques/Seminars, Sourcing appropriate materials, Digital input. • Mo Morrow: Technician, Workshop demonstrations, Laser cut software support, Dye/ screen-print, Sourcing materials. • Heather Shanks-Millar: Technician, Workshop demonstrations, CNC router, and Vacuum Former support. • Text, Edit, and Photography of Modulators by Depak Kaushal, Workshop/Studio shots by Ami McAuley.
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NATURAL PHENOMENA REM 453 A Teaching Resource From... REMEDIA PUBLICATIONS BLACKLINE MASTERS AUTHOR Linda Miller ILLUSTRATIONS Linda Longmire ©2004 Copyright by Remedia Publications, Inc. All Rights Reserved. Printed in the U.S.A. The purchase of this unit entitles the individual teacher to reproduce copies for classroom use. The reproduction of any part for an entire school or school system is strictly prohibited. To find Remedia products in a store near you, visit: http://www.rempub.com/stores REMEDIA PUBLICATIONS, INC. 15887 N. 76TH STREET • SUITE 120 • SCOTTSDALE, AZ • 85260 INTRODUCTION Students will be captivated by the factual, high-interest stories in this book about all kinds of extraordinary occurrences in nature. They will read about avalanches, dust storms, tidal waves, earthquakes, floods, and more. Each story is followed by comprehension questions to check understanding. A crossword puzzle relating to each story provides a fun activity that also tests the reader’s attention to details, descriptions, and facts in the story. An answer key is included. *Natural Phenomena* was designed for use in grades 4-8. Readability is on the 3rd-4th-grade level. CONTENTS DUST STORMS: Colorful Swirls ................................................................. 1 DUST STORMS: Crossword Puzzle ......................................................... 2 POLLUTION: Dirt and Grime in the Air .................................................. 3 POLLUTION: Crossword Puzzle ............................................................. 4 FOREST FIRES: Flames That Kill ............................................................ 5 FOREST FIRES: Crossword Puzzle ....................................................... 6 AVALANCHE: Thunder in the Mountains ........................................... 7 AVALANCHES: Crossword Puzzle ...................................................... 8 VOLCANOES: Blasts of Power ............................................................. 9 VOLCANOES: Crossword Puzzle ....................................................... 10 SEISMIC WAVES: Giant Killers .......................................................... 11 SEISMIC WAVES: Crossword Puzzle .................................................. 12 GLACIERS: Blankets of Ice ................................................................. 13 GLACIERS: Crossword Puzzle ........................................................... 14 HURRICANES: Storms With Eyes ....................................................... 15 HURRICANES: Crossword Puzzle ...................................................... 16 TORNADOS: Giant Vacuum Cleaners ............................................... 17 TORNADOS: Crossword Puzzle ......................................................... 18 FLOODS: Most Deadly of All .............................................................. 19 FLOODS: Crossword Puzzle ............................................................... 20 BLIZZARDS: Tiny Flakes Mean Big Trouble ..................................... 21 BLIZZARDS: Crossword Puzzle ......................................................... 22 EARTHQUAKES: When the Earth Moves .......................................... 23 EARTHQUAKES: Crossword Puzzle .................................................. 24 STORMS: The Flash and The Crash .................................................... 25 STORMS: Crossword Puzzle ............................................................... 26 DROUGHT: Dry Skies, Dry Ground ..................................................... 27 DROUGHT: Crossword Puzzle ............................................................ 28 If you had lived during the 1930’s, you would have heard people talk about the Dust Bowl. This was not a dish filled with dirt. Neither was it a football game. The Dust Bowl was a series of harsh dust storms. They lasted for three years. The storms carried heavy, blowing dust across eight states. People claimed they could tell where the dust came from by its color. Red was from Oklahoma, and brown was from Kansas. Yellow was from Texas and New Mexico. These dust storms formed because the ground had been stripped bare. Poor farming and over-grazing by cattle weakened the soil. Then, three years of droughts followed. No crops or plants were left to slow down the force of the wind. The wind grabbed the dust from flat lands and carried it for hundreds of miles. Thousands of people could no longer farm and had to move. Dust storms still strike. Thousands of tons of dust may be lifted in the air by winds blowing at 25 miles an hour. The dust reaches heights of 10,000 feet. In 1883, giant dust storms fell after a huge volcano exploded. That same night, the sky turned copper. It rained dust on a ship 700 miles away. Green and purple sunsets were reported for the next three years! 1. What was the Dust Bowl? _______________________________________________________ 2. How long did the Dust Bowl last? ________________________________________________ 3. What caused the Dust Bowl? ____________________________________________________ 4. What is a word that means “unpleasant or not gentle”? _____________________________ 5. What is a word that means “reddish-brown or the color of a penny”? ________________ DUST STORMS: Crossword Puzzle ACROSS CLUES: 2. The Dust Bowl was not a _________ game. 7. The ground had been stripped ________. 9. The colorful sunsets were _________ for three years. 10. Over-_______ by cattle also hurt the soil. 11. Three years of _______ came before the Dust Bowl. 13. The Dust Bowl carried dust across _________ states. 16. Because of the Dust Bowl, people lost their _____________. 17. __________ dust came from Oklahoma. 19. ______________ dust was from Texas. 20. The volcano caused green and ___________ sunsets. DOWN CLUES: 1. During the 1930’s, people talked about the Dust ____________. 3. The Dust Bowl _________ for three years. 4. Poor farming meant that no ________ could stop the wind from lifting the soil. 5. The dust in a storm may reach __________ of 10,000 feet. 6. In 1883, a huge ____________ exploded. 8. One reason the soil was weakened was poor ____________. 12. In a dust storm, thousands of _____ of dust may be lifted into the air. 14. The Dust Bowl was a series of _____ dust storms. 15. After the volcano, it _____________ dust. 18. The volcano turned the sky a _____ color. In the mid-1980’s, the Statue of Liberty was closed for more than a year. During that time, she received a “bath.” One hundred years’ worth of dirt was removed. The dirt was caused by air pollution. If pollution can make a statue grimy, think what it can do to a person’s lungs. Pollution comes from many sources. Some of the common ones are smoke, paper, dust, soot, grime, fumes, paint, even rubber from car tires. These things break into tiny particles that swirl in the air. Pollution gives you a sore throat and makes your eyes sting. You may also get a headache and feel dizzy. Often you can’t breathe quite right. In big cities like Los Angeles, most pollution comes from car fumes. Mixed with sunlight, these fumes form smog. Smog gets trapped in the air and doesn’t blow away easily. New York City once had a week of horrible smog. Schools were closed. Two boats that could not see each other collided in the harbor. Hospitals admitted patients who couldn’t breathe. Finally, a strong wind blew the smog toward the ocean. During December, 1953, 4,000 residents of London died from air pollution. London’s problems were caused by the soft coal they burned for fuel. Since then, they have switched to hard coal. Today, London has 50 percent more sunny days than they had just a few years ago. 1. What made the Statue of Liberty so dirty? ________________________________ 2. What bad things does pollution do to you? ________________________________ _________________________________________________________________ 3. What causes smog? _________________________________________________ 4. What caused the pollution in London in 1953? ___________________________ 5. What is a word that means “came into violent contact”? ___________________ 6. What is a word that means “accepted or allowed to enter”? ________________ POLLUTION: Crossword Puzzle ACROSS CLUES: 2. New York’s horrible smog was blown away by a ___________ wind. 3. London’s pollution came from burning __________ coal. 4. The Statue of Liberty received a ________. 7. One source of pollution is _________ from car tires. 9. Air pollution makes your eyes __________. 11. Smoke, paper, dust, and grime break into tiny ________. 14. Smog gets ______________ in the air. 16. The dirt on the statue had collected for __________ hundred years. 17. Smog comes from car ______________. 18. Pollution can make you _____________. DOWN CLUES: 1. One time, 4,000 people in _________ died from air pollution. 2. When New York City had a smog problem, __________ were closed. 5. The dirt on the statue was caused by ____________ pollution. 6. Pollution can bother a person’s ________. 8. Because of pollution, you may find it hard to __________. 9. If you are outside in air pollution, you may get a __________ throat. 10. Today, London burns ____________ coal. 12. In the mid-1980’s, the Statue of Liberty was ____________. 13. Two boats collided in the ____________. 15. In Los Angeles, pollution is often called ______________. A long time ago, all forest fires started with lightning. But now, 95 percent of them begin with people. Most are caused by campfires and cigarettes. Each year, 125,000 fires destroy 12 million acres of our precious trees. Forest fires take lives. They take away the beauty of the land, too. Fires kill grass and make it easier for floods to happen. All forest fires begin as surface fires which burn leaves and plants on the ground. When the flames become very hot, everything underground is charred, too. This is called a “ground” fire. During a crown fire, the flames spread from treetop to treetop. Blown by the wind, hot cinders land on trees several miles away. This causes soot fires to break out. Forest rangers watch for fires from tall lookout towers. If they spot one, trained ground crews are called. They are joined by smoke jumpers who parachute into hard-to-reach places. The crews dig ditches called firebreaks. These trenches keep the fire from spreading. The crews also use water hoses which may be dropped from helicopters. During a blaze in the 1950’s, an orphaned bear cub was found. “Smokey Bear” became a symbol. He warns people to be careful in the forest. This has been a successful step in preventing forest fires. 1. What causes most forest fires today? ____________________________________________ ____________________________________________________________________________ 2. What do all forest fires start out as? _____________________________________________ ____________________________________________________________________________ 3. What kind of fire spreads from the treetops? ______________________________________ ____________________________________________________________________________ 4. What do we call people who parachute into forest fire areas? _______________________ ____________________________________________________________________________ 5. What is a word that means “very valuable or important”? ___________________________ ____________________________________________________________________________ ACROSS CLUES: 2. Without grass, _______ can easily happen. 3. Smokey ________ people to be careful. 7. In one year, forest fires will burn 12 million _________. 9. Smokey was a bear ____________. 10. Because he had no parents, Smokey was an ____________. 11. Rangers do their jobs in ________ towers. 12. Treetop fires that spread are called __________ fires. 13. The fire fighters dig firebreaks, which are ____________. 16. Today, ______________ cause most fires. 17. At one time, all ________ fires started with lightning. 18. Forest fires take ______________________. DOWN CLUES: 1. Surface fires burn leaves and __________. 3. Cinders blown by the ________ cause soot fires. 4. Over the years, Smokey has become a ____________. 5. A firebreak may keep the fire from ____________. 6. When things underground are charred, the fire is a ____________ fire. 8. In the air, ________ jumpers parachute from planes. 9. On the ground, trained ________ fight the fires. 14. One way fires begin is through __________. 15. Forest fires take away the land’s ________.
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Going Avocados! We’re Busy! Out-of-our-trees busy, with new ideas, innovative new products and ever-greater efficiencies that are spurring profits and building a larger, more diversified company. In 2002, we were going public. In 2003, we're going with our company's first-ever acquisition; we’re retooling ourselves to bring new efficiencies into our business and leverage our already-leading market position. But even as we speed forward – building our brand and selling our products in far-flung corners of the world as matter-of-factly as we began selling to the neighborhood grocery—we are always mindful of our roots. Since beginning as a small cooperative of California avocado growers almost 80 years ago, Calavo has grown to become the world's leading brand of fresh and processed avocados. Today, we are going, really pushing forward into our future: Fruits and vegetables are essential components of a healthy diet, providing vitamins, minerals, fiber, and antioxidants that support overall health. They are low in calories and high in nutrients, making them an excellent choice for weight management and disease prevention. Here are some key benefits of incorporating fruits and vegetables into your diet: 1. **Improved Digestive Health**: Fruits and vegetables are rich in dietary fiber, which helps to promote regular bowel movements and prevent constipation. Fiber also aids in maintaining a healthy gut microbiome. 2. **Enhanced Immune Function**: The vitamins and minerals found in fruits and vegetables play crucial roles in supporting the immune system. For example, vitamin C is essential for wound healing and skin repair, while vitamin E acts as an antioxidant to protect cells from damage. 3. **Reduced Risk of Chronic Diseases**: A diet high in fruits and vegetables has been linked to a lower risk of developing chronic diseases such as heart disease, stroke, type 2 diabetes, and certain types of cancer. The antioxidants and phytochemicals found in these foods help to neutralize harmful free radicals and reduce inflammation. 4. **Weight Management**: Fruits and vegetables are typically low in calories but high in volume, which can help with satiety and prevent overeating. They also contain water and fiber, which can contribute to feelings of fullness and satisfaction. 5. **Better Skin Health**: The vitamins and minerals found in fruits and vegetables, particularly vitamin A, vitamin C, and vitamin E, are important for maintaining healthy skin. These nutrients help to protect against sun damage and promote collagen production, which is essential for skin elasticity and firmness. 6. **Improved Eye Health**: Fruits and vegetables are rich in nutrients that support eye health, including lutein and zeaxanthin, which are found in leafy greens like spinach and kale. These nutrients help to protect against age-related macular degeneration and cataracts. 7. **Mental Health Benefits**: Some studies suggest that a diet high in fruits and vegetables may have positive effects on mental health, reducing the risk of depression and anxiety. This may be due to the anti-inflammatory properties of these foods and their ability to improve overall well-being. To maximize the health benefits of fruits and vegetables, it’s important to consume a variety of colors and types. Aim for at least five servings per day, and try to include a mix of dark green leafy vegetables, orange vegetables, berries, citrus fruits, and cruciferous vegetables like broccoli and cauliflower. Additionally, choose fresh or frozen produce whenever possible, as they tend to retain more nutrients than canned or processed options. Fruits and vegetables are essential for a healthy diet, providing vitamins, minerals, fiber, and antioxidants that support overall health. They also help maintain a healthy weight by filling you up with fewer calories compared to other foods. Incorporating a variety of fruits and vegetables into your meals can improve your immune system, reduce the risk of chronic diseases such as heart disease and cancer, and promote better digestion. Here are some tips to include more fruits and vegetables in your daily routine: 1. **Start Your Day with a Smoothie**: Blend together a handful of spinach, a banana, a handful of berries, and a cup of almond milk or yogurt. This will give you a quick and nutritious start to your day. 2. **Add Fruits to Your Breakfast**: Instead of just toast and jam, try adding a few slices of avocado or a handful of mixed berries to your toast. You can also make a fruit salad with a variety of fruits like apples, oranges, and kiwi. 3. **Include Vegetables in Your Lunch**: Make a salad with a variety of vegetables like lettuce, tomatoes, cucumbers, and bell peppers. You can also add some grilled chicken or tofu for protein. 4. **Snack on Fruits and Vegetables**: Keep a variety of fruits and vegetables in your bag or at your desk for easy snacking throughout the day. This can help you avoid unhealthy snacks and keep your energy levels up. 5. **Make Dinner a Feast**: Choose a variety of vegetables and fruits for your dinner. You can have a stir-fry with a mix of vegetables like broccoli, bell peppers, and carrots. You can also have a bowl of mixed berries or a piece of fruit for dessert. 6. **Incorporate Fruits and Vegetables into Desserts**: You can make a fruit smoothie or a fruit salad for dessert. You can also make a fruit tart or a fruit pie. 7. **Plan Your Meals**: Plan your meals for the week and make sure to include a variety of fruits and vegetables. This will help you stay on track and avoid unhealthy snacks. 8. **Be Creative**: Experiment with different fruits and vegetables to find new and delicious combinations. You can also try new recipes that incorporate fruits and vegetables. By following these tips, you can easily incorporate more fruits and vegetables into your daily routine and enjoy all the benefits they offer. No one would have considered the avocado a likely emissary of foreign trade. But Calavo was going international long before going global was common practice. Forty years ago, leaders of our then-member-owned cooperative paved the way for Calavo’s first international sales in Japan. It opened the door to markets around the globe and today Calavo is unarguably the world’s leading avocado brand. Last year, in fact, international avocado sales accounted for nearly 30 percent of total Calavo revenues. But sales represent just one factor in the international equation. The other component is the company’s success in product procurement: we pack and distribute one out of three Mexican avocados and one of every five grown in Chile, in addition to fruit from New Zealand and the Dominican Republic. In forging international farming alliances, Calavo has created a stable year-round supply of avocados for customers at home and abroad and strengthened the overall market. *The Wall Street Journal* recently cited Calavo’s achievements in “transforming itself from a local grower-owned cooperative into a global player…” We embrace global growth and expansion and recognize its importance in strengthening the company at home, too. It’s a globalization strategy that’s four decades in the making and getting stronger every year. Going with international expansion… The thinking around Calavo probably started something like this: if man could send the Rover to Mars, then why, in avocado’s name, couldn’t there be a great tasting processed-guacamole product? With a brand name and reputation synonymous with flavor, wholesomeness and quality, creating a guacamole product that met these lofty standards became something of an obsession to us. But we’ve finally done it. At the heart of our solution is a state-of-the-art, high-pressure processing technology that produces a guacamole unrivaled by other packaged products and, in our not-unbiased view, most fresh-made, as well. This sophisticated machinery not only locks in the flavor and natural goodness of the avocados but increases shelf life as well. So, what happens when you introduce a product that tastes this delicious and lasts so long? In its first year of production, available only to the foodservice category, Calavo sold every ounce it could manufacture! And fiscal 2004 promises to be just as auspicious as we’re not only going—but coming—to a grocer’s shelf near you! Talk about going avocados, err, guacamole! Going with innovative new products… Bienvenidos and welcome to Calavo’s new Uruapan, Mexico processed-products plant. The numbers alone are formidable: a gleaming new, world-class 90,000-square-foot manufacturing facility; a minimum of $2 million in transportation savings annually; and high-pressure processed guacamole production capacity of 12 million pounds per year, equal to seven times present output. No longer do Mexican-grown avocados require shipping to two distant facilities for processing. Fruit moves from grove to manufacturing in a matter of days. Even more impressive, though, this outstanding new facility—now encompassing processing and packing—was completed on-time and on-budget in February 2004, less than one year following Calavo’s decision to restructure processed operations to gain these greater efficiencies. Most significant of all, the accelerated pace at which we executed the restructuring signals a fundamental shift in Calavo corporate culture – a newfound emphasis on clock-speed we are infusing throughout all operations. The operative word is energy, and we are employing it in droves to identify efficiencies, fuel growth and strengthen the underpinnings of our company. Going with efficient new facilities… Meet Maui Fresh International, an established and respected name in the commodity produce sector. You’ve likely heard of them. What’s news, of course, is that this multi-line marketer of tropical fruits, specialty produce, chilies, and a cornucopia of other items, is now part of the Calavo family. This complementary acquisition – Calavo’s very first – diversifies our company beyond avocados and papayas; we immediately become a veritable green grocery. Calavo’s financial strength and infrastructure in turn provide Maui Fresh with necessary resources for future growth. Consider the cross-selling potential alone: opportunities to further expand avocado sales into the Hispanic market, where Maui Fresh enjoys strong acceptance for its broad range of chilies. Conversely, the subsidiary immediately gains sales leverage with large customers that Calavo’s size and market position affords. And this is only the beginning of the possibilities; as the saying goes, this train is just leaving the station and it is going places. Jump aboard the Avocado Express. Going with dynamic acquisitions… And finally, going with the same tried-and-true approach to our core business that has carried us to success for over three quarters of a century. At Calavo, The First Name in Avocados™ didn't earn its distinction by standing still, but by always going forward... moving our company and our brand in new directions... continuing to plant the seeds for growth and increased profitability... and, in the process, invigorating our company like never before. To Our Shareholders Fiscal 2003 witnessed Calavo Growers, Inc. (please take your pick from the following): (a) Going Gangbusters!, (b) Going Great Guns!, or for obvious reasons my personal preference and the theme of this annual report, (c) Going Avocados! Please indulge my uncharacteristic burst of exhilaration because last year was another great one for our company. My word play more precisely underscores record financial results for the second consecutive year, with revenues and net income hitting new highs, as well as a string of outstanding operating achievements that include: Calavo’s first-ever acquisition; a major restructuring of our processed-products unit and relocation to a new Uruapan, Mexico plant; and surging initial sales and market acceptance for our truly delicious ultra-high-pressure guacamole. Record Operating Results, Balance Sheet For the fiscal year ended October 31, 2003, revenue climbed to $246.8 million, eclipsing the prior year’s record sales of $242.7 million. Net income advanced to $7.2 million from $6.9 million in fiscal 2002. Fully diluted earnings per share totaled $0.55, which compares with $0.60 per diluted share one year earlier. Fiscal 2003 per share results are based on nearly 12 percent more shares outstanding. Our ability to post consecutive record numbers is particularly gratifying in view of a cyclically lower California avocado harvest during 2003, which resulted in a nine percent year-to-year revenue decline in our largest business segment. As our operating results indicate, we more than offset this drop through sound diversification, namely sales and profit advances in our international avocado and processed products units that I will expand upon below. Calavo’s balance sheet grew increasingly strong and flexible last year. The company retired a $2.8 million general obligation bond related to construction of its Temecula, California packinghouse, eliminating virtually all long-term debt. Shareholders’ equity rose 22 percent to $37.1 million from $30.6 million at the conclusion of fiscal 2002. Our leverage-free financial condition provides the company with ample resources to implement its strategic agenda. Dividend Increase Anchors Shareholder Returns In view of Calavo’s outstanding performance – including robust cash flows from operations that soared over 80 percent year-to-year – and supreme confidence in the strength of our underlying businesses and future prospects, the board of directors raised the annual cash dividend on the company’s common by 25 percent to $0.25 per share, which was paid on January 5, 2004. Our board places considerable effort on increasing the value of our shareholders’ investment in the company. In that vein, total shareholder return – including stock appreciation and paid dividends – approximated an impressive 50 percent during fiscal 2003. Over the years, I have expounded at length on the rationale for global expansion and its importance to the company. Examining Calavo’s fiscal 2003 operating performance by business segment provides the most compelling case-in-point yet for our diversification strategy into global markets. Through these focused efforts, we have built a substantial international avocado and perishable products unit that last year comprised 28 percent of total company sales – owing in part to surging sales in Japan and other Asia markets – and enabled Calavo to weather the unexpectedly smaller 2003 crop in its major California unit while still reporting record numbers. **Three Initiatives That Shape Future Growth** In an accomplishment-filled year, three truly pivotal achievements defined fiscal 2003 for Calavo. I expect each to have significant impact on our company’s transformation into a larger, stronger and more broadly based corporation. While these initiatives are the subject of feature sections on the preceding pages, let me provide my own commentary here, as well. First, our purchase of Maui Fresh International, Inc. in an all-stock transaction valued at $4.05 million was completed just subsequent to fiscal-year-end. A well-regarded brand with a diversified line of tropical fruits, chilies and hothouse items, Maui Fresh – which posted revenues of about $20 million during it’s fiscal year ended December 31, 2002 – which should be accretive to earnings in fiscal 2004 and offers excellent possibilities for further profitable expansion as it begins to capitalize upon Calavo resources. Furthermore, in an industry rich with consolidation opportunities, the transaction is indicative of our strategy to pursue selective acquisitions that add breadth, diversification and profitable growth to our already-dominant California and international avocado businesses. Our initial acquisition validates Calavo’s decision last year to become a publicly traded corporation. In listing our common stock on a major exchange, we unlocked the value of our company’s shares and created the strong currency to use for all-stock acquisitions like Maui Fresh without the need to leverage Calavo’s balance sheet. Second, the restructuring and relocation of processed operations to an absolutely world-class new facility in Uruapan, Mexico brings with it operating efficiencies and economies of scale that, frankly put, were essential to restoring success to that business unit. The restructuring increases our competitiveness in the processed-avocado category by significantly realigning our cost structure. It brings processed operations into the producing area where the avocados are procured. In doing so, it enables better utilization of overhead and just-in-time delivery of fruit for processing, obviating the need to maintain the high inventory levels of the past and, in turn, further strengthening our balance sheet. Anticipated, too, are transportation-cost savings of $2 million alone, before even factoring in additional, expected overhead economies from the realignment. As I write this letter, production is only beginning to ramp up. We anticipate the benefits and cost savings to become evident in our operating results during the second half of fiscal 2004, after the facility is fully optimized. And lastly, in its first full year of availability, our high-pressure guacamole began with a tremendous start and served as the catalyst for a strong sales resurgence in the processed product unit. As projected, first-year sales of high-pressure guacamole grew to 10 percent of the business unit’s total revenues. But this is only the beginning. As processed manufacturing shifts to Uruapan and, initially, two high-pressure machines in operation, capacity rockets to 12 million pounds of pulp per year, equal to seven times last year’s output. This additional volume is expected to serve us well, supporting Calavo’s imminent launch of high-pressure guacamole products into the consumer category. Capital Investment in Our Businesses, California Industry Strength Turning to the year ahead, the company will continue to reinvest judiciously in its businesses, appropriating capital expenditures for initiatives that drive well-planned growth. To this end, we anticipate adding a third ultra-high-pressure system in the new Uruapan processed-products facility to expand output still further. Also in the works are plans to construct additional fresh-avocado ripening rooms in support of ProRipe™, Calavo’s recently initiated capability that delivers ready-to-eat fruit to our customers and is central to our strategy of expanding overall domestic avocado consumption. The added facilities, which will increase our ripening capacity by 50 percent, are to be strategically located around the United States to serve Calavo’s customer base. While too new to quantify, we are seeing very promising early indicators that ProRipe is, indeed, spurring avocado acceptance and have considerable confidence in its future potential. Last year’s cyclical crop-size downturn aside, the California avocado industry is showing greater strength than ever. As a long-time grower myself, I understand that the occasional off-year happens – the volume just didn’t materialize. Industry forecasts anticipate a substantial rebound in the 2004 harvest. Furthermore, significant new acreage is being planted, as farmers plow under and replace other less-profitable crops with avocado trees. These groves ultimately beget greater volumes, which clearly is good news and fortifies our industry and, as the market leader, bodes well for Calavo as it captures its fair share of the expected bounty. Providing unsurpassed resources and competitive returns, Calavo delivers an outstanding value proposition to its growers – just ask the 2,200 who are affiliated with us already. Our company thrives on volume through its packinghouses, enabling the operating efficiencies and economies of scale that propel our margins. Calavo possesses sufficient capacity to handle annual volume of 200 million pounds at its California packinghouses in Temecula and Santa Paula. Building our grower base still further, it is my intention to utilize every available pound. Going to new heights requires single-minded commitment and dedication. For this, let me express thanks to our management team and employees for their hard work; gratitude to our board of directors for their guidance and wisdom; and appreciation to our customers for their loyalty. To our shareholders and growers I extend sincere thanks, as well, and look forward to reporting to you again on Calavo’s many accomplishments. Sincerely, Lee E. Cole Chairman, President and Chief Executive Officer February 29, 2004 From left to right Lecil E. Cole Chairman of the Board, President, Chief Executive Officer, Calavo Growers, Inc. Santa Paula, California • Scott N. Van Der Kar General Manager, Van Der Kar Family Farms (Pinehill Ranch) Carpinteria, California • John M. Hunt Manager, Embarcadero Ranch Goleta, California • J. Link Leavens General Manager, Leavens Ranches Ventura, California • Dorcas H. McFarlane Owner & Operator, J.K. Thille Ranches Santa Paula, California • Alva V. Snider Avocado Grower, Fallbrook, California • Roy V. Keenan Avocado Grower, Temecula, California • Donald M. Sanders President, S&S Grove Management Escondido, California • Fred J. Ferrazzano President & Chief Executive Officer, Ferrazzano Farms Escondido, California • Mike Hause President/Chief Executive Officer, Santa Clara Valley Bank Santa Paula, California Financial Results This Annual Report contains statements relating to future results of Calavo Growers, Inc. (including certain projections and business trends) that are "forward-looking statements" within the meaning of Section 27A of the Securities Act of 1933, as amended, and Section 21E of the Securities Exchange Act of 1934, as amended, and are subject to the "safe harbor" created by those sections. Forward-looking statements frequently are identifiable by the use of words such as "believe," "anticipate," "expect," "intend," "will," and other similar expressions. Our actual results may differ materially from those projected as a result of certain risks and uncertainties. These risks and uncertainties include, but are not limited to: increased competition, conducting substantial amounts of business internationally, pricing pressures on agricultural products, adverse weather and growing conditions confronting avocado growers, new governmental regulations, as well as other risks and uncertainties, including those set forth in Part I, Item 1 under the caption "Risks Related to Our Business" and elsewhere in our Annual Report on Form 10-K and those detailed from time to time in our other filings with the Securities and Exchange Commission. These forward-looking statements are made only as of the date hereof, and we undertake no obligation to update or revise the forward-looking statements, whether as a result of new information, future events or otherwise. ## Financial Highlights | Page | Description | |------|--------------------------------------------------| | 24 | Selected Consolidated Financial Data | | 26 | Management’s Discussion & Analysis | | 36 | Consolidated Balance Sheets | | 37 | Consolidated Statements of Income | | 38 | Consolidated Statements of Shareholders’ Equity | | 39 | Consolidated Statements of Cash Flows | | 40 | Notes to Consolidated Financial Statements | | 52 | Independent Auditors’ Report | ## Selected Consolidated Financial Data The following summary consolidated financial data (other than pounds information) for each of the years in the five-year period ended October 31, 2003 are derived from the audited consolidated financial statements of Calavo Growers, Inc. and our predecessor, Calavo Growers of California. Historical results are not necessarily indicative of results that may be expected in any future period. The following data should be read in conjunction with “Management’s Discussion and Analysis of Financial Condition and Results of Operations” and our consolidated financial statements and notes thereto that are included elsewhere in this Annual Report. | Fiscal Year Ended October 31 | 2003 | 2002 | 2001 | 2000 | 1999 | |------------------------------|--------|--------|--------|--------|--------| | **Income Statement Data** | | | | | | | Net sales | $246,761 | $242,671 | $217,704 | $220,712 | $177,853 | | Gross margin | 25,465 | 25,823 | 18,808 | 19,554 | 14,302 | | Provision for income taxes | 4,319 | 5,727 | 2,744 | 2,430 | 229 | | Net income | 7,160 | 6,915 | 3,838 | 4,476 | 244 | | Basic and diluted net income per share\(^{(1)}\) | $0.55 | $0.60 | $0.37 | $0.43 | $0.02 | | **Balance Sheet Data as of End of Period** | | | | | | | Working capital | 20,735 | 18,833 | 9,799 | 12,559 | 8,824 | | Total assets | 53,689 | 55,132 | 52,368 | 46,537 | 43,295 | | Short-term debt | 24 | 3,222 | 16,241 | 9,486 | 9,148 | | Long-term debt, less current position\(^{(2)}\) | 61 | 3,180 | 3,429 | 3,820 | 4,331 | | Shareholders’ equity | 37,147 | 30,556 | 20,029 | 21,066 | 16,477 | | **Cash Flows (Used in) Provided by** | | | | | | | Operations | 15,222 | 8,135 | 1,161 | 2,958 | (6,624)\(^{(3)}\) | | Investing\(^{(4)}\) | (4,475) | (2,078) | (2,029) | (1,685) | (1,171) | | Financing | (6,293) | (7,193) | 1,433 | (1,239) | 6,920\(^{(3)}\) | | **Other Data** | | | | | | | Dividends per share\(^{(2)}\) | $0.25 | $0.20 | $0.50\(^{(2)}\) | $– | $0.12 | | Net book value per share | $2.87 | $2.38 | $2.01 | $2.13 | $1.67 | | Pounds of California avocados delivered | 114,844 | 149,217 | 158,449 | 119,247 | 82,227 | | Pounds of international avocados sold | 70,348 | 69,512 | 44,935 | 42,300 | 32,630 | | Pounds of processed avocados sold | 14,707 | 14,248 | 14,788 | 14,962 | 9,815 | --- \(^{(1)}\) Dividends per share for fiscal 2001 represent the payment of our dividend to shareholders for the results of our fiscal 2000 operations. We did not declare a cash dividend in connection with our fiscal 2001 operating results. In December 2001, we declared a 5% stock dividend payable February 15, 2002 for all shareholders of record as of February 1, 2002. Basic and diluted earnings per share for all periods presented have been restated to reflect the 5% stock dividend. Dividends per share and net book value per share are computed based on the actual shares outstanding. \(^{(2)}\) In July 2003, our Board of Directors approved the retirement of our Industrial Development Revenue Bond. The bonds were initially floated to provide the financing to construct our Temecula, California packinghouse. We repaid $2.8 million in principal under the indenture in September 2003. \(^{(3)}\) Cash flows used in operations for fiscal 1999 include the effect of higher accounts receivable balances as of October 31, 1999 when compared to October 31, 1998. The increase in accounts receivable during the year is a result principally of higher California and imported avocado sales. Cash flows from financing activities for fiscal 1999 relate principally to amounts borrowed under short-term borrowing agreements to finance our increased operating cash flow needs and fund our fiscal 1998 investing activities. \(^{(4)}\) Cash flows used in investing activities for fiscal 2003 include the effect of constructing a processing facility in Uruapan, Michoacan, Mexico. The completion of this processed facility is projected to be near the end of our first fiscal quarter 2004. Management’s Discussion and Analysis of Financial Condition and Results of Operations You should read the following discussion and analysis of our financial condition and results of operations together with “Selected Consolidated Financial Data” and our consolidated financial statements and notes thereto that appear elsewhere in this Annual Report. Overview We are a leader in the distribution of avocados, processed avocado products, and other perishable food products throughout the United States and elsewhere in the world. Our history and expertise in handling California grown avocados has allowed us to develop a reputation of delivering quality products, at competitive prices, while providing a competitive return to our growers. This reputation has enabled us to expand our product offering to include avocados sourced on an international basis, processed avocado products, and other perishable foods. We report these operations in three business segments: California avocados, international avocados and other perishable food products and processed products. We report our financial results on a November 1 to October 31 fiscal year basis to coincide with the California avocado harvest season. Our California avocado business grades, sizes, packs and cools avocados grown in California for delivery to our customers. We presently operate two packinghouses in Southern California. These packinghouses handled approximately 34% of the California Hass avocado crop during the 2003 fiscal year, based on data obtained from the California Avocado Commission. Our operating results and the returns we pay our growers are highly dependent on the volume of avocados delivered to our packinghouses, as a significant portion of our costs are fixed. Our strategy calls for continued efforts in aggressively recruiting new growers, retaining existing growers and procuring a larger percentage of the California avocado crop to improve our results from operations. Our international and perishable food products business procures avocados grown in Mexico, Chile, New Zealand, and the Dominican Republic, as well as papayas grown in Hawaii. We operate a packinghouse in Mexico that handled approximately 31% of the Mexican avocado crop bound for the United States market during the 2002-2003 Mexican harvest season, based on our estimates. Additionally, during the 2002-2003 Chilean avocado harvest season, we handled approximately 15% of the Chilean avocado crop, based on our estimates. Our strategy is to procure and sell the internationally grown avocados to complement our distribution efforts in support of California grown avocados. We believe that the introduction of these avocados, although competitive at times with California grown avocados, provides a level of supply stability that may, over time, help solidify the demand for avocados among consumers in the United States and elsewhere in the world. We believe our efforts in distributing papayas grown in Hawaii complement our offerings of avocados. From time to time, we continue to explore distribution of other crops that provide reasonable returns to the business. Our processed products business procures avocados, processes avocados into a wide variety of guacamole products, and distributes the processed product to our customers. During fiscal 2003, we operated a processing plant in Mexico and a second facility in Southern California. The second facility, however, was closed in February 2003 in conjunction with the relocation of our processed business to our new, under construction, facility in Uruapan, Michoacan, Mexico. We anticipate this facility will be completed near the end of our first fiscal quarter in 2004. Our customers include both food service industry and retail businesses. Our strategy calls for the development of new guacamole recipes and other processed avocado products that address the diverse taste of today’s consumers. We also seek to expand our relationships with major food service companies and develop alliances that will allow our products to reach a larger percentage of the marketplace. Our California avocado and international and perishable food product businesses are highly seasonal and are characterized by rapid crop volume and price changes. Furthermore, the operating results of all of our businesses, including our processed product business, have been, and will continue to be, affected by substantial quarterly and annual fluctuations and market downturns due to a number of factors, such as pests and disease, weather patterns, changes in demand by consumers, the timing of the receipt, reduction, or cancellation of significant customer orders, the gain or loss of significant customers, market acceptance of our products and our customers’ products, our ability to develop, introduce, and market new products on a timely basis, availability and cost of avocados and supplies from growers and vendors, new product introductions by our competitors, change in the mix of avocados and processed products we sell, and general economic conditions. We believe, however, that we are currently positioned to address these risks and deliver favorable operating results for the foreseeable future. On October 9, 2001, we completed a series of transactions whereby common and preferred shareholders of Calavo Growers of California, an agricultural marketing cooperative association, exchanged all of their outstanding shares for shares of our common stock. Concurrently with this transaction, the Cooperative was merged into us with Calavo Growers, Inc. emerging as the surviving entity. These transactions had the effect of converting the legal structure of the business from a non-profit cooperative to a for-profit corporation. The merger and the conversion were approved on an overwhelming basis by both the Cooperative’s shareholders and our board of directors. Prior to the merger, the Cooperative reported results of operations as constituting either member (the packing and distribution of avocados procured from either members or associate members) or non-member business (non-member business included both the processed product business and the sourcing and distribution of all crops that were not procured from the Cooperative’s members). We have realigned our businesses to combine within our California avocado segment the results of operations of both the California avocados grown previously by members and those that were procured from non-members. We believe that this presentation provides an enhanced view of the results of our California operations and a better framework to evaluate the results of our various operations. Recent Developments Dividend Payment In January 2004, we paid a $0.25 per share dividend in the aggregate amount of $3,232,000 to shareholders of record in November 2003. Stock options During the year ended October 31, 2003, 95,000 stock options were exercised for proceeds totaling $475,000. In December 2003, our Board of Directors approved the issuance of options to acquire a total of 50,000 shares of our common stock to two members of our Board of Directors. Each option to acquire 25,000 shares vests in substantially equal installments over a 3-year period, has an exercise price of $7.00 per share and has a term of 5 years from the grant date. The market price of our common stock at the grant date was $10.01. In accordance with Accounting Principles Board Opinion No. 25, “Accounting for Stock Issued to Employees,” we will record compensation expense of approximately $151,000 over the vesting period of three years from the grant date. Purchase commitment In May 2003, we entered into a commitment to purchase approximately 1.3 million pounds of processed avocado products from a supplier for a cost of approximately $1.5 million over a 12-month period. Through December 2003, we have received substantially all products subject to this commitment. Acquisition In order to diversify our product lines and increase synergies within the marketplace, we acquired all the outstanding common shares of Maui Fresh International, Inc. (“Maui”) for 576,924 shares of our common stock valued at $4.05 million in November 2003. Maui, which generated approximately $20 million in revenues during its fiscal year ended December 31, 2002, is a specialty produce company servicing a wide array of retail, food service, and terminal market wholesale customers with over 25 different specialty commodities. The value of our common stock issued in conjunction with the acquisition was based on the average quoted market price of our common stock for 3 days before and after the announcement date. As security for certain potential contingencies, such as unrecorded liabilities, we are entitled to hold approximately 58,000 shares issued in conjunction with such acquisition for one full year from the acquisition date. In the event that these contingencies resolve as we expect them to, we will be obligated to return these shares. The following table summarizes the estimated fair values of the assets acquired and liabilities assumed at the date of acquisition. Such estimates are preliminary and are subject to change upon receipt of valuation information: | (in thousands) | November 7, 2003 (Preliminary) | |----------------|-------------------------------| | Fixed assets | $114 | | Goodwill and intangible assets | 4,046 | | Total assets acquired | 4,160 | | Current liabilities | 110 | | Net assets acquired | $4,050 | Goodwill is not subject to amortization and is generally not expected to be deductible for tax purposes. Processed product segment restructuring In February 2003, our Board of Directors approved a plan whereby the operations of our processed products business will be relocated. The plan calls for the closing of our Santa Paula, California and Mexicali, Baja California Norte processing facilities and the relocation of these operations to a new facility in Uruapan, Michoacan, Mexico. We believe that this restructuring will provide cost savings in the elimination of certain transportation costs, duplicative overhead structures, and savings in the overall cost of labor and services. We anticipate that the facility will be completed near the end of our first fiscal quarter 2004. The Santa Paula facility closed in February 2003. We plan to close the Mexicali facility during calendar year 2004, but no firm closing date has yet been determined. Through October 31, 2003, we have incurred costs related to this restructuring approximating $1,304,000. Our income statement for the year ended October 31, 2003 includes $890,000 as cost of sales, $106,000 as special charges, and $308,000 as selling, general and administrative expenses. These costs are comprised of the following components as of and for the year ended October 31, 2003: | (in thousands) | Special charges | Amounts paid | Non-cash charges | Reserves remaining to be utilized | |----------------|-----------------|--------------|------------------|----------------------------------| | Employee separation costs | $74 | $(74) | - | - | | Write-down of fixed assets (net book value of $32) | 32 | - | (32) | - | | Total special charges | 106 | (74) | (32) | - | | Selling, general and administrative – freight | 308 | (308) | - | - | | Cost of sales - facility operating costs | 890 | (693) | (197) | - | | **$1,304** | **$(1,075)** | **(229)** | **$–** | **$–** | Special charges recorded through October 31, 2003 consist entirely of employee separation costs and write-downs of fixed assets. All employee separation costs were paid in cash and represent final payments to 26 production and 4 managerial employees formerly working at our Santa Paula, California processing facility. We expect to pay additional employee separation costs in connection with our planned future closure of our Mexicali, Baja California Norte production facility, which will be recognized when incurred, in accordance with SFAS No. 146, “Accounting for Costs Associated with Exit or Disposal Activities.” Those costs have not yet been quantified and are expected to be accrued for and paid during fiscal year 2004. Costs related to the write-down of fixed assets represent a non-cash charge to reduce the carrying value of production assets located at our Santa Paula, California processed facility to their fair value. These write-downs were primarily the result of fixed assets no longer being used in the production process. As of October 31, 2003, we have not accrued for any charges relating to the write-down of production assets being held at our Mexicali, Baja California Norte production facility as it is anticipated that all such assets will be re-commissioned at our new facility in Uruapan, Michoacan or their carrying value is less than their net realizable value. **Critical Accounting Policies** Our discussion and analysis of our financial condition and results of operations are based upon our consolidated financial statements, which have been prepared in accordance with accounting principles generally accepted in the United States of America. The preparation of these financial statements requires us to make estimates and judgments that affect the reported amounts of assets, liabilities, revenues and expenses. On an ongoing basis, we re-evaluate all of our estimates, including those related to the areas of customer and grower receivables, inventories, useful lives of property, plant and equipment, promotional allowances, income taxes, retirement benefits, and commitments and contingencies. We base our estimates on historical experience and on various other assumptions that are believed to be reasonable under the circumstances, the results of which form the basis for making judgments about the carrying values of assets and liabilities that are not readily apparent from other sources. Actual results may materially differ from these estimates under different assumptions or conditions as additional information becomes available in future periods. Management has discussed the development and selection of critical accounting policies and estimates with the Audit Committee of the Board of Directors and the Audit Committee has reviewed our disclosure relating to critical accounting policies and estimates in this Annual Report. We believe the following are the more significant judgments and estimates used in the preparation of our consolidated financial statements. **Advances to Suppliers.** We advance funds to third-party growers primarily in California, Chile and Mexico for various farming needs. These advances are generally secured with a crop lien or other collateral owned by the grower. We continuously evaluate the ability of these growers to repay advances and the fair value of the collateral in order to evaluate the possible need to record an allowance. **Promotional Allowances.** We provide for promotional allowances at the time of sale, based on our historical experience. Our estimates are generally based on evaluating the average length of time between the product shipment date and the date on which we pay the customer the promotional allowance. The product of this lag factor and our historical promotional allowance payment rate is the basis for the promotional allowance included in accrued expenses on our balance sheet. Actual amounts may differ from these estimates and such differences are recognized as an adjustment to net sales in the period they are identified. Cash rebates are generally earned by our customers upon achievement of volume purchases or by corporate customers for purchases made by their affiliated subsidiaries. Cash rebates, as well as all other sales incentives that result in a reduction in, or refund of, the selling price at the time of sale, have been classified as a reduction of sales. **Net Sales.** We recognize sales once they are realizable and earned. Sales of products and related costs of products sold are recognized when persuasive evidence of an arrangement exists, shipment has been made, title passes, the price is fixed or determinable and collectibility is reasonably assured. Perishable product sales are recorded when the product is shipped, title passes, and the sales price is known. Sales from processed products are recorded when the product is shipped and title and risk passes. Service revenue, including freight, ripening, storage, bagging and palletization charges, is recorded when services are performed and sales of the related products are delivered. **Allowance for customer deductions.** We provide an allowance for customer deductions and receivable balances remaining, after partial invoice payments, based on historical experience and the aging of the related accounts receivable. **Results of Operations** The following table sets forth certain items from our consolidated statements of income, expressed as percentages of our total net sales, for the periods indicated: | Year ended October 31, | 2003 | 2002 | 2001 | |------------------------|--------|--------|--------| | Net Sales | 100.0% | 100.0% | 100.0% | | Gross margins | 10.3% | 10.6% | 8.6% | | Selling, general and administrative | 6.0% | 5.7% | 5.8% | | Operating income | 4.3% | 4.9% | 2.9% | | Other expense (income), net | (0.4)% | (0.3)% | (0.2)% | | Net income | 2.9% | 2.6% | 1.8% | Net Sales We believe that the fundamentals for our products continue to be favorable. Government census studies continue to indicate a shift in the demographics of the U.S. population in which larger portions of the population descend from a Hispanic origin. Avocados are considered a staple item purchased by Hispanic consumers and their acceptance as part of American cuisine continues to spur demand for our products. We anticipate avocado products will further penetrate the United States marketplace driven by growth in the Hispanic community and general acceptance in American cuisine. As the largest marketer of avocado products in the United States, we believe that we are well positioned to leverage this trend and to grow all segments of our business. We recognize sales of perishable products when the product is shipped, title and risk passes, and the market price is known. Service revenue, including freight, ripening, and palletization charges, are recorded when services are performed and/or the product is shipped. We generally recognize sales from processed product sales directly to our customers upon shipment and transfer of title and risk. We provide for sales returns and other allowances at the time of shipment, based on our experience. The following table summarizes our net sales by business segment: | (Dollars in thousands) | 2003 | Change | 2002 | Change | 2001 | |------------------------|------------|----------|------------|----------|------------| | Net sales: | | | | | | | California avocados | $149,635 | (9.4)% | $165,077 | 10.7% | $149,158 | | International avocados and perishable food products | 75,347 | 27.5% | 59,083 | 25.6% | 47,048 | | Processed products | 32,360 | 8.0% | 29,960 | (0.5)% | 30,107 | | Eliminations | (10,581) | | (11,449) | | (8,609) | | Total net sales | $246,761 | 1.7% | $242,671 | 11.5% | $217,704 | As a percentage of net sales: | | 2003 | 2002 | 2001 | |------------------------|------------|------------|------------| | California avocados | 60.6% | 68.0% | 68.1% | | International avocados and perishable food products | 28.0% | 22.2% | 19.9% | | Processed products | 11.4% | 9.8% | 12.0% | 100.0% 100.0% 100.0% Net sales for the year ended October 31, 2003, when compared to 2002, grew by approximately $4.1 million, or 1.7%, principally as a result of growth experienced by our International avocados and perishable food products and our processed products segments, partially offset by a decrease in our California avocados segment. In particular, growth in our net sales reflects an increasing percentage of our business being generated by our International avocados and perishable food product segments. Net sales generated by our International avocados and perishable food products business depends principally on the availability of Chilean and Mexican grown avocados in the U.S. markets. Currently, Mexican grown avocados are significant during our first two fiscal quarters. Chilean grown avocados are significant during our 1st and 4th fiscal quarters. We are presently reviewing the impact, if any, of the pest risk assessment issued by the USDA during fiscal 2003, which, if adopted as drafted, would lift current import limitations on Hass avocados from Mexico. The marketing of the Mexican avocados is presently limited to 31 states, from the middle of October to the middle of April. This directive is intended to analyze the risks associated with expanding the importation of Mexican avocados to all U.S. states for the entire year. We believe that this assessment will be adopted, in a form substantially similar to its draft form, during our fiscal 2004. We are unable to project the impact, if any, the adoption of this proposed assessment will have on our financial condition and results of operations. Notwithstanding the aforementioned pest risk assessment, we anticipate the continuation of growth in our International avocados and perishable food product segment for fiscal 2004. Additionally, we anticipate slightly increasing sales in our processed products business and also anticipate continued growth in net sales generated from value-added bagging and ripening services, as well as the need to promote our products with additional sales incentives. We also anticipate that sales generated from our California avocados and international avocados and perishable food products segments will continue to represent the majority of total net sales and the percentage of total net sales generated from these segments may increase in the future. The following tables set forth sales by product category, freight and other charges and sales incentives, by segment (dollars in thousands): ### Year ended October 31, 2003 | | California avocados | International avocados and perishable food products | Processed products | Total | |------------------------|---------------------|----------------------------------------------------|--------------------|---------| | Third-party sales: | | | | | | California avocados | $140,795 | $– | $– | $140,795| | Imported avocados | – | $56,306 | $– | $56,306 | | Papayas | – | $2,920 | $– | $2,920 | | Miscellaneous | – | $30 | $– | $30 | | Processed - food service| – | $– | $28,545 | $28,545 | | Processed - retail and club | – | $5,165 | $– | $5,165 | | **Total fruit and product sales to third-parties** | $140,795 | $59,256 | $33,710 | $233,761| | Freight and other charges | $8,997 | $10,079 | $290 | $19,366 | | **Total fruit and product sales to third-parties** | $149,792 | $69,335 | $34,000 | $253,127| | Less sales incentives | $(157) | $(251) | $(5,958) | $(6,366)| | **Total net sales to third-parties** | $149,635 | $69,084 | $28,042 | $246,761| | Intercompany sales | – | $6,263 | $4,318 | $10,581 | | Net sales | $149,635 | $75,347 | $32,360 | $257,342| ### Year ended October 31, 2002 | | California avocados | International avocados and perishable food products | Processed products | Total | |------------------------|---------------------|----------------------------------------------------|--------------------|---------| | Third-party sales: | | | | | | California avocados | $153,878 | $– | $– | $153,878| | Imported avocados | – | $43,715 | $– | $43,715 | | Papayas | – | $2,658 | $– | $2,658 | | Miscellaneous | – | $42 | $– | $42 | | Processed - food service| – | $– | $24,964 | $24,964 | | Processed - retail and club | – | $5,141 | $– | $5,141 | | **Total fruit and product sales to third-parties** | $153,878 | $46,415 | $30,105 | $230,398| | Freight and other charges | $11,381 | $7,540 | $217 | $19,138 | | **Total fruit and product sales to third-parties** | $165,259 | $53,955 | $30,322 | $249,536| | Less sales incentives | $(182) | $(150) | $(6,533) | $(6,865)| | **Total net sales to third-parties** | $165,077 | $53,805 | $23,789 | $242,671| | Intercompany sales | – | $5,278 | $6,171 | $11,449 | | Net sales | $165,077 | $59,083 | $29,960 | $254,120| ### Year ended October 31, 2001 | | California avocados | International avocados and perishable food products | Processed products | Total | |------------------------|---------------------|----------------------------------------------------|--------------------|---------| | Third-party sales: | | | | | | California avocados | $137,166 | $– | $– | $137,166| | Imported avocados | – | $34,566 | $– | $34,566 | | Papayas | – | $3,378 | $– | $3,378 | | Miscellaneous | – | $41 | $– | $41 | | Processed - food service| – | $– | $25,912 | $25,912 | | Processed - retail and club | – | $5,625 | $– | $5,625 | | **Total fruit and product sales to third-parties** | $137,166 | $37,985 | $31,537 | $206,688| | Freight and other charges | $11,304 | $5,256 | $59 | $16,619 | | **Total fruit and product sales to third-parties** | $148,470 | $43,241 | $31,596 | $223,307| | Less sales incentives | $(276) | $(5,313) | $(5,603) | $(6,192)| | **Total net sales to third-parties** | $148,194 | $43,227 | $26,283 | $217,704| | Intercompany sales | – | $964 | $3,824 | $4,788 | | Net sales | $149,158 | $47,048 | $30,107 | $226,313| ### Intercompany sales eliminations | | | | | | |------------------------|---------------------|----------------------------------------------------|--------------------|---------| | | | | | $(11,449)| ### Consolidated net sales | | | | | $246,761| Net sales by segment includes intercompany activity consisting of value-added services billed by our Calavo de Mexico subsidiary to its parent for receiving and packaging avocados for sale outside of Mexico, as well as value-added services billed by our Calavo Foods de Mexico subsidiary to its parent for processing fresh avocados in avocado pulp, which was then made into finished product at our Santa Paula processing facility, which is now closed. All intercompany sales are eliminated in our consolidated results of operations. **California Avocados** Net sales delivered by the business decreased by approximately $15.4 million, or 9.4%, from fiscal 2002 to 2003. The decrease in fiscal 2003 sales primarily reflects a decrease in avocados delivered by our growers of 23%, or 34.4 million pounds, partially offset by a significant improvement in the average selling prices of avocados when compared to fiscal 2002. The decrease in delivered pounds is consistent with the decrease in the overall harvest of the California avocado crop for the 2002/2003 season, as well as a shift in growing areas where we do not command as significant a market share. Despite this decrease in volume, we have continued to maintain our leadership role in packing and marketing California grown avocados. Our market share of first grade Hass variety avocados was approximately 34% and 37% during fiscal 2003 and 2002. For the 2002/2003 season, we attribute such decrease in market share primarily to the aforementioned shift into growing areas where we do not command as significant a market share among growers. Average selling prices, on a per carton basis, for first grade Hass variety avocados for fiscal 2003 were $4.59 higher when compared to fiscal 2002. We attribute some of the increase in these average selling prices to increasing demand for California grown avocados in the U.S. marketplace and a reduced volume of avocados. We believe that our investments in focused marketing activities, combined with promotional programs established by the California Avocado Commission, have generally had a positive effect on average sales prices. Our strategy is to continue to develop marketing opportunities that favorably position avocados packed by Calavo with our customers by emphasizing existing value-added services, such as fruit bagging and ripening. We believe that these and other value added strategies are critical elements in sustaining competitive average selling prices. Net sales delivered by the business increased by approximately $15.9 million, or 10.7%, from fiscal 2001 to 2002. The increase in fiscal 2002 sales reflects a significant improvement in the average selling prices of avocados when compared to fiscal 2001, partially offset by a decrease in avocados delivered by our growers of 5.8%, or 9.2 million pounds. The decrease in delivered pounds was consistent with the expected decrease in the overall harvest of the California avocado crop for the 2001/2002 season. Despite this decrease in volume, we continued to build on our leadership role in packing and marketing California grown avocados and maintained a strong market share of first grade Hass variety avocados during fiscal 2002. Our market share of first grade Hass variety avocados was approximately 37% and 36% during fiscal 2002 and 2001. Average selling prices, on a per carton basis, for first grade Hass variety avocados for fiscal 2002 were $3.88 higher when compared to fiscal 2001. We attribute some of the increase in these average selling prices to increasing demand for California grown avocados in the U.S. marketplace and a slightly reduced volume of avocados. In October 2002, the USDA announced the creation of a Hass Avocado Board to promote the sale of Hass variety avocados in the U.S. marketplace. The California Avocado Commission, which receives its funding from California avocado growers, has historically shouldered the promotional and advertising costs supporting avocado sales. The new Hass Avocado Board now provides a basis for a unified funding of promotional activities based on an assessment on all avocados sold in the U.S. marketplace including imported and California grown fruit. We believe that the incremental funding of promotional and advertising programs in the U.S. will, in the long term, positively impact average selling prices and will favorably impact our California avocado and international avocado businesses. During fiscal 2003, we remitted approximately $2.4 million to the Hass Avocado Board. **International and Perishable Food Products** For fiscal 2003, net sales include approximately $6.3 million of value-added services billed by our Mexican subsidiaries to the parent company, which are eliminated from our consolidated financial results. For fiscal 2003, when compared to fiscal 2002, net sales to third-party customers increased by approximately $15.2 million, or 28.4%, from $53.8 million to $69.0 million. The increased sales to third parties by our International and perishable foods products business were primarily driven by a greater volume of Chilean and Mexican grown avocados penetrating into the U.S., Japan and Europe marketplaces. The volume of fruit handled increased by 4.1 million pounds of Chilean grown avocados, or 16.3%, and 9.3 million pounds of Mexican grown avocados, or 30.3%, for fiscal 2003 when compared to fiscal 2002. Pricing during fiscal 2003 was fairly stable as well, when compared to fiscal 2002. During fiscal 2003, we sourced a significantly greater volume of Mexican grown avocados from our Uruapan, Mexico packinghouse. During fiscal 2003, the volume of fruit related to shipments to the U.S. marketplace increased by approximately 2.5 million pounds, or 13.8%, as compared to fiscal 2002. In addition, net sales resulting from the sale of Mexican grown avocados were also favorably impacted by increased demand from Japanese and European customers. During fiscal 2003, the volume of fruit related to shipments to Japan and Europe increased by approximately 6.7 million pounds, or 76.8%, as compared to fiscal 2002. We believe that sales of Mexican grown avocados will continue to show a growing trend. We intend to leverage our position as the largest packer of Mexican grown avocados for export markets to improve the overall performance of this business. For fiscal 2002 and 2001, net sales include approximately $5.3 million and $3.8 million of value-added services billed by our Mexican subsidiaries to the parent company, which are eliminated from our consolidated financial results. For fiscal 2002, when compared to fiscal 2001, net sales to third party customers increased by approximately $10.6 million, or 24.5%, from $43.2 million to $53.8 million. The increased sales to third parties were primarily driven by a greater volume of Chilean and Mexican grown avocados in the U.S. marketplace. The volume of fruit handled increased by 2.4 million pounds of Chilean grown avocados, or 10.2%, and 22.6 million pounds of Mexican grown avocados, or 113.6%, for fiscal 2002 when compared to fiscal 2001. **Processed Products** For fiscal 2003, net sales include approximately $4.3 million of value-added services billed by our Mexican subsidiaries to the parent company, which are eliminated from our consolidated financial results. Net sales to third-party customers increased by approximately $4.2 million, or 17.9%, from $23.8 million for fiscal 2002 to $28.0 million for fiscal 2003. The increase in fiscal 2003 net sales to third-party customers is primarily attributable to an increase in 0.5 million pounds of product sold, or 3.2%, an increase in the sales price per product pound sold of $0.18, and a decrease in sales incentives and promotional activities paid of $0.6 million or 8.8%. During fiscal 2003, we experienced an increase in demand for our frozen processed products as one of our competitors exited from the business. As a result of the increase in demand for our product, we decreased our sales incentives and promotional activities paid. During fiscal 2002, we purchased and commissioned new ultra high pressure treatment equipment designed to manufacture processed avocado products that are not frozen. Through October 31, 2003, our high pressure line consisted of one ultra high pressure machine manufacturing guacamole in Mexicali. This machine was commissioned for operations in October 2002 and ran near capacity during fiscal 2003. Utilizing avocado pulp and chunks, this high pressure equipment allows us to deliver fresh guacamole to retail and food service customers. Sales of our high pressure product totaled approximately $3.2 million for fiscal year 2003. We did not have significant sales of our high pressure product during fiscal 2002. We are presently installing a second, much larger, high pressure machine in our new facility being built in Uruapan, Michoacan, Mexico. We anticipate commissioning this second machine for operations during our second fiscal quarter of 2004, but we do not believe this machine will operate near capacity until near the end of fiscal 2004. We believe that the introduction of these fresh guacamole products will, in the long-term, successfully address a growing market segment. For fiscal 2002 and 2001, net sales include approximately $6.2 million and $3.8 million of value-added services billed by our Mexican subsidiaries to the parent company, which are eliminated from our consolidated financial results. Net sales to third-party customers decreased by approximately $2.5 million, or 9.5%, from $26.3 million for fiscal 2002 to $23.8 million for fiscal 2001. The decrease in fiscal 2002 net sales to third-party customers is attributable to a decrease in 0.5 million pounds of product sold, or 3.7%, and an increase in sales incentives and promotional activities paid of $1.2 million or 23.0%. **Gross Margins** The following table summarizes our gross margins and gross profit percentages by business segment: | (Dollars in thousands) | 2003 | Change | 2002 | Change | 2001 | |------------------------|----------|----------|----------|----------|----------| | **Gross Margins:** | | | | | | | California avocados | $14,873 | (13.9)% | $17,281 | 44.9% | $11,926 | | International avocados and perishable food products | 5,575 | 50.2% | 3,711 | 404.2% | 736 | | Processed products | 5,017 | 3.9% | 4,831 | (21.4)% | 6,146 | | **Total gross margins** | $25,465 | (1.4)% | $25,823 | 37.3% | $18,808 | | **Gross profit percentages:** | | | | | | | California avocados | 9.9% | | 10.5% | | 8.0% | | International avocados and perishable food products | 8.1% | | 6.9% | | 1.7% | | Processed products | 17.9% | | 20.3% | | 23.4% | | Consolidated | 10.3% | | 10.6% | | 8.6% | Our cost of goods sold consists predominantly of fruit costs, packing materials, freight and handling, labor and overhead (including depreciation) associated with preparing food products, and other direct expenses pertaining to products sold. Gross margins decreased by approximately $0.4 million, or 1.4%, from fiscal 2002 to 2003, principally as a result of decreases in the gross profit percentages realized by our California avocado and processed products segments, which were partially offset by increased gross profit percentages achieved by our international avocado and perishable food products segment. Gross margins increased by approximately $7.0 million, or 37.3%, from fiscal 2001 to 2002, principally as a result of increases in the gross profit percentages realized by our California avocado and international avocado and perishable food products segments, which were partially offset by decreased gross profit percentages achieved by our processed products segment. Gross margins and gross profit percentages for our California avocado business are largely dependent on production yields achieved at our packinghouses, current market prices of avocados, and the volume of avocados packed. The decrease in our gross margin percentage during fiscal 2003 is primarily related to a higher average return per pound paid to our growers. Our growers received an average return of $1.03 per pound, as compared to $0.86 per pound in fiscal 2002. The volume of avocados delivered by our growers decreased, however, by approximately 34.4 million pounds. During fiscal 2002, our growers received an average return of $0.86 per pound, as compared to $0.74 per pound in fiscal 2001, whereas the volume of avocados delivered decreased by approximately 9.2 million pounds. During fiscal 2003, freight and handling costs decreased by approximately $0.7 million, from $4.2 million in fiscal 2002 to $3.5 million during fiscal 2003. During fiscal 2002, freight and handling costs decreased by approximately $0.2 million, from $3.0 million in fiscal 2001 to $2.8 million during fiscal 2002. We continue to review our packinghouse processes for potential improvements in packing efficiencies and more favorable production yields. The gross margin and gross profit percentage for our international avocado and perishable food products business are dependent on the volume of fruit we handle and the competitiveness of the returns that we provide to third-party domestic packers. For example, the gross margins we earn on avocados procured from Chile, New Zealand, and the Dominican Republic, as well as papayas grown in Hawaii, are generally based on a commission agreed to with each packer that is subject to incentive provisions. These provisions provide for us to deliver returns to these domestic packers that are competitive with those delivered by other handlers. Accordingly, the gross margin results for this business are a function of the volume handled and the competitiveness of the sales prices that we realize as compared to others. For fiscal 2003, we generated gross margins of $2.3 million from the sale of fresh produce products that were domestically packed by third parties, whereas gross margins for fiscal 2002 were only $1.4 million. For fiscal 2002, we generated gross margins of $1.4 million from the sale of fresh produce products that were domestically packed by third parties, whereas gross margins for fiscal 2001 were only $1.2 million. Our business with Mexican growers differs in that we operate a packinghouse in Mexico and purchase avocados directly from the field. Consequently, the gross margin and gross profit percentages generated by our Mexican operations are significantly impacted by the volume of avocados handled by our packinghouse. During fiscal 2003, our gross margins generated from the sale of Mexican avocados improved from approximately $1.8 million in fiscal 2002 to $2.2 million in fiscal 2003, principally as a result of increases in the pounds packed at our facility. These efficiencies, however, were adversely affected via the introduction of the new $0.025 per pound marketing assessment imposed on avocados imported into the United States. During fiscal 2002, our gross margins generated from the sale of Mexican avocados improved from a negative margin of approximately $0.7 million in fiscal 2001 to a positive margin of $1.8 million in fiscal 2002 principally as a result of increases in the pounds packed at our facility. Gross margins and gross profit percentages for our processed products business are largely dependent on the pricing of our final product and the cost of avocados used in preparing guacamole. During fiscal 2003, the decrease in the gross margin percentage is primarily related to higher fruit costs, as well as inefficiencies related to the relocation of production from Santa Paula, California and Mexicali, Mexico to our newly constructed facility in Uruapan, Mexico. Additionally, as a result of the closure of our Santa Paula processed facility and greater than expected increase in demand for our products, we have been depleting our inventory at a rate greater than initially planned. Therefore, we entered into agreements and/or discussions with two processed avocado product suppliers to supplement our existing inventory levels. This had the effect of decreasing our gross margin percentage due to higher costs and inefficiencies related to sourcing this product from outside suppliers. During fiscal 2001 to 2002, the cost of avocados used in the preparation of our processed products decreased by 36.9%, principally due to lower prices for avocados having the necessary quality for preparing our processed products. **Selling, General and Administrative** | (Dollars in thousands) | 2003 | Change | 2002 | Change | 2001 | |------------------------|--------|--------|--------|--------|--------| | Selling, general and administrative | $14,769 | 6.4% | $13,881 | 10.4% | $12,568 | | Percentage of net sales | 6.0% | | 5.7% | | 5.8% | Selling, general and administrative expenses include costs of marketing and advertising, sales expenses, and other general and administrative costs. Selling, general and administrative expenses increased by approximately $0.9 million from fiscal 2002 to 2003. The increase is attributable principally to $0.4 million of additional marketing expenses, $0.3 million of transportation costs associated with the relocation of the processed product operations, and $0.2 million in incentives paid to employees. Selling, general and administrative expenses increased by approximately $1.3 million from fiscal 2001 to 2002. The increase is attributable principally to $0.6 million of additional administrative expenses, $0.6 million in incentives paid to employees, and miscellaneous other net increases of $0.1 million. **Other Income, Net** | (Dollars in thousands) | 2003 | Change | 2002 | Change | 2001 | |------------------------|--------|--------|--------|--------|--------| | Other income, net | $(889 )| 27.0% | $(700 )| 104.7% | $(342 )| | Percentage of net sales| (0.4)% | | (0.3)% | | (0.2)% | Other income, net includes interest income and expense generated primarily in connection with our financing activities, as well as certain other transactions that are outside of the course of normal operations. During fiscal 2003, other income, net includes interest accrued on notes receivable from directors and officers of approximately $0.3 million. During fiscal 2002, other income includes interest accrued on notes receivable from directors and officers of approximately $0.2 million. **Provision for Income Taxes** | (Dollars in thousands) | 2003 | Change | 2002 | Change | 2001 | |------------------------|--------|--------|--------|--------|--------| | Provision for income taxes | $4,319 | (24.6)% | $5,727 | 108.7% | $2,744 | | Percentage of income before provision for income taxes | 37.6% | | 45.3% | | 41.7% | The effective income tax rate for fiscal 2003 is higher than the federal statutory rate principally due to state taxes. The effective income tax rate for fiscal 2002 is higher than the federal statutory rate principally due to state and foreign taxes and certain non-recurring transaction costs related to our conversion from a cooperative to a for-profit corporation that were non-deductible for tax purposes. Our effective income tax rate decreased from 45.3% in fiscal 2002 to 37.6% in fiscal 2003 primarily as a result of a reduction in non-deductible transaction costs and a favorable reduction in our state and foreign tax rates during fiscal 2003 when compared to fiscal 2002. We anticipate that our effective tax rate for fiscal 2004 will be approximately 40.0%. **Quarterly Results of Operations** The following table presents our operating results for each of the eight fiscal quarters in the period ended October 31, 2003. The information for each of these quarters is derived from our unaudited interim financial statements and should be read in conjunction with our audited consolidated financial statements included in this Annual Report. In our opinion, all necessary adjustments, which consist only of normal and recurring accruals, have been included to fairly present our unaudited quarterly results. Our effective income tax rate decreased in our 4th fiscal quarter of 2003 primarily as a result of a favorable reduction in our foreign tax rate. | Three months ended | Oct. 31, 2003 | July 31, 2003 | Apr. 30, 2003 | Jan. 31, 2003 | Oct. 31, 2002 | July 31, 2002 | Apr. 30, 2002 | Jan. 31, 2002 | |--------------------|--------------|--------------|--------------|--------------|--------------|--------------|--------------|--------------| | **Statement of Operations Data** | | | | | | | | | | Net sales | $63,780 | $81,359 | $57,393 | $44,229 | $64,384 | $76,420 | $56,144 | $45,723 | | Cost of sales | 58,450 | 72,118 | 50,422 | 40,306 | 58,202 | 67,498 | 49,006 | 42,142 | | Gross margin | 5,330 | 9,241 | 6,971 | 3,923 | 6,182 | 8,922 | 7,138 | 3,581 | | Selling, general and administrative | 3,444 | 4,004 | 4,130 | 3,191 | 4,278 | 3,325 | 3,254 | 3,024 | | Restructuring charge | 3 | 5 | 98 | – | – | – | – | – | | Operating income | 1,883 | 5,232 | 2,743 | 732 | 1,904 | 5,597 | 3,884 | 557 | | Other expense (income), net | (274) | (294) | (206) | (115) | (363) | (184) | (145) | (8) | | Income before provision (benefit) for income taxes | 2,157 | 5,526 | 2,949 | 847 | 2,267 | 5,781 | 4,029 | 565 | | Provision (benefit) for income taxes | 471 | 2,287 | 1,214 | 347 | 1,059 | 2,657 | 1,758 | 253 | | Net income | $1,686 | $3,239 | $1,735 | $500 | $1,208 | $3,124 | $2,271 | $312 | | Net income per share: | | | | | | | | | | Basic | $0.13 | $0.25 | $0.13 | $0.04 | $0.10 | $0.26 | $0.20 | $0.03 | | Diluted | $0.13 | $0.25 | $0.13 | $0.04 | $0.10 | $0.26 | $0.19 | $0.03 | | Number of shares used in per share computation: | | | | | | | | | | Basic | 12,930 | 12,930 | 12,930 | 12,856 | 12,307 | 11,836 | 11,637 | 10,466 | | Diluted | 12,970 | 12,960 | 12,960 | 12,887 | 12,377 | 11,906 | 11,670 | 10,466 | Liquidity and Capital Resources Operating activities for fiscal 2003, 2002 and 2001 provided cash flows of $15.2 million, $8.1 million, and $1.2 million. Fiscal 2003 operating cash flows reflect our net income of $7.2 million, net noncash charges (depreciation and amortization, gains and losses) of $1.9 million and a net increase in the non-cash components of our working capital of approximately $6.1 million. The fiscal 2003 working capital increases include a decrease in inventories of $4.4 million, principally due to the relocation of our processed operations to Uruapan, Michoacan, Mexico, a decrease in accounts receivable of $1.3 million, a decrease in advances to suppliers of $1.9 million, an increase in trade accounts payable and accrued expenses of $0.6 million, an increase in prepaid expenses and other assets of $0.5 million, and other miscellaneous net increases of $0.5 million, partially offset by a decrease in payable to growers of $2.9 million and an increase in deferred income taxes of $0.2 million. Cash used in investing activities was $4.5 million, $2.1 million, and $2.0 million for fiscal years 2003, 2002, and 2001. Fiscal 2003 cash flows used in investing activities include capital expenditures of $6.5 million, principally related to the construction of our new processed operations facility in Uruapan, Michoacan, Mexico, partially offset by the $2.1 million proceeds received related to the sale of our investments held-to-maturity. Cash flows used in financing activities were $6.3 million and $7.2 million for fiscal years 2003 and 2002, compared to cash from financing of $1.4 million in fiscal 2001. Cash flows from financing activities used during fiscal 2003 include repayments of borrowings of $6.3 million, the payment of a dividend totaling $2.6 million, and other miscellaneous payments totaling $0.1 million, partially offset by proceeds of $2.2 million from collection of notes receivable from shareholders and proceeds received of $0.5 million from the exercise of stock options. Our principal sources of liquidity are our existing cash reserves, cash generated from operations and amounts available for borrowing under our existing credit facilities. Cash and cash equivalents as of October 31, 2003 and 2002 totaled $5.4 million and $0.9 million. Our working capital at October 31, 2003 was $20.7 million compared to $19.1 million at October 31, 2002. The overall working capital increase reflects our repayment of short-term borrowings and the increase in our cash balance. We believe that cash flows from operations and available credit facilities will be sufficient to satisfy our future capital expenditures, grower recruitment efforts, working capital and other financing requirements. We currently maintain two short-term, non-collateralized, revolving credit facilities with separate banks, which expire through April 2004. We have received commitments from both banks, however, for new credit facilities, maturing in December 2005, totaling $24,000,000. We are in the process of finalizing both note agreements. We will continue to evaluate grower recruitment opportunities and exclusivity arrangements with food service companies to fuel growth in each of our business segments. In order to finance such growth, we may seek to obtain additional borrowings or issue shares of our common stock. The following table summarizes contractual obligations pursuant to which we are required to make cash payments. The information is presented as of our fiscal year ended October 31, 2003: | Payments due by period | Less than 1 year | 1-3 years | 4-5 years | More than 5 years | |------------------------|------------------|-----------|-----------|-------------------| | Contractual Obligations | Total | | | | | Long-term debt obligations | $85 | $24 | $36 | $16 | $9 | | Operating lease | | | | | | commitments | $3,021 | $993 | $1,239 | $845 | $4 | | Total | $3,106 | $1,017 | $1,275 | $861 | $13 | Impact of Recently Issued Accounting Pronouncements See Note 2 of Notes to Consolidated Financial Statements. Our financial instruments include cash and cash equivalents, accounts receivable, short and long-term loans to growers, notes receivable from shareholders, accounts payable, and long-term, fixed-rate obligations. All of our financial instruments are entered into during the normal course of operations and have not been acquired for trading purposes. The table below summarizes interest rate sensitive financial instruments and presents principal cash flows in U.S. dollars, which is our reporting currency, and weighted-average interest rates by expected maturity dates, as of October 31, 2003. (All amounts in thousands) | Expected maturity date October 31, | 2004 | 2005 | 2006 | 2007 | 2008 | Thereafter | Total | Fair Value | |-----------------------------------|--------|--------|--------|--------|--------|------------|---------|------------| | **Assets** | | | | | | | | | | Cash and cash equivalents (1) | $5,375 | $- | $- | $- | $- | $- | $5,375 | $5,375 | | Accounts receivable (1) | 16,560 | $- | $- | $- | $- | $- | 16,560 | 16,560 | | Short-term loans to growers (1) | 353 | $- | $- | $- | $- | $- | 353 | 353 | | Loans to growers (2) | 200 | $- | 338 | $- | 370 | $- | 908 | 952 | | Notes receivable from shareholders (3) | 263 | 211 | 211 | 2,878 | $- | $- | 3,563 | 3,691 | | **Liabilities** | | | | | | | | | | Accounts payable (1) | $1,534 | $- | $- | $- | $- | $- | 1,534 | 1,534 | | Fixed-rate long-term obligations (4) | 23 | 23 | 13 | 8 | 8 | 10 | 85 | 91 | (1) We believe the carrying amounts of cash and cash equivalents, accounts receivable, short-term advances to growers, and accounts payable approximate their fair value due to the short maturity of these financial instruments. (2) Loans to growers bear fixed interest rates ranging from 5.0% to 10.0% with a weighted-average interest rate of 7.7%. We believe that a portfolio of loans with a similar risk profile would currently yield a return of 5.1%. We project the impact of an increase or decrease in interest rates of 100 basis points would result in a change of fair value of approximately $29,000. (3) Notes receivable from shareholders bear interest at 7.0%. We believe that a portfolio of loans with a similar risk profile would currently yield a return of 6.25%. We project the impact of an increase or decrease in interest rates of 100 basis points would result in a change of fair value of approximately $169,000. (4) Fixed rate long-term obligations bear interest rates ranging from 3.3% to 8.2%, with a weighted-average interest rate of 5.3%. We believe that loans with a similar risk profile would currently yield a return of 3.5%. We project the impact of an increase or decrease in interest rates of 100 basis points would result in a change of fair value of approximately $3,000. We retired long-term fixed-rate obligations, with a principal amount of $617,000, during fiscal 2003. We were not a party to any derivative instruments during the fiscal year. It is currently our intent not to use derivative instruments for speculative or trading purposes. Consequently, we do not use any hedging or forward contracts to offset market volatility. Our Mexican-based operations transact business in Mexican pesos. Funds are transferred by our corporate office to Mexico, on a weekly basis, to satisfy domestic cash needs. Consequently, the spot rate for the Mexican peso has a moderate impact on our operating results. We do not believe, however, that this impact is sufficient to warrant the use of derivative instruments to hedge the fluctuation in the Mexican peso. Total foreign currency gains and losses for each of the three years ended October 31, 2003 do not exceed $0.1 million. ## Consolidated Balance Sheets Fiscal Year Ended October 31, (In thousands, except per share data) ### Assets **Current assets:** - Cash and cash equivalents $5,375 $921 - Accounts receivable, net of allowances of $1,219 (2003) and $286 (2002) 16,560 17,907 - Inventories, net 8,021 12,461 - Prepaid expenses and other current assets 4,487 4,175 - Loans to growers 353 467 - Advances to suppliers 624 2,535 - Income taxes receivable – 288 - Deferred income taxes – 1,252 - **Total current assets** 36,799 40,006 **Property, plant, and equipment, net** 13,121 9,497 **Investments held to maturity** – **Other assets** 3,769 3,650 **Total assets** $53,689 $55,132 ### Liabilities and shareholders’ equity **Current liabilities:** - Payable to growers $3,446 $6,368 - Trade accounts payable 1,534 1,708 - Accrued expenses 7,777 7,015 - Income tax payable 51 – - Short-term borrowings – 3,000 - Dividend payable 3,232 2,567 - Current portion of long-term obligations 24 222 - **Total current liabilities** 16,064 20,880 **Long-term liabilities:** - Long-term obligations, less current portion 61 3,180 - Deferred income taxes 417 516 - **Total long-term liabilities** 478 3,696 **Commitments and contingencies (Note 9)** – **Shareholders’ equity:** - Common stock ($0.001 par value, 100,000 shares authorized; 12,930 and 12,835 shares outstanding at October 31, 2003 and 2002) 13 13 - Additional paid-in capital 24,727 24,221 - Notes receivable from shareholders (3,563) (5,720) - Retained earnings 15,970 12,042 - **Total shareholders’ equity** 37,147 30,556 **Total liabilities and shareholders’ equity** $53,689 $55,132 See accompanying notes to consolidated financial statements. ## Consolidated Statements of Income Year Ended October 31, (In thousands, except per share data) | | 2003 | 2002 | 2001 | |--------------------------------|----------|----------|----------| | Net sales | $246,761 | $242,671 | $217,704 | | Cost of sales | 221,296 | 216,848 | 198,896 | | Gross margin | 25,465 | 25,823 | 18,808 | | Selling, general and | 14,769 | 13,881 | 12,568 | | administrative | | | | | Restructuring charge | 106 | – | – | | Operating income | 10,590 | 11,942 | 6,240 | | Other income, net | (889) | (700) | (342) | | Income before provision for | 11,479 | 12,642 | 6,582 | | income taxes | | | | | Provision for income taxes | 4,319 | 5,727 | 2,744 | | Net income | $7,160 | $6,915 | $3,838 | | Net income per share: | | | | | Basic | $0.55 | $0.60 | $0.37 | | Diluted | $0.55 | $0.60 | $0.37 | | Number of shares used in per | | | | | share computation: | | | | | Basic | 12,911 | 11,562 | 10,454 | | Diluted | 12,944 | 11,604 | 10,454 | See accompanying notes to consolidated financial statements. ## Consolidated Statements of Shareholders’ Equity (in thousands) | | Shares | Common Stock | Amount | Additional Paid-in Capital | Notes Receivable From Shareholders | Retained Earnings | Total | |--------------------------------|---------|--------------|--------|----------------------------|------------------------------------|-------------------|---------| | **Balance, November 1, 2000** | 9,914 | $10 | | $10,060 | $ | $10,996 | $21,066 | | Issuance of common stock | 53 | – | | 98 | – | – | 98 | | Dividend declared to shareholders | – | – | | – | – | (4,973) | (4,973) | | Net income | – | – | | – | – | 3,838 | 3,838 | | **Balance, October 31, 2001** | 9,967 | 10 | | 10,158 | – | 9,861 | 20,029 | | Exercise of stock options, and income tax benefit of $36 | 1,040 | 1 | | 5,236 | (4,789) | – | 448 | | Stock Dividend | 549 | 1 | | 2,166 | – | (2,167) | – | | Issuance of common stock in connection with Employee Stock Purchase Plan | 279 | – | | 1,952 | (1,952) | – | – | | Issuance of common stock in connection with Rights Offering, net of offering costs of $290 | 1,000 | 1 | | 4,709 | – | – | 4,710 | | Collections on shareholder notes receivable | – | – | | – | 1,021 | – | 1,021 | | Dividend declared to shareholders | – | – | | – | – | (2,567) | (2,567) | | Net income | – | – | | – | – | 6,915 | 6,915 | | **Balance, October 31, 2002** | 12,835 | 13 | | 24,221 | (5,720) | 12,042 | 30,556 | | Exercise of stock options, and income tax benefit of $72 | 95 | – | | 547 | – | – | 547 | | Collections on shareholder notes receivable | – | – | | – | 2,157 | – | 2,157 | | Additional costs related to Rights Offering | – | – | | (41) | – | – | (41) | | Dividend declared to shareholders | – | – | | – | – | (3,232) | (3,232) | | Net income | – | – | | – | – | 7,160 | 7,160 | | **Balance, October 31, 2003** | 12,930 | $13 | $24,727 | $– | $(3,563) | $15,970 | $37,147 | See accompanying notes to consolidated financial statements. ## Consolidated Statements of Cash Flows ### Fiscal Year Ended October 31, (in thousands) #### Cash Flows from Operating Activities: | Description | 2003 | 2002 | 2001 | |------------------------------------------------------------------------------|--------|--------|--------| | Net income | $7,160 | $6,915 | $3,838 | | Adjustments to reconcile net income to net cash provided by operating activities: | | | | | Depreciation and amortization | 2,024 | 1,957 | 1,988 | | Provision for losses on accounts receivable | 19 | 35 | 87 | | Loss on disposal of property, plant, and equipment | 32 | 29 | – | | Gain on sale of investments held to maturity | (163) | – | – | | Gain on settlement of insurance claim | – | – | (585) | | Effect on cash of changes in operating assets and liabilities: | | | | | Accounts receivable | 1,328 | 1,855 | (1,540)| | Inventories, net | 4,440 | (3,386)| (1,349)| | Prepaid expenses and other assets | 506 | (1,937)| (1,637)| | Loans to growers | 114 | 652 | (33) | | Advances to suppliers | 1,911 | (163) | 53 | | Income taxes receivable | 360 | (60) | (149) | | Deferred income taxes | (226) | (566) | 7 | | Payable to growers | (2,922)| (555) | 1,984 | | Trade accounts payable and accrued expenses | 588 | 3,359 | (1,503)| | Income tax payable | 51 | – | – | | **Net cash provided by operating activities** | 15,222 | 8,135 | 1,161 | #### Cash Flows from Investing Activities: | Description | 2003 | 2002 | 2001 | |------------------------------------------------------------------------------|--------|--------|--------| | Proceeds from sale of investments held to maturity | 2,060 | – | – | | Proceeds from insurance settlement on facility damage | – | – | 585 | | Acquisitions of property, plant, and equipment | (6,535)| (1,973)| (2,330)| | Proceeds from sale of short-term investments | 2,223 | – | – | | Purchases of short-term investments | (2,223)| (105) | (284) | | **Net cash used in investing activities** | (4,475)| (2,078)| (2,029)| #### Cash Flows from Financing Activities: | Description | 2003 | 2002 | 2001 | |------------------------------------------------------------------------------|--------|--------|--------| | Dividend paid to shareholders | (2,567)| – | (4,973)| | Proceeds from (repayments of) short-term borrowings, net | (3,000)| (12,800)| 6,815 | | Proceeds from issuance of common stock | – | 4,710 | 98 | | Payments on long-term obligations | (3,317)| (536) | (507) | | Proceeds from stock option exercises | 475 | 412 | – | | Proceeds from collection of shareholder notes receivable | 2,157 | 1,021 | – | | Additional rights offering costs | (41) | – | – | | **Net cash provided by (used in) financing activities** | (6,293)| (7,193)| 1,433 | | **Net increase (decrease) in cash and cash equivalents** | 4,454 | (1,136)| 565 | | **Cash and cash equivalents, beginning of year** | 921 | 2,057 | 1,492 | | **Cash and cash equivalents, end of year** | $5,375 | $921 | $2,057 | #### Supplemental Information: - Cash paid during the year for: - Interest: $179, $443, $821 - Income taxes: $4,170, $6,362, $4,291 #### Noncash Investing and Financing Activities: - Exercise of stock options using shareholder notes receivable - 5% Stock dividend - Tax receivable increase related to stock option exercise - Stock purchases using shareholder notes receivable - Declared dividends payable - Acquisition of property under capital lease Notes to Consolidated Financial Statements 1. Description of the business Business Calavo Growers, Inc. (Calavo, the Company, we, us or our) procures and markets avocados and other perishable commodities and prepares and distributes processed avocado products. Our expertise in marketing and distributing avocados, processed avocados, and other perishable foods allows us to deliver a wide array of fresh and processed food products to food distributors, produce wholesalers, supermarkets, and restaurants on a world-wide basis. Through our two operating facilities in southern California and two facilities in Mexico, we sort and pack avocados procured in California and Mexico and prepare processed avocado products. Additionally, we procure avocados internationally, principally from Chile, the Dominican Republic, and New Zealand, and distribute other perishable foods, such as Hawaiian grown papayas. We report these operations in three different business segments: California avocados, international avocados and perishable food products and processed products. Conversion to a For-Profit Corporation On October 9, 2001, we completed a series of transactions whereby common and preferred shareholders of Calavo Growers of California, an agricultural marketing cooperative association, exchanged all of their outstanding shares for shares of our common stock. Concurrent with this transaction, the Cooperative was merged into us, with our company emerging as the surviving entity. These transactions had the effect of converting the legal structure of the business from a not-for-profit cooperative to a for-profit corporation. Accordingly, the accompanying consolidated financial statements give retroactive effect, for all periods presented, to the merger, as a combination of entities with common shareholders, accounted for in a manner similar to a pooling of interests. 2. Basis of Presentation and Summary of Significant Accounting Policies The accompanying consolidated financial statements were prepared in accordance with accounting principles generally accepted in the United States of America. Our consolidated financial statements include the accounts of Calavo Growers, Inc. and our wholly owned subsidiaries, Calavo Foods, Inc.; Calavo de Mexico S.A. de C.V.; and Calavo Foods de Mexico S.A. de C.V. All intercompany accounts and transactions have been eliminated. Cash and Cash Equivalents We consider all highly liquid financial instruments purchased with an original maturity date of three months or less to be cash equivalents. The carrying amounts of cash and cash equivalents approximate their fair values. Inventories Inventories are stated at the lower of cost on a weighted-average basis or market. Loans to Growers We sponsor a grower loan program. Pursuant to this program, we provide loans to growers, bearing interest at prevailing market rates and repayable generally within a 12-month period. These loans are secured by the growers’ avocado crops. Property, Plant, and Equipment Property, plant, and equipment are stated at cost and depreciated over their estimated useful lives using the straight-line method. Leasehold improvements are stated at cost and amortized over the lesser of their estimated useful lives or the term of the lease, using the straight-line method. The principal estimated useful lives are: buildings and improvements - 7 to 30 years; leasehold improvements - the lesser of the term of the lease or 7 years; equipment - 7 years; information systems hardware and software - 36 to 60 months. Maintenance and repairs are charged to expense. We capitalize software development costs for internal use in accordance with Statement of Position 98-1, Accounting for Costs of Computer Software Developed or Obtained for Internal Use (SOP 98-1). Capitalization of software development costs begins in the application development stage and ends when the asset is placed into service. We amortize such costs using the straight-line basis over estimated useful lives. Under SOP 98-1, we capitalized $88,000 and $108,000 of software development costs in 2003 and 2002 relating to systems supporting our business infrastructure. Impairment of Long-lived Assets Long-lived assets, including fixed assets, are continually monitored and are reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount of any such asset may not be recoverable. The determination of recoverability is based on an estimate of undiscounted cash flows expected to result from the use of an asset and its eventual disposition. The estimate of undiscounted cash flows is based upon, among other things, certain assumptions about future operating performance, growth rates and other factors. Estimates of undiscounted cash flows may differ from actual cash flows due to, among other things, technological changes, economic conditions, changes to the business model or changes in operating performance. If the sum of the undiscounted cash flows (excluding interest) is less than the carrying value, an impairment loss will be recognized, measured as the amount by which the carrying value exceeds the fair value of the asset. We have evaluated our long-lived assets and have not identified any impairment as of October 31, 2003, except as disclosed in footnote 15. Advances to Suppliers We advance funds to third-party growers primarily in California and Mexico for various farming needs. These advances are generally secured with a crop lien or other collateral owned by the grower. We continuously evaluate the ability of these growers to repay advances and the fair value of the collateral in order to evaluate the possible need to record an allowance. Investments We account for our investments in debt securities in accordance with SFAS No. 115, Accounting for Certain Investments in Debt and Equity Securities. See Note 7 related to the sale of our held to maturity investments in fiscal 2003. Accrued Expenses Included in accrued expenses at October 31, 2003 and 2002 are accrued management bonuses of approximately $1.0 million and $1.2 million. Net Sales We recognize sales once they are realizable and earned. Sales of products and related costs of products sold are recognized when persuasive evidence of an arrangement exists, shipment has been made, title passes, the price is fixed or determinable and collectibility is reasonably assured. Perishable product sales are recorded when the product is shipped, title passes, and the sales price is known. Sales from processed products are recorded when the product is shipped and title and risk passee. Service revenue, including freight, ripening, storage, bagging and palletization charges, is recorded when services are performed and the related products are delivered. Promotional Allowances We provide for promotional allowances at the time of sale, based on our historical experience. Our estimates are generally based on evaluating the average length of time between the product shipment date and the date on which we pay the customer the promotional allowance. The product of this lag factor and our historical promotional allowance payment rate is the basis for the promotional allowance included in accrued expenses on our balance sheet. Actual amounts may differ from these estimates and such differences are recognized as an adjustment to net sales in the period they are identified. Cash rebates are generally earned by our customers upon achievement of volume purchases or by corporate customers for purchases made by their affiliated subsidiaries. Cash rebates, as well as all other sales incentives that result in a reduction in, or refund of, the selling price at the time of sale, have been classified as a reduction of sales. Allowance for customer deductions We provide an allowance for customer deductions and receivable balances remaining, after partial invoice payments, based on historical experience and the aging of the related accounts receivable. Consignment Arrangements We enter into consignment arrangements with avocado growers and packers located outside of the United States and growers of certain perishable products in the United States. Although we generally do not take legal title to avocados and perishable products, we do assume responsibilities (principally assuming credit risk, inventory loss and delivery risk, and limited pricing risk) that are consistent with acting as a principal in the transaction. Accordingly, the accompanying financial statements include sales and cost of sales from the sale of avocados and perishable products procured under consignment arrangements. Amounts recorded for each of the fiscal years ended October 31, 2003, 2002 and 2001 in the financial statements pursuant to consignment arrangements are as follows (in thousands): | | 2003 | 2002 | 2001 | |----------------------|--------|--------|--------| | Sales | $33,325| $27,960| $26,005| | Cost of Sales | 31,782 | 26,442 | 24,888 | | Gross Margin | $1,543 | $1,518 | $1,117 | Advertising Expense Advertising costs are expensed when incurred. Such costs in fiscal 2003, 2002, and 2001 were approximately $223,000, $245,000, and $326,000. Use of Estimates The preparation of financial statements in conformity with accounting principles generally accepted in the United States of America requires management to make estimates and assumptions that affect the reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements and reported amounts of revenues and expenses during the reporting periods. Estimates are used principally in determining valuation allowances related to accounts receivable, grower advances, inventories, long-lived assets, promotional allowances and income taxes. On an ongoing basis, management reviews its estimates based on currently available information. Actual results could differ materially from those estimates. Income Taxes We account for income taxes under the provisions of SFAS No. 109, Accounting for Income Taxes. This statement requires the recognition of deferred tax liabilities and assets for the future consequences of events that have been recognized in our consolidated financial statements or tax returns. Measurement of the deferred items is based on enacted tax laws. In the event the future consequences of differences between financial reporting bases and tax bases of our assets and liabilities result in a deferred tax asset, SFAS No. 109 requires an evaluation of the probability of being able to realize the future benefits indicated by such asset. A valuation allowance related to a deferred tax asset is recorded when it is more likely than not that some portion or all of the deferred tax asset will not be realized. **Basic and Diluted Net Income per Share** Basic earnings per share is calculated using the weighted-average number of common shares outstanding during the period without consideration of the dilutive effect of stock options. The basic weighted-average number of common shares outstanding was 12,911,000, 11,562,000, and 10,454,000 for fiscal years 2003, 2002, and 2001. Diluted earnings per common share is calculated using the weighted-average number of common shares outstanding during the period after consideration of the dilutive effect of stock options, which was 33,000 and 42,000 for fiscal years 2003 and 2002. There were no dilutive instruments for fiscal year 2001. **Stock-Based Compensation** As permitted by SFAS No. 123, “Accounting for Stock-Based Compensation,” (“SFAS No. 123”), the Company accounts for stock-based compensation under Accounting Principles Board Opinion No. 25, “Accounting for Stock Issued to Employees” (“APB 25”) and related interpretations. Under APB 25, the Company has recognized no compensation expense with respect to stock option awards. Had compensation cost for stock option awards been determined based on the fair value of each award at its grant date, consistent with the provisions of SFAS No. 123, the Company’s pro forma net income and net income per share would have been as follows (dollars in thousands, except per share amounts): | Year ended October 31, | 2003 | 2002 | |------------------------|--------|--------| | **Net Income:** | | | | As reported | $7,160 | $6,915 | | Deduct: Total stock-based compensation expense determined under fair value based method for all awards, net of tax effects | – | (703) | | **Pro forma** | $7,160 | $6,212 | | **Net income per share, as reported:** | | | | Basic and diluted | $0.55 | $0.60 | | **Net income per share, pro forma:** | | | | Basic and diluted | $0.55 | $0.54 | For purposes of pro forma disclosures under SFAS No. 123, the estimated fair value of the options is assumed to be amortized to compensation expense over the options’ vesting period. The fair value of the options granted in 2002 has been estimated at the date of grant using the Black-Scholes option pricing model with the following assumptions: - Risk-free interest rate: 2.0% - Expected volatility: 130% - Dividend yield: – - Expected life (years): 1.1 - Weighted-average fair value of options granted: $1.04 The Black-Scholes option valuation model was developed for use in estimating the fair value of traded options that have no vesting restrictions and are fully transferable. In addition, option valuation models require the input of highly subjective assumptions, including the expected stock price volatility. Because options held by our directors have characteristics significantly different from those of traded options, and because changes in the subjective input assumptions can materially affect the fair value estimate, in our opinion, the existing models do not necessarily provide a reliable single measure of the fair value of these options. **Foreign Currency Translation and Remeasurement** Our foreign operations are subject to exchange rate fluctuations and foreign currency transaction costs. The functional currency of our foreign subsidiaries is the United States dollar. As a result, monetary assets and liabilities are translated into U.S. dollars at exchange rates as of the balance sheet date and non-monetary assets, liabilities and equity are translated at historical rates. Sales and expenses are translated using a weighted-average exchange rate for the period. Gains and losses resulting from those remeasurements are included in income. Gains and losses resulting from foreign currency transactions are also recognized currently in income. **Fair Value of Financial Instruments** We believe that the carrying amounts of cash and cash equivalents, accounts receivable, and accounts payable approximate fair value due to the short maturity of these financial instruments. The following table illustrates long-term financial instruments, their fair value and their carrying value on our balance sheet as of October 31, 2003: | Financial Instrument | Fair Value | Carrying Value | |---------------------------------------|------------|----------------| | Loans to growers | $952 | $908 | | Notes receivable from shareholders | 3,691 | 3,563 | | Fixed-rate long-term obligations | 91 | 85 | Derivative Financial Instruments We do not presently engage in hedging activities. In addition, we have reviewed agreements and contracts and have determined that we have no derivative instruments, nor do any of our agreements and contracts contain embedded derivative instruments, as of October 31, 2003. Recent Accounting Pronouncements In January 2003, the Financial Accounting Standards Board (FASB) issued FASB Interpretation No. (FIN) 46, “Consolidation of Variable Interest Entities.” We will adopt FIN 46 in the first quarter of fiscal 2004 and we do not expect such adoption to have a significant impact on our financial position or results of operations. During fiscal 2003, we adopted the provisions of Statement of Financial Accounting Standards (SFAS) No. 144, “Accounting for the Impairment or Disposal of Long-Lived Assets,” SFAS 145, “Rescission of FASB Statements No. 4, 44, 64, Amendment of FASB Statement No. 13, and Technical Corrections,” SFAS No. 146, “Accounting for Costs Associated with Exit or Disposal Activities”, SFAS No. 148, “Accounting for Stock-Based Compensation—Transition and Disclosure,” and FIN 45, “Guarantor’s Accounting and Disclosure Requirements for Guarantees, Including Indirect Guarantees of Indebtedness of Others,” with no material impact to our consolidated financial statements. See Note 15 for additional disclosures related to accounting for exit activities under SFAS No. 146. Comprehensive Income Comprehensive income is defined as all changes in a company’s net assets, except changes resulting from transactions with shareholders. There was no significant difference between comprehensive income and net income for the fiscal years ended October 31, 2003, 2002, and 2001. Reclassifications Certain items in the prior period financial statements have been reclassified to conform to the current period presentation. 3. Inventories Inventories consist of the following (in thousands): | | 2003 | 2002 | |------------------------|--------|--------| | Fresh fruit | $2,918 | $1,397 | | Packing supplies and ingredients | 1,974 | 2,095 | | Finished processed foods | 3,129 | 8,969 | | **Total** | $8,021 | $12,461| Cost of goods sold for fiscal 2003, 2002, and 2001 includes inventory write-downs of $82,000, $63,000 and $35,000. These write-downs resulted from reduced customer demand and the discontinuance of various supplies for certain processed avocado products. We assess the recoverability of inventories through an ongoing review of inventory levels in relation to sales and forecasts, and product marketing plans. When the inventory on hand exceeds the foreseeable demand, the value of inventory that at the time of the review is not expected to be sold is written down. The amount of the write-down is the excess of historical cost over estimated realizable value (generally zero). Once established, these write-downs are considered permanent adjustments to the cost basis of the excess inventory. The assessment of the recoverability of inventories and the amounts of any write-downs are based on currently available information and assumptions about future demand and market conditions. Demand for processed avocado products may fluctuate significantly over time, and actual demand and market conditions may be more or less favorable than our projections. In the event that actual demand is lower than originally projected, additional inventory write-downs may be required. We may retain and make available for sale some or all of the inventories which have been written down. In the event that actual demand is higher than originally projected, we may be able to sell a portion of these inventories in the future. We generally scrap inventories which have been written down and are identified as obsolete. 4. Property, Plant, and Equipment Property, plant, and equipment consist of the following (in thousands): | | 2003 | 2002 | |------------------------|--------|--------| | Land | $1,177 | $1,177 | | Buildings and improvements | 9,800 | 9,800 | | Leasehold improvements | 176 | 176 | | Equipment | 23,680 | 23,316 | | Information systems - Hardware and software | 3,001 | 2,792 | | Construction in progress | 5,054 | 70 | | **Total** | 42,888 | 37,331 | | Less accumulated depreciation and amortization | (29,767) | (27,834) | | **Net** | $13,121 | $9,497 | 5. Other Assets During 1999, we established a Grower Development Program whereby funds could be advanced to growers in exchange for their commitment to deliver a minimum volume of avocados on an annual basis. As of October 31, 2003 and 2002, total cumulative advances made to growers subject to this program totaled approximately $2,113,000 and $2,000,000. Each advance made is amortized to cost of goods sold over the term of the agreement. The financial statements for fiscal years 2003, 2002 and 2001 include a charge of approximately $308,000, $293,000 and $293,000 for each year representing the amortization of these advances. 6. Short-Term Borrowings We maintain two short-term, non-collateralized, revolving credit facilities with separate banks, which expire through April 2004. Under the terms of these agreements, we are advanced funds for working capital purposes. Total credit available under the combined short-term borrowing agreements was $26,500,000 at October 31, 2003 and 2002, with interest at a weighted-average rate of 2.00% and 2.84% at October 31, 2003 and 2002. Under these credit facilities, we had no outstanding borrowings as of October 31, 2003 and $3,000,000 outstanding as of October 31, 2002. The credit facilities contain various financial covenants with which we were in compliance at October 31, 2003 and 2002. We have received commitments from both banks for new credit facilities, maturing in December 2005, totaling $24,000,000. We are in the process of finalizing both note agreements. 7. Long-Term Obligations Long-term obligations at fiscal year ends consist of the following (in thousands): | | 2003 | 2002 | |----------------------|--------|--------| | Riverside County Variable Rate Demand Industrial Development | | | | Revenue Bond | $– | $2,800 | | Non-collateralized term loans | – | 471 | | Other | 85 | 131 | | | 85 | 3,402 | | Less current portion | (24) | (222) | | | $61 | $3,180 | In July 2003, our Board of Directors approved the retirement of our Industrial Development Revenue Bond. The bonds were initially floated to provide the financing to construct our Temecula, California packinghouse. We repaid $2.8 million in principal under the indenture in September 2003. In July 2003, in connection with the retirement of the bonds, we received proceeds of $1.9 million from the sale of our investments held to maturity, with a carrying value of $1.8 million, held in a sinking fund restricted for the purpose of retiring the bonds. The liquidation of these investments resulted in a gain of $163,000, which is included in other income, net in the accompanying consolidated statements of income. At October 31, 2003, annual debt payments are scheduled as follows (in thousands): | Year ending October 31: | Total | |-------------------------|-------| | 2004 | $24 | | 2005 | 23 | | 2006 | 13 | | 2007 | 8 | | 2008 | 8 | | Thereafter | 9 | | | $85 | 8. Employee Benefit Plans We sponsor a defined contribution retirement plan for salaried employees and make contributions to a pension plan for hourly employees. Expenses for these plans approximated $411,000, $402,000, and $399,000 for each of the three years in the period ended October 31, 2003, which are included in selling, general and administrative expenses in the accompanying financial statements. We also sponsor a non-qualified defined benefit plan for two retired executives. Pension expenses approximated $32,000, $39,000, and $29,000 for the years ended October 31, 2003, 2002, and 2001, which are included in selling, general and administrative expenses in the accompanying financial statements. Components of the change in projected benefit obligation for fiscal year ends consist of the following (in thousands): | Change in projected benefit obligation: | 2003 | 2002 | |----------------------------------------|--------|--------| | Projected benefit obligation at beginning of year | $502 | $428 | | Interest cost | 32 | 39 | | Actuarial loss | 27 | 87 | | Benefits paid | (55) | (52) | | Projected benefit obligation at end of year (unfunded) | $506 | $502 | The following is a reconciliation of the unfunded status of the plans at fiscal year ends included in trade accounts payable and accrued expenses (in thousands): | | 2003 | 2002 | |------------------------|--------|--------| | Projected benefit obligation | $506 | $502 | | Unrecognized net (gain) loss | (49) | (22) | | Recorded pension liabilities | $457 | $480 | Significant assumptions used in the determination of pension expense consist of the following: | | 2003 | 2002 | 2001 | |------------------------|--------|--------|--------| | Discount rate on projected benefit obligation | 6.25% | 6.75% | 8.00% | | Rate of future salary increases | 5.00% | 5.00% | 5.00% | **9. Commitments and Contingencies** **Commitments and guarantees** We lease facilities and certain equipment under non-cancelable operating leases expiring at various dates through 2009. We are committed to make minimum cash payments under these agreements as of October 31, 2003 as follows (amounts in thousands): | Year | Amount | |------------|---------| | 2004 | $993 | | 2005 | 641 | | 2006 | 598 | | 2007 | 575 | | 2008 | 270 | | Thereafter | 4 | | **Total** | **$3,021** | Rental expenses amounted to approximately $1,163,000, $1,296,000, and $1,223,000 for the years ended October 31, 2003, 2002, and 2001. We indemnify our directors and have the power to indemnify each of our officers, employees and other agents, to the maximum extent permitted by applicable law. The maximum amount of potential future payments under such indemnifications is not determinable. In May 2003, we entered into a commitment to purchase approximately 1.3 million pounds of processed avocado products from a supplier for a cost of approximately $1.5 million over a 12-month period. Through December 2003, we have received substantially all products subject to this commitment. In June 2003, in order to facilitate the operations of one of our processed avocado product suppliers, we entered into a contract guaranteeing payment of certain invoices rendered to such supplier. The term of this guarantee is from June 2003 through December 2004, but can be cancelled at any time at our discretion. Additionally, the maximum amount subject to guarantee at any one time cannot exceed $90,000. As of October 31, 2003, no amounts or orders were outstanding and all amounts owed by such supplier related to this guarantee have been remitted. We did not record a liability at inception related to this guarantee contract as we do not believe that we will make any future payments under such guarantee and the fair value was insignificant. **Litigation** We are not involved in litigation which we believe will have a material adverse impact on our financial statements. **10. Related-Party Transactions** We sell papayas procured from an entity owned by the Chairman of our Board of Directors and CEO. Sales of papayas amounted to approximately $2,920,000, $2,658,000, and $3,378,000 for the years ended October 31, 2003, 2002, and 2001, resulting in gross margins of approximately $281,000, $272,000 and $340,000. Included in trade accounts payable and accrued liabilities are approximately $296,000, $119,000, and $317,000 at October 31, 2003, 2002, and 2001, due to this entity. Certain members of our Board of Directors market avocados through Calavo pursuant to our customary marketing agreements. During the years ended October 31, 2003 and 2002, the aggregate amount of avocados procured from entities owned or controlled by members of our Board of Directors, was $5.4 million and $10.3 million. Accounts payable to these Board members were $0.3 million and $0.8 million as of October 31, 2003 and 2002. **11. Income Taxes** The income tax provision consists of the following for the years ended October 31 (in thousands): | | 2003 | 2002 | 2001 | |------------------------|--------|--------|--------| | Current: | | | | | Federal | $3,639 | $4,540 | $2,019 | | State | 825 | 1,181 | 586 | | Foreign | 81 | 572 | 132 | | **Total current** | 4,545 | 6,293 | 2,737 | | Deferred | (226) | (566) | 7 | | **Total income tax provision** | $4,319 | $5,727 | $2,744 | At October 31, 2003 and 2002, gross deferred tax assets totaled approximately $1,634,000 and $1,489,000, while gross deferred tax liabilities totaled approximately $672,000 and $753,000. Deferred income taxes reflect the net of temporary differences between the carrying amount of assets and liabilities for financial reporting and income tax purposes. Significant components of our deferred taxes as of October 31, 2003 and 2002 are as follows: | | 2003 | 2002 | |----------------------|--------|--------| | Allowance for doubtful accounts | $543 | $126 | | Inventories | 273 | 772 | | State taxes | 271 | 354 | | Accrued liabilities | 292 | – | | Current deferred income taxes | $1,379 | $1,252 | | Property, plant, and equipment | $(614) | $(726) | | Retirement benefits | 197 | 210 | | Long-term deferred income taxes | $(417) | $(516) | Prior to our conversion to a for-profit corporation, the Cooperative was subject to income taxes on all business activities other than the marketing and distribution of member products. The exemption from taxation for the member business was contingent on the distribution of all available proceeds to the Cooperative’s members. Absent the distribution of all proceeds, the Cooperative was subject to income taxes for the portion of proceeds available that exceeded the actual amounts distributed. A reconciliation of the significant differences between the federal statutory income tax rate and the effective income tax rate on pretax income is as follows: | | 2003 | 2002 | 2001 | |--------------------------------|------|------|------| | Federal statutory tax rate | 35% | 35% | 35% | | State taxes, net of federal effects | 4 | 6 | 6 | | Foreign income taxes greater (less) than U.S | (1) | 2 | – | | Benefit of lower federal tax brackets | (1) | (1) | (1) | | Other | 1 | 3 | 2 | | | 38% | 45% | 42% | ## Consolidated Statements of Operations (All amounts are presented in thousands) ### Year ended October 31, 2003 | | California avocados | International avocados and perishable food products | Processed products | Inter-segment eliminations | Total | |--------------------------------|---------------------|----------------------------------------------------|--------------------|----------------------------|-------------| | **Net sales** | $149,635 | $75,347 | $32,360 | $(10,581) | $246,761 | | **Cost of sales** | 134,762 | 69,772 | 27,343 | (10,581) | 221,296 | | **Gross margin** | 14,873 | 5,575 | 5,017 | – | 25,465 | | **Selling, general and administrative** | 6,705 | 3,069 | 4,995 | – | 14,769 | | **Restructuring charge** | – | – | 106 | – | 106 | | **Operating income (loss)** | 8,168 | 2,506 | (84) | – | 10,590 | | **Other income, net** | (714) | (162) | (13) | – | (889) | | **Income (loss) before provision (benefit) for income taxes** | 8,882 | 2,668 | (71) | – | 11,479 | | **Provision (benefit) for income taxes** | 3,341 | 1,004 | (26) | – | 4,319 | | **Net income (loss)** | $5,541 | $1,664 | $(45) | $– | $7,160 | ### Year ended October 31, 2002 | | California avocados | International avocados and perishable food products | Processed products | Inter-segment eliminations | Total | |--------------------------------|---------------------|----------------------------------------------------|--------------------|----------------------------|-------------| | **Net sales** | $165,077 | $59,083 | $29,960 | $(11,449) | $242,671 | | **Cost of sales** | 147,796 | 55,372 | 25,129 | (11,449) | 216,848 | | **Gross margin** | 17,281 | 3,711 | 4,831 | – | 25,823 | | **Selling, general and administrative** | 6,729 | 2,779 | 4,373 | – | 13,881 | | **Operating income (loss)** | 10,552 | 932 | 458 | – | 11,942 | | **Other expense (income), net**| (623) | (256) | 79 | – | (700) | | **Income (loss) before provision (benefit) for income taxes** | 11,075 | 1,188 | 379 | – | 12,642 | | **Provision (benefit) for income taxes** | 5,017 | 538 | 172 | – | 5,727 | | **Net income (loss)** | $6,058 | $650 | $207 | $– | $6,915 | ### Year ended October 31, 2001 | | California avocados | International avocados and perishable food products | Processed products | Inter-segment eliminations | Total | |--------------------------------|---------------------|----------------------------------------------------|--------------------|----------------------------|-------------| | **Net sales** | $149,158 | $47,048 | $30,107 | $(8,609) | $217,704 | | **Cost of sales** | 137,232 | 46,312 | 23,961 | (8,609) | 198,896 | | **Gross margin** | 11,926 | 736 | 6,146 | – | 18,808 | | **Selling, general and administrative** | 5,758 | 2,471 | 4,339 | – | 12,568 | | **Operating income (loss)** | 6,168 | (1,735) | 1,807 | – | 6,240 | | **Other expense (income), net**| (168) | 30 | (204) | – | (342) | | **Income (loss) before provision (benefit) for income taxes** | 6,336 | (1,765) | 2,011 | – | 6,582 | | **Provision (benefit) for income taxes** | 2,642 | (736) | 838 | – | 2,744 | | **Net income (loss)** | $3,694 | $(1,029) | $1,173 | $– | $3,838 | The following table sets forth sales by product category, by segment (in thousands): ### Year ended October 31, 2003 | Third-party sales: | California avocados | Imported avocados | Papayas | Miscellaneous | Processed - food service | Processed - retail and club | |--------------------|---------------------|-------------------|---------|---------------|--------------------------|----------------------------| | | $140,795 | – | – | – | – | – | | | – | 56,306 | – | – | – | – | | | – | 2,920 | – | – | – | – | | | – | 30 | – | – | – | – | | | – | – | – | – | 28,545 | – | | | – | – | – | – | 5,165 | – | | | 140,795 | 59,256 | 33,710 | 28,545 | 5,165 | 233,761 | | Freight and other charges | 8,997 | 10,079 | 290 | 19,366 | | Total gross sales to third-parties | 149,792 | 69,335 | 34,000 | 253,127 | | Less sales incentives | (167) | (251) | (5,958) | (6,366) | | Total net sales to third-parties | 149,635 | 69,084 | 28,042 | 246,761 | | Intercompany sales | – | 6,263 | 4,318 | 10,581 | | Net sales | $149,635 | $75,347 | $32,360 | $257,342 | | Intercompany sales eliminations | – | – | – | (10,581) | | Consolidated net sales | $149,635 | $75,347 | $32,360 | $246,761 | ### Year ended October 31, 2002 | Third-party sales: | California avocados | Imported avocados | Papayas | Miscellaneous | Processed - food service | Processed - retail and club | |--------------------|---------------------|-------------------|---------|---------------|--------------------------|----------------------------| | | $153,878 | – | – | – | – | – | | | – | 43,715 | – | – | – | – | | | – | 2,658 | – | – | – | – | | | – | 42 | – | – | – | – | | | – | – | – | – | 24,964 | – | | | – | – | – | – | 5,141 | – | | | 153,878 | 46,415 | 30,105 | 24,964 | 5,141 | 230,398 | | Freight and other charges | 11,381 | 7,540 | 217 | 19,138 | | Total gross sales to third-parties | 165,259 | 53,955 | 30,322 | 249,536 | | Less sales incentives | (182) | (150) | (6,533) | (6,865) | | Total net sales to third-parties | 165,077 | 53,805 | 23,789 | 242,671 | | Intercompany sales | – | 5,278 | 6,171 | 11,449 | | Net sales | $165,077 | $59,083 | $29,960 | $254,120 | | Intercompany sales eliminations | – | – | – | (11,449) | | Consolidated net sales | $165,077 | $59,083 | $29,960 | $242,671 | Year ended October 31, 2001 Third-party sales: - California avocados $137,166 - Imported avocados – - Papayas – - Miscellaneous – - Processed - food service – - Processed - retail and club – Total fruit and product sales to third-parties $137,166 Freight and other charges 11,304 Total gross sales to third-parties 148,470 Less sales incentives (276) Total net sales to third-parties 148,194 Intercompany sales 964 Net sales $149,158 Intercompany sales eliminations – Consolidated net sales $149,158 Long-lived assets attributed to geographic areas as of October 31 are as follows (in thousands): | | United States | Mexico | Consolidated | |------------------|---------------|--------|--------------| | 2003 | $9,951 | $6,939 | $16,890 | | 2002 | $12,361 | $2,765 | $15,126 | 13. Stock-Based Compensation In November 2001, our Board of Directors approved two stock-based compensation plans. The Directors Stock Option Plan Participation in the directors stock option plan is limited to members of our Board of Directors. The plan makes available to the Board of Directors or a plan administrator the right to grant options to purchase up to 3,000,000 shares of common stock. In connection with the adoption of the plan, the Board of Directors approved an award of fully vested options to purchase 1,240,000 shares of common stock at an exercise price of $5.00 per share. Prior to the listing of our common stock on a national market, the plan stipulated that the fair value of common stock be determined by our Board of Directors based on current trading patterns in the common stock and other analyses of fair value. Based on a review of such data, our Board of Directors determined that the fair value of the common stock subject to the above awards at the date of grant was $3.95 per share. In January 2002, members of our Board of Directors elected to exercise options to purchase approximately 1,005,000 shares of common stock. The exercise price was paid by delivery of full-recourse promissory notes with a face value of $4,789,000 and by cash payments of approximately $236,000. These notes and the related security agreements provide, among other things, that each director pledge as collateral the shares acquired upon exercise of the stock option, as well as additional shares of common stock held by the directors with a value equal to 10% of the loan amount, if the exercise price was paid by means of a full-recourse note. The notes, which bear interest at 7% per annum, provide for annual interest payments with a final principal payment due March 1, 2007. Directors will be allowed to withdraw shares from the pledged pool of common stock prior to repayment of their notes, as long as the fair value of the remaining pledged shares is at least equal to 120% of the outstanding note balance. The notes have been presented as a reduction of shareholders' equity as of October 31, 2003 and 2002. Additionally, in April 2002, 35,000 options were exercised pursuant to our director stock option plan via cash payments of approximately $175,000. During fiscal 2003, directors made principal payments of $1,661,000 related to these notes and we have recorded interest income of $269,000. During fiscal 2002, directors made principal payments of $250,000 related to these notes and we have accrued interest income of $245,000. As of October 31, 2003, we have recorded interest receivable of $109,000 related to these notes, which is included in prepaid expenses and other current assets. A summary of stock option activity follows (shares in thousands): | Year ended October 31, 2002 | Number of Shares | Weighted-Average Exercise Price | |-----------------------------|-----------------|--------------------------------| | Outstanding at beginning of period | – | $ – | | Granted | 1,240 | 5.00 | | Exercised | | | | Outstanding at end of period| (1,040) | 5.00 | | Year ended October 31, 2003 | Number of Shares | Weighted-Average Exercise Price | |-----------------------------|-----------------|--------------------------------| | Outstanding at beginning of period | 200 | $ 5.00 | | Exercised | (95) | 5.00 | | Outstanding at end of period | 105 | $ 5.00 | | Exercisable at end of period| 105 | $ 5.00 | The following table summarizes stock options outstanding and exercisable at October 31, 2003 (shares in thousands): | Outstanding and Exercisable | Number of Shares | Average Remaining Contractual Life (Years) | Weighted-Average Exercise Price | |-----------------------------|-----------------|--------------------------------------------|--------------------------------| | | 105 | 3.05 | $ 5.00 | **The Employee Stock Purchase Plan** The employee stock purchase plan was approved by our Board of Directors and shareholders. Participation in the employee stock purchase plan is limited to employees. The plan provides the Board of Directors, or a plan administrator, the right to make available up to 2,000,000 shares of common stock at a price not less than fair market value. In March 2002, the Board of Directors awarded selected employees the opportunity to purchase up to 474,000 shares of common stock at $7.00 per share, the closing price of our common stock on the date prior to the grant. The plan also permits us to advance all or some of the purchase price of the purchased stock to the employee upon the execution of a full-recourse note at prevailing interest rates. Accordingly, these awards expired in April 2002, with 84 participating employees electing to purchase approximately 279,000 shares. The purchase price was paid by delivery of full-recourse promissory notes with a face value of $1,352,000 and by cash payments of approximately $600,000. These notes and the related security agreements provide, among other things, that each employee pledge as collateral the shares acquired. The notes, which bear interest at 7% per annum, provide for annual interest and principal payments for a period of two to four years. The notes have been presented as a reduction of shareholders’ equity as of October 31, 2003 and October 2002. During fiscal 2002, employees made principal payments of $771,000 related to these notes, and we recorded interest income of $52,000. During fiscal 2003, employees made principal payments of $496,000 related to these notes and, we have recorded interest income of $97,000. As of October 31, 2003, we have recorded interest receivable of $30,000 related to these notes, which is included in prepaid expenses and other current assets. **14. Stock and Cash Dividends** In February 2002, we issued a 5% stock dividend to all shareholders of record in February 2002. Basic and diluted earnings per share for all periods presented have been restated to reflect the 5% stock dividend effected in February 2002. In January 2003, we paid a $0.20 per share dividend in the aggregate amount of $2,567,000 to shareholders of record in November 2002. In January 2004, we paid a $0.25 per share dividend in the aggregate amount of $3,232,000 to shareholders of record in November 2003. **15. Processed Product Segment Restructuring** In February 2003, our Board of Directors approved a plan whereby the operations of our processed products business will be relocated. The plan calls for the closing of our Santa Paula, California and Mexicali, Baja California Norte processing facilities and the relocation of these operations to a new facility in Uruapan, Michoacan, Mexico. We believe that this restructuring will provide cost savings in the elimination of certain transportation costs, duplicative overhead structures, and savings in the overall cost of labor and services. We anticipate that the facility will be completed near the end of our first fiscal quarter in 2004. The Santa Paula facility closed in February 2003. We plan to close the Mexicali facility during calendar year 2004, but no firm closing date has yet been determined. Through October 31, 2003, we have incurred costs related to this restructuring approximating $1,304,000. Our income statement for the year ended October 31, 2003 includes $890,000 as cost of sales, $106,000 as special charges, and $308,000 as selling, general and administrative expenses. These costs are comprised of the following components as of and for the year ended October 31, 2003: | Special charges | Amounts paid | Non-cash charges | Reserves remaining to be utilized | |-----------------|--------------|------------------|----------------------------------| | Employee separation costs | $74 | (74) | – | | Write-down of fixed assets (net book value of $32) | 32 | – | (32) | | Total special charges | 106 | (74) | (32) | | Selling, general and administrative – freight | 308 | (308) | – | | Cost of sales - facility operating costs | 890 | (693) | (197) | | **Total** | **$1,304** | **(1,075)** | **(229)** | Special charges recorded through October 31, 2003 consist entirely of employee separation costs and write-downs of fixed assets. All employee separation costs were paid in cash and represent final payments to 26 production and 4 managerial employees formerly working at our Santa Paula, California processing facility. We expect to pay additional employee separation costs in connection with our planned future closure of our Mexicali, Baja California Norte production facility, which will be recognized when incurred, in accordance with SFAS No. 146, “Accounting for Costs Associated with Exit or Disposal Activities.” Those costs have not yet been quantified and are expected to be accrued for and paid during fiscal year 2004. Costs related to the write-down of fixed assets represent a non-cash charge to reduce the carrying value of production assets located at our Santa Paula, California processed facility to their fair value. These write-downs were primarily the result of fixed assets no longer being used in the production process. As of October 31, 2003, we have not accrued for any charges relating to the write-down of production assets being held at our Mexicali, Baja California Norte production facility as it is anticipated that all such assets will be re-commissioned at our new facility in Uruapan, Michoacan or their carrying value is less than their net realizable value. ### 16. Subsequent Events In order to diversify our product lines and increase synergies within the marketplace, we acquired all the outstanding common shares of Maui Fresh International, Inc. (“Maui”) for 576,924 shares of our common stock valued at $4.05 million in November 2003. Maui, which generated approximately $20 million in revenues during its fiscal year ended December 31, 2002, is a specialty produce company servicing a wide array of retail, food service, and terminal market wholesale customers with over 25 different specialty commodities. The value of our common stock issued in conjunction with the acquisition was based on the average quoted market price of our common stock for 3 days before and after the announcement date. As security for certain potential contingencies, such as unrecorded liabilities, we are entitled to hold approximately 58,000 shares issued in conjunction with such acquisition for one full year from the acquisition date. In the event that these contingencies resolve as we expect them to, we will be obligated to return these shares. The following table summarizes the estimated fair values of the assets acquired and liabilities assumed at the date of acquisition. Such estimates are preliminary and are subject to change upon receipt of valuation information: | November 7 2003 (Preliminary) | | |-------------------------------|---| | Fixed assets | $114 | | Goodwill and intangible assets| 4,046 | | **Total assets acquired** | 4,160 | | Current liabilities | 110 | | **Net assets acquired** | $4,050 | Goodwill is not subject to amortization and is generally not expected to be deductible for tax purposes. In December 2003, our Board of Directors approved the issuance of options to acquire a total of 50,000 shares of our common stock to two members of our Board of Directors. Each option to acquire 25,000 shares vests in substantially equal installments over a 3-year period, has an exercise price of $7.00 per share and has a term of 5 years from the grant date. The market price of our common stock at the grant date was $10.01. In accordance with Accounting Principles Board Opinion No. 25, “Accounting for Stock Issued to Employees,” we will record compensation expense of approximately $151,000 over the vesting period of three years from the grant date. Independent Auditors’ Report The Board of Directors Calavo Growers, Inc. Santa Ana, California We have audited the accompanying consolidated balance sheets of Calavo Growers, Inc. and subsidiaries (the Company) as of October 31, 2003 and 2002, and the related consolidated statements of income, shareholders’ equity, and cash flows for each of the three years in the period ended October 31, 2003. These consolidated financial statements are the responsibility of the Company’s management. Our responsibility is to express an opinion on these consolidated financial statements based on our audits. We conducted our audits in accordance with auditing standards generally accepted in the United States of America. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audits provide a reasonable basis for our opinion. In our opinion, such consolidated financial statements present fairly, in all material respects, the financial position of Calavo Growers, Inc. and subsidiaries as of October 31, 2003 and 2002, and the results of their operations and their cash flows for each of the three years in the period ended October 31, 2003, in conformity with accounting principles generally accepted in the United States of America. Deloitte and Touche LLP Costa Mesa, California January 22, 2004 Report of Management Our management is responsible for preparing the accompanying financial statements and for ensuring their integrity and objectivity. The statements were prepared in accordance with accounting principles generally accepted in the United States of America and fairly represent the transactions and financial position of the company. The financial statements include amounts that are based on management's best estimates and judgments. Our statements have been audited by Deloitte & Touche LLP, independent accountants, selected by the Audit Committee and approved by our shareholders. Management has made available to Deloitte & Touche LLP all of our financial records and related data, as well as minutes of stockholder and director meetings. Our management has established and maintains a system of internal accounting controls that is designed to provide reasonable assurance that assets are safeguarded, transactions are properly recorded and executed in accordance with management's authorization, and the books and records accurately reflect the disposition of assets. The system of internal controls includes appropriate division of responsibility. The Audit Committee is composed of directors who are not officers or employees. It meets regularly with members of management and the independent accountants to discuss the adequacy of our system of internal controls, financial statements, and the nature, extent and results of the audit effort. Furthermore, our independent accountants have free and direct access to the Audit Committee without the presence of management. The following tables set forth, for the periods indicated, the high and low sales prices per share of our common stock as reported on the OTC Bulletin Board and the Nasdaq National Market. | Fiscal 2002 | High | Low | |-------------|--------|-------| | Second Quarter (from March 2002) | $12.00 | $6.00 | | Third Quarter | $8.60 | $7.00 | | Fourth Quarter | $8.40 | $6.85 | | Fiscal 2003 | High | Low | |-------------|--------|-------| | First Quarter | $7.95 | $6.60 | | Second Quarter | $7.27 | $6.70 | | Third Quarter | $7.25 | $6.69 | | Fourth Quarter | $11.04 | $6.94 | As of October 31, 2003, there were 1,500 stockholders of record of our common stock. In November 2003, we acquired all the outstanding common stock of Maui Fresh International, Inc. in exchange for 576,924 shares of our common stock valued at $4.05 million that we issued to the three shareholders of Maui Fresh International, Inc. See Note 16 to our consolidated financial statements, which are included in this Annual Report, for more information about this acquisition. Our issuance of these 576,924 shares was exempt from registration under the Securities Act of 1933 pursuant to Section 4(2) of the Securities Act and Regulation D thereunder as a transaction by an issuer not involving a public offering of securities. Dividend Policy Our dividend policy is to provide for an annual dividend payment, as determined by the Board of Directors. We anticipate that dividends would be paid in the first quarter of our fiscal year. During the year ended October 31, 2001, we paid dividends of approximately $4,973,000, or $0.50 per share, to our shareholders. For additional information pertaining to the Cooperative's historical cash dividend payments, see "Selected Consolidated Financial Data" elsewhere in this Annual Report. On February 15, 2002, we paid a 5% stock dividend to shareholders of record on February 1, 2002. On January 2, 2003, we paid a $0.20 per share dividend in the aggregate amount of $2,567,000 to shareholders of record on November 15, 2002. On January 5, 2004, we paid a $0.25 per share dividend in the aggregate amount of $3,376,000 to shareholders of record on November 17, 2003. Senior Management From left to right: Al Ahmer Vice President, Processed Sales • Jim Wallace Vice President, Human Resources & Corporate Communications • Arthur J. Bruno Vice President, Finance, Corporate Secretary & Chief Financial Officer • Rob Wedin Vice President, Fresh Sales & Marketing • Al Thorne Vice President, Fresh Operations Calavo Growers, Inc. is the leading packer and distributor of avocados throughout the United States and in other countries globally. In addition to being the world’s most recognized avocado brand, the company packs and markets other perishable fruit and vegetables and manufactures processed-avocado products. The company’s three principal business units – California Avocados, International Avocados and Perishable Products and Processed Products – supply wholesale, retail and restaurant-foodservice customers. Maui Fresh International, a wholly owned subsidiary of Calavo acquired in November 2003, markets tropical fruits, chilies, hothouse-grown and other commodity-produce items under its own well-recognized brand name. Calavo packs and distributes approximately 40 percent of the California avocado crop. Additionally, the company sources fruit from Mexico, Chile, New Zealand and the Dominican Republic to satisfy year-round domestic avocado demand, for export and for use in processed products. Founded in 1924 as a grower-owned cooperative, Calavo today is publicly traded on the Nasdaq National Market System under the ticker symbol CVGW. Headquartered in Santa Ana, California, the company employs more than 500. Calavo operates packing operations in Santa Paula and Temecula, California, as well as a packinghouse and, as of February 2004, a processed-product manufacturing plant in Uruapan, Mexico. Officers Lecil E. Cole Chairman of the Board, President & Chief Executive Officer Arthur J. Bruno Vice President, Finance, Corporate Secretary (Principal Financial Officer) Albert E. Thorne Vice President, Fresh Operations Rob Wedin Vice President, Fresh Sales & Marketing Al Ahmer Vice President, Processed Sales & Operations James M. Wallace Vice President, Human Resources & Corporate Communications Scott H. Runge Treasurer James E. Snyder Corporate Controller Jeremy M. Freimund Assistant Treasurer Operating Directors & Managers Carlos T. Vasquez Director, Field Operations Bruce Spurrell Director of Administrative Services & Purchasing Robin Osterhues Director of Corporate Marketing Francisco Orozco Packinghouse Manager, Temecula Randy Rozzatti Director, Systems Analysis & Planning Michael F. Derr Packinghouse Manager, Santa Paula Dionisio Ortiz Vice President, Calavo de Mexico Operations Principal Board Committees Executive Committee Lecil E. Cole Chairman Roy V. Keenan First Vice Chairman J. Link Leavens Second Vice Chairman Alva V. Snider Scott N. Van Der Kar Grower Relations Marketing Committee Dorcas H. McFarlane Chairwoman Audit Committee Micheal D. Hause Chairman John M. Hunt Alva V. Snider Fred J. Ferrazzano Processed Products Committee J. Link Leavens Chairman Finance Committee Roy V. Keenan Chairman John M. Hunt Alva V. Snider Nominating & Governance Committee Roy V. Keenan Chairman John M. Hunt Micheal D. Hause Fred J. Ferrazzano Compensation Committee Roy V. Keenan Chairman Fred J. Ferrazzano Micheal D. Hause John M. Hunt Alva V. Snider Corporate Information Headquarters Calavo Growers, Inc. 2530 Red Hill Avenue Santa Ana, Ca 92705 Tel. 949.223.1111 Fax 949.660.6088 www.calavo.com General Counsel Troy & Gould, P.C. Los Angeles, California Certified Public Accountants Deloitte & Touche LLP Costa Mesa, California Investor & Corporate Relations Counsel Foley/Freisleben LLC Los Angeles, California Form 10-K A copy of the company’s annual report as filed upon Form 10-K is available upon request to the vice president, corporate communications or online from the Securities and Exchange Commission at www.sec.gov. Transfer Agent and Registrar U.S. Stock Transfer Corporation Glendale, California Common Stock Listing Shares of the company’s common stock are listed on the Nasdaq National Market System under the symbol CVGW. At Calavo, We're Going Avocados! At Calavo, We're Going Places!
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Role Models In-Person Courses Overview Active learning Brilliant Me Courses Ages 5-7 Ambitious content Brilliant Me & My Confidence Brilliant Me & My Mind Brilliant Me & My Feelings Brilliant Me & My Ideas Serious fun 5 day course 10am-3pm Games, fun & building confidence Learning through stories – 2 per day Creative activities and games 12 children to 2 adults (1 RM Staff & 1 support) Parent webinar Follow up ten top tips for parents List of 10 books shared Follow up videos x3 Passport & certificate Personalised written report 5 day course 10am-3pm Theory, concepts & discussions Games, challenges & team activities Daily written reflection 15 children to 2 adults (1 RM Staff & 1 support) Parent webinar Follow up ten top tips for parents Follow up videos x3 Passport & certificate Personalised written report Core Life Skills Courses Ages 8-11 Collaboration Resilience Leadership Creative Problem Solving Brilliant Me Themes | Ages 5-7 This course teaches children how to: A great foundation for all children, particularly those who: | Brilliant Me & My Confidence | Brilliant Me & My Mind | Brilliant Me & My Feelings | Brilliant Me & My Ideas | |-----------------------------|------------------------|----------------------------|-------------------------| | • Feel confident | • Move away from perfectionism | • Recognise and identify BIG feelings & emotions | • Develop their imagination & curiosity | | • Learn to like themselves | • Learn to take risks and try new things | • Manage frustration | • Have confidence in their own ideas | | • Feel liked and accepted | • Let go of fearing mistakes and failure | • Develop ways to self-regulate | • Develop and nurture an idea | | • Feel proud of what they can do | • Believe in their own capabilities | • Know how to deal with worries & nerves | • Understand there are many different ways to be 'smart' | | • Think good things about themselves | • Learn to feel positive when facing a challenge | • Learn why kindness is important | • Believe in their ideas even when others shoot them down | | • Believe in themselves | • Move from ‘I can’t’ to ‘I can’t YET’ | • Stay curious; some feelings hide behind others | • Dream big & realise their potential | • Could celebrate their successes more • Need to focus on their strengths • Can be shy in certain situations • Don’t always speak up • Lack assertiveness • Could further bolster their confidence • Compare themselves to others • Can be reluctant to try new things • Worry about making mistakes • Can have a negative mindset • Need to focus on what they can do • Don’t always believe in themselves • Could understand more about big emotions • Sometimes need help to calm themselves • Can sometimes be overwhelmed with worries • Can’t always recognise their feelings • Don’t always see how their actions impact others • Can’t always recognise how others feel • Could develop their creativity further • Sometimes shy away from sharing their ideas • Need to see that creative talents are just as impressive as academia • Limit their creative thinking for fear of being ‘wrong’ • Struggle to run with their imagination • Find it hard to build an idea into something This course teaches children: - Self confidence - Communication skills - How to really listen - Teamwork - Public speaking - Presenting - Body language - Interview practice - Debating skills A great foundation for all children, particularly those who: - Could improve their listening skills - Could develop their teamwork - Can be shy / aloof in certain situations - Are anxious about public speaking - Could be even better in interviews - Don’t always assert themselves - Gravitate towards working alone Could think more independently Could make better decisions Fail to see their creativity as a strength Might hold back on their ideas May find it hard to solve problems Want to develop their innovation skills Lack practice in strategising Resilience - Resilience - Reacting to change / setbacks - Mindset & The Power of YET - Avoiding thought traps - Growth mindset - How to handle making mistakes - Mindfulness and gratitude - Dealing with adversity - Going outside of their comfort zone Show traits of perfectionism Don’t see the benefit of mistakes Could strengthen their self-belief Don’t seek challenges Would like to be more positive Can have unhelpful thoughts Worry about things Leadership - Empathy - Understanding others - Recognising your strengths - Getting the best from others - Prioritising - Connecting and interacting effectively - Leadership language - Trust and respect - Leading a team / collective effort Want to make a positive impact Lack confidence in leading others Need help seeing their strengths Could develop their empathy Are unaware of their impact on others Can be overly confident Want to understand themselves better Creative Problem Solving - Problem solving - Strategising - Creative thinking - Brainstorming - Assertiveness - Critical thinking - Making decisions and judgements - Innovation - Original ideas
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Summer Math Packet Dear Havel Family, We are providing a summer “Math Practice Packet” for students K-5, the packet will be split into two parts. The goal is to help keep students engaged and review concepts they learned this school year. We are planning TWO summer events to celebrate all students who complete their packets. One packet will be due mid to end of July and the other due mid to end of August. Havel teachers will be at the event to collect the packets and celebrate student’s hard work. In addition to the summer packet we highly recommend that students continue to memorize ALL the basic facts up to 12s (+,-; x, --). There will be a phone blast announcing the date time and location of the Summer Math Packet “reward”. Your Dedicated Havel Staff Name School is Out! I am so excited for summer! I have so many things I want to do! First, I want to go to the pool. Next, I want to see my grandparents. Then I want to visit the zoo. Last, I can’t wait for camp. I get to bring a tent and camp out in the dark! In the summer, I get to do many things. I love to relax before school starts again. Put the words in alphabetical order: about, are, know, new 1. __________ 2. __________ 3. __________ 4. __________ Fill in the fact family ___ + ___ = 10 ___ + 9 = ___ ___ - 7 = ___ 16 - ___ = ___ Draw the amount - 79 Draw a picture. Write a number sentence Jess went for a walk on Monday. She walked 4 miles. Then, she walked 2 miles on Tuesday. She walked 1 mile on Wednesday. How many did she walk in all? Count by 2’s 70, ___, 74, ___, 78, ___, ___ ___, 84, 86, ___ Solve the problems 4+2=___ 1+7=___ 9+5=___ 3+4=___ 1+10=___ 6+7=___ Name __________________________ June Morning Work The Nurse Our school nurse is really great. When I get hurt, she takes care of me. She cleans up my knee when I get a cut. She gives me an ice pack when I bump my head at recess. When I have a belly ache, she lets my lay down until I feel better. Our nurse even gives me socks if my feet get all wet from a puddle. Our nurse does so many nice things. What does the nurse do for a bellyache? _____________________________________________________________________ _____________________________________________________________________ How do you know? (underline your answer) What does the nurse give if your feet get wet? _____________________________________________________________________ _____________________________________________________________________ Finish the puzzles ABOUT TIME BUT LUCK LEARN COULD Write the amount Draw 74 Draw a picture. Write a number sentence I had baseball practice from 2pm until 4 pm. How long did I have practice? Fill in the frame Solve the problems 5 + 10 - 13 + 2 4 9 7 Hours or minutes Kevin is not happy. Kevin wasn't sure if he would have any friends. Kevin missed his grandparents. Kevin missed his teachers. Kevin missed his friends from his class the most. At recess, Jake came up and smiled big. He said hi to Kevin. He asked Kevin to play. Kevin smiled. Maybe everything would be ok. Who did Kevin miss most of all? How do you know? (underline your answer) Why do you think happened to Kevin? Finish the puzzles WENT HOW THOSE HERE RED SAID Write the amount Put the numbers in order from least to greatest 12, 45, 33, 54, Draw a picture. Write a number sentence I had 4 purple M&Ms, 6 red M&Ms, and 15 blue M&Ms. How many blue and red M&Ms did I have? Fill in the frame Solve the problems 2+6=___ 8+11 =___ 8+3=___ 15+6=___ 8+9=___ 14+2 =___ Play Park Play park is so much fun! There is a roller coaster there that goes really fast. There is a pirate ship that goes back and forth. The haunted house has a really long line. I like to ride as much as I can, so I don’t go into the haunted house. My favorite ride is the roller coaster. It has two loops. If it is hot when we go to the park, we get shaved ice and ride the raging rapids water ride. I always fall asleep in the car on the way home. I love Play park. 1. What is the main idea? a. I sleep on the way home b. Play park is fun c. The roller coaster is fun 2. Why does the kid eat shaved ice? a. It’s cold outside b. They taste good c. It is hot outside 3. What ride goes back and forth? a. The pirate ship b. The roller coaster c. The haunted house Unscramble the sentence: slide I like go to the down Fill in the days of the week Tuesday Write the value Answer the question Jeff went to the candy store. He got 4 red fish. He got 8 more red fish. Last, he got 3 more red fish. How many red fish did Jeff get in all? Ann was 1st in line. Rob was last. Kelley was after Ann. Color Ann red, Kelly orange, and rob blue. Solve the problems Use < > or = 36 54 32 65 50 84 My Dad My dad is smart. He is good at math. He helps me with my homework when I get stuck. He showed me how to ride my bike without training wheels. I felt so happy. I was the first one to not have training wheels! He taught me how to tie my shoes. My dad also taught me how to swim under the water. I love when my dad reads books to me before bed. It is my favorite part of my day. 1. What is dad good at? a. Math b. Reading c. Science 2. He was first to do what? a. Tie shoes b. Ride without training wheels c. Swim under water 3. What is best part of the day? a. Doing homework b. Reading in bed with dad c. Tying shoes Write the date Day Month # Day Put the numbers in order from greatest to least. 100, 22, 65, 43 Create a graph Be sure to label it 5 kids like purple 4 kids like blue 2 kid likes red Use the graph. Answer the questions What color is liked the least? __________________________ What color is liked the most? __________________________ How many kids like purple? __________________________ Name June Morning Work Where do you go during the summer? A camp, daycare, or your house? Use complete sentences. Unscramble the sight words summer, swim, freedom iwsm ___________ mdefreo ___________ rmesum ___________ Show & Write 9 am Write the value Write a number sentence Jaxson had a sleepover. There were 7 people at the sleepover. He made 6 cups of popcorn. Each friend ate 1 cup of popcorn. How many more cups does he need to make so everyone has popcorn? Count by 2's ___ 63, 65, ___, 69, ___, 73, 75, ___, 79, ___, 83 Solve the problems 10+2=___ 6+9=___ 4+9=___ 3+4=___ 10+8=___ 8+4=___ What was your favorite field day activity? What were some of the activities that your class had? Use complete sentences. Unscramble the sight words because, would, were casbeeu __________ dlwuo __________ eewr __________ Write the value | Quarter | Dime | Nickel | Penny | |---------|------|--------|-------| | | | | | Write the value | Ten | One | Ten | One | |-----|-----|-----|-----| | | | | | Write a number sentence Jess has 12 days of school left. She will not be at school for 2 of them. How many days will Jess attend school? Fill in the frame 75 Solve the problems 4+9=___ 7+11=___ 14+9=___ 14+7=___ 11+9=___ 15+2=___ Name June Morning Work What is your favorite movie? Who are the characters? Why do you like the movie? What is the movie about? Unscramble the sight words: down, their, them emht owdn erint Write the value Count by 10's 4, ___, 24, 34, ___ 54, 64, ___, ___ Write the value Solve the problems 10+9=___ 11+9=___ 4+5=___ 13+4=___ 10+4=___ 11+3=___ Fill in the missing numbers I have $15. I can spend $5 a day. How many days will my money last? ___Monday ___Tuesday ___Wednesday ___Thursday ______________________ Name June Morning Work Would you rather go to an amusement park with rides or a water park with pool activities? Give three reasons. Use complete sentences. Unscramble the sentence we fun summer have the in Write the value Fill in the frame Solve the problems 9+9=___ 5+2=___ 13+9=___ 14+6=___ 7+8=___ 19+1=___ Draw a picture. Write a number sentence The farmer fed the 6 pigs, 5 chickens, and 2 cows. How many animals had 4 legs? ©mrslee2016 Name June Morning Work Do you know how to swim? Do you use water wings? Who taught you how to swim? Can you go underwater? Write the date Day Month # Day Write the value Fill in the frame 26 36 Solve the problems 2+9=___ 5+9=___ 14+5=___ 4+4=___ 7+4=___ 17+1=___ Draw a picture. Write a number sentence Scott wanted to go fishing with his dad. He has 6 worms. How many fish can Scott and his dad each catch to have the same number? (double fact) Name ____________________________ Fill in the blank with an adjective and rewrite the sentence. 1. My mom has a __________ car. _______________________________________________________ 2. My bike has __________ on it. _______________________________________________________ 3. Our dog is really __________. _______________________________________________________ 4. The leaves are __________. _______________________________________________________ 5. The clouds are __________. _______________________________________________________ Fill in the fact family 14, 9, 5 ___ + ___ = ___ ___ + ___ = ___ ___ - ___ = ___ ___ - ___ = ___ Write the value Draw a picture. Write a number sentence Casey went to her gym class. She did 3 cartwheels, 5 flips, and 7 jumps. How many did she do all together? Show three-fourths Solve the problems Use < > or = 47 65 43 76 61 58 Name ____________________________ Fix the two mistakes in each sentence. Rewrite the sentence. 1. We have been in the cr all dae. _______________________________________________________________ 2. It haz been raining for 5 dayz. _______________________________________________________________ 3. A pant needs soil, sun and watr to grow. _______________________________________________________________ 4. I hold my mom’s had near cars. _______________________________________________________________ 5. In sring, the trees bloon. _______________________________________________________________ Draw 45 cents Draw 49 using tens & ones Draw a picture. Write a number sentence I go swimming on Mondays, Wednesdays, and Fridays. I swim the same number of laps each day. Monday I swam 5 laps. Wednesday I swam 5 laps. On Friday I swam ___ laps. How many did I swim in all? Solve the problems | 6 | 11 | 11 | 14 | |---|----|----|----| | + | + | - | - | | 3 | 5 | 10 | 8 | Draw two-thirds Name ____________________________ Fix the two mistakes in each sentence. Rewrite the sentence. 1. I get a new singset. _______________________________________________________ 2. My teasher luvs to read. _______________________________________________________ 3. We loved our poems this skcool year. _______________________________________________________ 4. My famalee wet to Disney World! _______________________________________________________ 5. I wuz hom sick with the flu. _______________________________________________________ Fill in the addition family 17, 9, 8 ___ + ___ = ___ ___ + ___ = ___ Draw 8 tens 3 ones ____________ Draw a picture. Write a number sentence. I had 6 new tires. 2 tires got holes in them. How many tires do I have left? Count by 2's 29, ___, 33, 35, ___ 39, 41, ___, 45, ___, 49, 51 Solve the problems 4+2=___ 6+3=___ 7+9=___ 2+3=___ 10+11=___ 9+6=___ Capitals Punctuation Spacing Spelling Name ____________________________ Fix the two mistakes in each sentence. Rewrite the sentence. 1. I can’t wait to see het fireworks 2. wegotothezooinMay. 3. we only have a few days left 4. I have the best frendz 5. The truc is big and log. Write the time Write the value Show three-thirds Solve the problems 11+7=___ 11+3=___ 7+4=___ 9+5=___ 10+3=___ 11+4=___ Write a number sentence Fran wants to get her ears pierced. Fran is 10. Her mom says she needs to be 13. How many more years does Fran need to wait? Name _______________________ Fill in the blank with a noun and rewrite the sentence. 1. A __________ goes fast. 2. The __________ is slow. 3. My sister's __________ is awesome! 4. The __________ went into the nest. 5. My favorite lunch to eat is __________. Fill in the addition family 11, 3, 8 ____ + ____ = ____ ____ + ____ = ____ Write the value Draw a picture. Write a number sentence My mom made 20 meatballs. My brother ate 11 before dinner. How many meatballs are left for dinner? Count by 2's ___, ___, 64, 66, ___ ___ , 72, ___, ___ , 78 Solve the problems Use < > or = 76 58 87 54 69 72 Name ____________________________ Fill in the blank with a verb and rewrite the sentence. 1. The pig can ______________________ 2. Our cat loves to ___________________ 3. In the summer, I enjoy _________________ 4. I like to _______________ in the summer. 5. After it _______________, I see a rainbow. Fill in the addition family 5, 15, 10 ___+___=___ ___+___=___ Write the value Count by 5's 40, ___, 50, 55, ___, 65, 70, ___, 80, ___, 90, ___ Make graph to show: 3 cow. 3 pigs. 1 horse Answer the question My dad needs 3 gallons of gas to mow the law. He has 6 gallons of gas. How many times can he mow the grass? __________________ Name ___________________________ Fill in the blank with a verb and rewrite the sentence. 1. I like to ____________ in the pool. ________________________________________________________ 2. The bird ____________ in the nest. ________________________________________________________ 3. The fish can ____________. ________________________________________________________ 4. I like to ____________ after school. ________________________________________________________ 5. The pigs ____________ in the mud. ________________________________________________________ Fill in the addition family 3, 5, 8 ___ + ___ = ___ ___ + ___ = ___ Write the value Draw a picture. Write a number sentence. My dog loves bones. He buried 3 bones in the yard. He buried 2 in the couch. He buried 1 in our bed. How many bones did he bury in the house? Make graph to show: 3 cherries, 2 oranges, 4 grapes
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FOREWORD The Belwin String Builder is a class Method in which the Violin, Viola, Cello and Bass play together throughout. Each book, however, is a complete unit and may be used separately for class or individual instruction. In the opening of Volume III the pupil is taught to find the fingers in the third position on all strings. Simple shifts are introduced, followed by shifts to and from the third position with different fingers. Each type of shift is presented and developed with interesting melodies. The pupil is taught how to build major and minor scales and to play them with the basic bowings, the détaché, martelé, wrist and finger stroke, and the spiccato. The material in this volume is chosen for its musical interest and its technical value. There are a number of duets which are to be played by either two pupils or with the class divided into two groups. There also are a number of melodies in which the class becomes a string ensemble, each instrument playing a different part. A small "p" after the number indicates there is a piano part for that melody. The material in this book is realistically graded so that only a minimum of explanatory material is required. TECHNICAL PROGRESSION | Topic | Page | |----------------------------------------------------------------------|------| | The Third Position | 2 | | Finding The Fingers On The G and D Strings | | | Finding The Fingers On The A and C Strings | 3 | | From One String To Another In The Third Position | 4 | | More Melodies From One String To Another | 5 | | Melodies in C Major That Include The Third Position | 6 | | We Go From An Open String To The Second Finger In The Third Position | 7 | | Melodies That Shift To and From The Third Position With The Same Finger | 8 | | More Melodies That Shift With The Same Finger | 9 | | The Scale Line Shift | 10 | | Melodies That Shift To and From The Third Position With Different Fingers | 11 | | More Melodies That Shift With Different Fingers | 12 | | How To Shift When There Is No Slur | 13 | | How To Build A Minor Scale | 14 | | Melodies In Minor Keys | 15 | | More Melodies In Minor Keys | 16 | | The Wrist and Finger Stroke | 17 | | Sixteenth Notes | 18 | | The Dotted Eighth and Sixteenth Note | 19 | | More Melodies With Dotted Eighth and Sixteenth Notes | 20 | | Melodies Using The Martelé Bowing | 21 | | Melodies With Double Stops | 22 | | More Melodies With Double Stops | 23 | | A New Rhythm—Triplets | 24 | | We Build A Major Scale On The Note A | 25 | | Melodies In Various Rhythms | 26 | | We Build A Major Scale On The Note E Flat | 27 | | How To Play Harmonics | 28 | | Beautiful Melodies With Harmonics | 29 | | Melodies That Will Prepare For The Spiccato Stroke | 30 | | How To Play The Spiccato Stroke | 31 | | Lively Melodies Using The Spiccato Stroke | 32 | © 1960 (Renewed 1988) BELWIN-MILLS PUBLISHING CORP. All Rights Assigned to and Controlled by ALFRED PUBLISHING CO., INC. All Rights Reserved THE THIRD POSITION (3rd P.) Slide the entire hand up the fingerboard (from the elbow joint) until the 1st finger reaches the 3rd finger. As in the 1st position, the thumb is placed opposite the 1st finger or a bit behind it, with a space between the base of the thumb and neck. Finding the Fingers on the G and D Strings On the G and D strings, there is a half-step between the 3rd and 4th fingers. The Détaché Above the Middle of the Bow (A.M.) Play smoothly from the middle to as near the tip as possible. Use the full width of the hair, drawing the bow parallel to the bridge. Only the forearm is to be used. “t” means to test the note with the open string. Leave the finger on the string while testing. We Take Off! (Moderato (Key of C)) F. WOHLFAHRT ROTE PROJECT: In the 3rd position - practice the $3\overline{4}$ finger pattern on the G and D strings. There will be a half-step between the 3rd and 4th fingers. Play in various rhythms and bowings.
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A PROBLEM THAT AFFECTS EVERYONE We need to decarbonize the global economy; in other words, progressively reduce greenhouse gas emissions, especially carbon dioxide (CO₂). To do this, productive activities must generate less carbon dioxide than they consume. A GREAT ALLY Thanks to photosynthesis, the olive tree is able to extract CO₂ from the atmosphere and transport it to the ground, where it is trapped. Specifically, it has been estimated that a 40 year old olive tree can absorb around 110 kg of CO₂ per year. IF WE LOOK AT THE NUMBERS... The amount of CO₂ removed from the atmosphere in one year by all the olive trees on the planet (around 1.500 million), could be estimated at approximately 855 million tons, which is equivalent to 3 times the CO₂ emissions of the entire Spain during 2020. DID YOU KNOW THAT... During January 2022, a ton of captured CO₂ was paid at € 84 in the international emissions market? Sooner or later, agriculture will be incorporated into the global emissions market, so that farmers will be financially compensated for carrying out practices that retain and fix CO₂ in their soils. According to our estimate, olive farmers who have implemented sustainable management practices on their farms in recent years, especially the maintenance of cover crops, could receive an average of € 190 more per hectare than those who applied a conventional model. It is the award for their contribution to storing carbon in the soil and, therefore, to mitigate the process of climate change. KEEP IN MIND THAT... Soil has been shown to be one of the largest carbon reservoirs in terrestrial ecosystems. In the olive grove, the maintenance of a herbaceous cover crop, the input of organic fertilizers (composted olive mill pomaces, manure), the shredding of pruning remains and the reduction of soil tillage are practices that considerably enhance soil carbon sequestration in the form of organic matter. In fact, 1.7 extra million tons of CO₂ would be retained by soils if all the Andalusian olive groves implemented these good practices, which is equivalent to the CO₂ that would be emitted if all European cars drove for 40 km. SUSTAINOLIVE: Novel approaches to promote the sustainability of olive cultivation in the Mediterranean. Research project 2019-2023 Authors: Jose Lietor, Roberto García Ruiz, Julio Calero, Pablo Domouso, Milagros Torrús & Gustavo Francisco Ruiz-Cátedra (UJA), Alejandro Gallego (TKV) Contact: email@example.com
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Empowerment and participation of children Children have the right to give their views and opinions about decisions that affect them and to be listened to. Empowerment is about helping children to have their say. Acting to empower children should always guide the work of your organisation. Participation is important for children because it gives them an opportunity to have a say about issues and decisions that affect them. Children are more likely to speak up about their concerns about feeling unsafe, or make a complaint, if they feel their views are valued and welcomed. Empowerment and participation is not a one off event – it is an approach that needs to be a part of your organisational culture. Empowering children and facilitating their participation enhances their safety. In Victoria, mandatory child safe standards have been introduced to help protect children from abuse in organisations. Standard seven requires organisations to take steps to promote the participation and empowerment of children. Benefits of empowering and supporting the participation of children Participation and empowerment are vital components of a child safe organisation that benefits children, families, organisations and staff. - Involving and consulting with children enables your organisation to improve its policies, practices and services as children provide a unique voice regarding what makes them feel safe and unsafe. - Facilitating the empowerment and participation of children enhances a culture of child safety and listening to children within your organisation. - Children and young people learn new skills, build self-esteem and develop an understanding of collaboration and rights. - Children are more likely to report abuse or concerns if they feel safe and empowered in the organisation. - Children feel their views are valued and listened to. Children are more likely to support the outcome if they have been involved. It is critical that you are genuine in your approach to children and follow through on what you say you will do – credibility needs to be earned and can be easily lost. Empowerment and participation of children How to encourage the empowerment and participation of children in your organisation As with all activities, it is vital to plan your involvement of children: - Ensure participation is designed to be: - ethical - age appropriate and child-friendly - culturally respectful - inclusive of a diverse range of children, demonstrating respect for children of all ages, abilities, social and cultural backgrounds - positive and fun - voluntary and with informed consent. - Be clear, honest and realistic about the boundaries of a discussion and what can change. - Give adequate time to consult and make sure the venue is appropriate. - Listen to what you are being told by children – they may have a very different view to you or what you expect – acknowledge, value and take seriously the views put forward by children. - Ensure adults involved are skilful in facilitating the participation of children. - Be clear if the discussion will be confidential or if the outcomes will be made public. - Monitor the impact your consultation may have had on the children involved. - Ensure you have procedures in place to provide support to any child who may be distressed as a result of their involvement or disclosure of concerns. - Provide feedback to children about how their views had informed decision-making. Examples of child participation events might include: - Conducting a meaningful consultation with children to inform the development of your organisation’s Child Safe Policy – asking them about what makes the children in your organisation feel safe and unsafe? - Planning and identifying the risks involved in an overnight camp – it is important to be aware that your views about safety may be different from those held by children. Useful resources Gerison Lansdown *Promoting children’s participation in democratic decision-making* February 2001, <http://www.unicef-irc.org/publications/pdf/insight6.pdf> Moore, T, McArthur, M, Noble-Carr, D, & Harcourt, D, 2015, *Taking us seriously: children and young people talk about safety and institutional responses to their safety concerns*, Institute of Child Protection Studies, Australian Catholic University, Melbourne (funded by the Royal Commission into Institutional Responses to Child Sexual Abuse commissioned) <http://www.childabuseroyalcommission.gov.au/getattachment/33a95fc9-0e8d-41da-ac3f-31f625794d4f/Taking-Us-Seriously/> Western Australia Commissioner for Children and Young People *Involving Children and Young People: Participation Guidelines* <http://www.ccyp.wa.gov.au/files/Participation%20Guidelines.pdf> and <http://www.ccyp.wa.gov.au/files/CHECKLIST%20Participation%20Guidelines-%20.pdf> Commissioner for Children Tasmania, *Involving children in decision making: Your quick, practice guide* June 2015 <http://www.childcomm.tas.gov.au/wp-content/uploads/2015/06/Guide-to-making-decisions-booklet.pdf>
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This memorandum consists of 29 pages. SECTION A QUESTION 1 [20 marks] AS1: Make value judgments informed by a clear understanding of design. AS2: Understand design theory and use design terminology correctly. 1.1 [10 marks] 1.1.1 (Allocate 4 marks) The application of critical thinking skills and how the learner is able to answer appropriately is to be considered in the overall assessment of this question. Credit must be given to any valid and reasonable answer. ART: Learners may argue that the teapot can be viewed in a gallery as the surface decoration is too embellished/ornate to be a design (functional). They may refer to the surface decoration as being seen as part of the artist’s personal expression, which therefore classifies the ceramic piece as art. The surface decoration could also relate to storytelling, which is better suited to an art piece to be viewed at a gallery. This ceramic piece emphasises appearance (form) as opposed to function. The delicate nature of the surface decoration will make this pot difficult to use as a design for everyday usage which makes it art. The teapot is unique (once-off) that would be difficult to mass produce. DESIGN: Learners may argue that the teapot embraces design in an African aesthetic, which is unique and different to what people generally classify as design. (The separation of Art and Design does not exist in traditional African society). The teapot has a function/purpose as seen by the decorative handle and elephant on the top of the lid. The teapot combines functionality and aesthetics in a pleasing manner that benefits the designer in being able to make a living from his/her craft. The pot offers a creative solution to the function of a pot, which therefore makes it an innovative, aesthetic design solution. The creation of these teapots empowers designers to create craft/design which can be sold at craft markets or galleries. As a third option, learners should be given credit if they argue that the pot is both Design and Art, as this division should not exist. Art and Design cannot be separated from each other, and, as there are no boundaries, they may substantiate from the answers shown above. Credit any other arguments. 1.1.2 (Allocate 6 marks) 1 mark for identification and 1 mark for explanation of. The following may be included in the analysis: - **Form** (element) - There are organic 3-D forms (like the sculptural leopard) that are combined in an unusual way (the contrast between the animal forms and the plant forms). The pot has a bulbous form. - **Plane** (element) - The surface decoration shows flat (2-D) glazed shapes (images) of animals. - **Dot/line** (element) - Heavy dark lines outline the animals to emphasise and define them. The use of dots in the glaze builds up patterns and visual textures. - **Tonal value** (element) - The lighter tones on the body of the pot contrast against the middle and darker tones of the animal and plant forms, e.g. the leopards spots. - **Texture** (element) - Tactile (physical) texture is found in the sculptural surface decoration of the 3-D animal and plant forms. Visual (illusionary) texture can be seen as a design feature e.g. the leopard fur. This is 2-D glazed surface decoration which is smooth. - **Balance** (principle) - Asymmetrically balanced – what appears on one side, does not reflect the other side. E.g. the spout on one side – handle on the other side. - **Unity** (principle) - Created by the repetition of animals all over the teapot. - **Variety** (principle) - The designer used different shapes e.g. animals, birds, plant forms, etc. to create variety in the design. - **Contrast** (principle) - Is created by the use of different shapes (animals and flowers), patterns and sizes (big animal pattern next to small patterns) next to each other. - **Rhythm (and movement)** (principle) - The repetition of the leopard spots seen at the bottom of the pot, creates a sense of rhythm that moves in a circle. - **Emphasis** (principle) - The sculptural elephant head on the lid acts as the focal area. - **Proportion** (principle) - The teapot shows an awareness of the human hand in the size of the handle. (Ergonomics) The spout is big and would most likely allow a good delivery of tea into the cup. • **Storytelling** (universal principle) ☑ The oral history of indigenous cultures takes visual form in a depiction of the natural African landscape, which includes the characters found there. This creates a rich cultural context (tells a story). ☑ • **Similarity** (universal principle) (Gestalt) ☑ Elements that are similar (animal forms) are seen to be more related than elements that are dissimilar. This sets up relatedness (unity) within the pot and ensures integration of elements. ☑ • **Aesthetic-usability effect** (universal principle) ☑ The function of this design is to pour tea. A simple pot would do, BUT a design which is beautiful at the same time is perceived as more desirable, easier to use, and reduces stress. Credit must also be awarded to any other reasonable observations. Give credit for any other elements and principles. | Q1.1 LEVEL | COGNITIVE SKILLS | WEIGHTING % | QUESTIONS | MARKS (10) | |------------|------------------------------------------------------|-------------|--------------------|------------| | Lower order| Recall of elements and principles | 30% | 1.1.1 + 1.1.2 | 3 | | Middle order| Application of elements and principles | 40% | 1.1.1 + 1.1.2 | 4 | | Higher order| Analysis Synthesis Evaluation | 30% | 1.1.1 + 1.1.2 | 3 | 1.2 [10 marks] 1.2.1 (Allocate 6 marks) The application of critical thinking skills and how the learner is able to comment on the statement with a substantiated response is to be considered in the overall assessment of this question. Credit must be given to any valid and reasonable answer. **Weaknesses:** Learners may argue that cutlery is important in fulfilling a specific function in being able to pick up food; if this function is compromised then the design is inappropriate. ☑ (Example: the spoon on the right-hand side is not suitable for eating soup because of the hole in the centre; the ‘fork’ utensil in the centre will not be able to pick thick pieces of meat, etc.) The cutlery should be able to perform a function and look good at the same time; a design that emphasises appearance will ignore the fundamental concern of providing an innovative design solution and problem-solving. ☑ All designs should perform its function with relative ease, as this is the first hurdle in coming up with a design solution that looks good and is usable. E.g. the centre fork does not seem ergonomically suitable for a small hand. ☑ The cutlery looks difficult to use because the handle sizes differ, and may not be suited to certain foods and is therefore a weak design. ☑ The shapes of the cutlery do not create an immediately recognisable design solution and therefore people may not recognise it as a set of cutlery. ☑ The unusual appearances of the design make it difficult to perform simple tasks (example the disproportioned forks will not be able to pick up food as expected). ☑ The spoon with the hole on the centre will not be able to function appropriately as it could cut your lip. ☑ The sharp-pointed ends of the centre fork make it dangerous for everyday use. ☑ **Strengths:** Learners may argue that consumers are often bombarded with boring, run-of-the-mill design products that need to change and offer variety. ☑ This cutlery is unique and original, which stimulates the imagination, provides beauty and is able to provide a function (you can eat with it). ☑ Designers often focus on providing long-lasting, iconic design solutions that need to embrace style and visual appeal as opposed to an over-emphasis on function. Aesthetics is more important. ☑ The debate of form following function is irrelevant to the cutlery as the visual appeal is emphasised as a means of evolution of design development (This cutlery range could be seen in a gallery). ☑ The cutlery combines different functions (cutting food and using the sharp points to pick up) of cutlery in a visually pleasing and aesthetic manner. ☑ The cutlery is further enhanced by the ability to pick up foods that were difficult to pick up before. E.g. cherry tomatoes by the centre fork. ☑ This cutlery range is far more culturally diverse in catering for a wide variety of food e.g. Chinese, African, etc. ☑ The unique contrast of shapes from oval to sharp-pointed shapes adds to the visual appeal of the design. ☑ 1.2.2 *(One mark per explanation)* - **Positive form (3D):** The irregular shape/form of each piece of cutlery is different to what is generally accepted as the shape/form of cutlery and is called the positive/material form – e.g. here made of stainless steel. ☑ Organic, oval shapes blend in with simple straight lines in the easy to hold handles. ☑ - **Negative plane (two-dimensional):** The planes (voids) within the utensils contrast with the positive (solid) forms (3D) to create a unique design solution that is pleasing to the eye and the background creates negative planes. ☑ The long thin negative shapes/planes of the background interplay with the positive forms of the fork to create a combined whole. ☑ • Proportion: The weight of the top parts of the utensils is related to the length of the handles. The handles are ergonomic and easy to use, or can be seen as not having proportionally well designed handles e.g. the centre fork’s handle is too thick and too short. ☑ The utensil looks well balanced with regard to weight distribution. • Symmetry: The utensils are asymmetrical in design. The pointed feature at the top is balanced with the round or flat handle. ☑ The fork on the left has a symmetrical balance with a middle tine and 2 on each side. Credit must be given to any valid and reasonable answer. | Q1.2 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) | |------------|-----------------------------------|-----------|-----------------|-------------| | Lower order| Recall of elements and principles | 30% | 1.2.1 + 1.2.2 | 3 | | Middle order| Application of elements and principles | 40% | 1.2.2 | 4 | | Higher order| Analysis Synthesis Evaluation | 30% | 1.2.1 + 1.1.2 | 3 | QUESTION 2 [10 marks] AS3: Discuss, explain and demonstrate the context and purpose of the products, images, signs and symbols used in design to convey overt and hidden messages that reinforce or challenge stereotypes, biases and prejudices, past and present. AS2: Understand design theory and use design terminology correctly. 2.1 (Allocate 4 marks) Learners might offer different viewpoints to the question. The application of critical thinking skills and how the learner is able to answer appropriately is to be considered in the overall assessment of this answer. Credit must be awarded to any other reasonable observations. The symbol represents recycling or re-use – this is shown by the rotation; a continuation of an on-going process. The folded arrows symbolises movement in a specific direction. The play between positive and negative shapes in the circle can symbolise black/white, good/evil. The learners may also refer to the symbol as a directional arrow/movement that creates a circle or “wholeness”. The black circle can be read as the earth (global circle). 2.2 (Allocate 6 marks) Learners will offer different interpretations to the question. The application of visual literacy and how the learner is able to answer appropriately is to be considered in the overall assessment of this question. Possible symbols: Band-Aid symbolises healing. The heart symbolises feelings/love/soul. The burning candle symbolises hope/light for a brighter future. The uniform figures symbolises the people/population/community/nation. One light-shaded figure (with the heart) symbolises difference/not part of the crowd/individualism. The detail of the heart seems to come from the stylised heart of the man, that means visible ‘love’ towards neighbours. This symbolises focussing in on healing activities that are possible. The rainbow symbolizes hope for diversity – ‘rainbow nation’. Possible message: The map of South Africa on the heart, with the Band-Aid across, could symbolise both the healing of the country and the healing of its entire people. It could also symbolise the difference that one person, with a heart/feelings for humanity, can make in society – change can thus be brought about by one individual. It is interesting that only the symbols for men are used. This could be a message to show the nurturing potential of all men. Credit must also be given to any other reasonable observations. QUESTION 3 [20 marks] AS4: Investigate, reflect on and interpret information from a variety of sources that show global influences shaping the development of design. 3.1 This will highlight the connections between International and South African Design. Examples used will be ‘unseen’. This question gives scope for critical evaluation of the interface between international and local design. 3.1.1 (Allocate 6 marks) Similarities: The use of geometric lines and shapes is evident on both designs. Both designs employ geometric patterning such as triangles, diagonal bands (zigzag shapes and patterns). The surface decoration shows contrast as seen in the use of tonal variations (black, grey and white, lighter/darker tones or colours). The surface texture appears to be tactile, as both designs appear to be hand-made (recycled fabrics and glass beads and shells). Both designs combine different materials (the vase uses glass and recycled fabric while the apron uses glass beads and shells). Both designs are organic in nature. Both designs are functional. Differences: Obvious = material differences: Recycled fabric woven around glass versus natural glass beads and seeds. Vase is 3-dimensional versus the 2-dimensional nature of the apron. The surface pattern on the Missoni vase combines already made fabric patterns in a unique ‘pastiche/combined design, while the apron incorporates the surface design as part of the production process in an ordered manner – i.e. counting stitches as the weaving progresses. The triangular patterns on the apron contrast with zigzag, linear patterns shown on the Missoni vase. The apron’s surface pattern is symmetrically balanced white. The Missoni vase is asymmetrically patterned. 3.1.2 (Allocate 4 marks) The application of critical thinking skills and how the learner is able to answer appropriately is to be considered in the overall assessment of this question. Learners may argue that the combination of traditional African practice with European influences is unfair, as traditional African practices are often exploited for commercial gain where craftspeople are paid very poorly. The combination of that which is traditional with outside, European influences is disrespectful to age-old traditions passed on from generation to generation. Once this combination occurs, traditional African practices will be lost and original meaning and techniques altered. may argue that design should be unique and original, in that the influences on them are not obviously apparent. Designers need to create design solutions that stand (representative of a culture/country) out as opposed to designs that are merely concerned with capital gain, disregarding heritage. Each design should have a contextual feel of the country in which it is made. Alternatively, learners may argue that this combination between traditional African practices and European influence is what ‘new’ design practices are all about, as they evolve into something new. The ability of the new-age designer to marry influences and traditional practices is an essential part of the design process and development. Design defies boundaries and is inclusive of tradition and modern development. Learners may argue that if global trends are not accommodated, the designer will not be able to sell his/her products. Designers need to earn a living to suit the needs of clients who have exposure to the global village. Global trends inform design practice therefore design constantly evolves and renews trends. Design cannot operate without collaboration and trend setting i.e. the change of trends to other newer ones. E.g. to develop African themes now in fashion. Combined trends to gain a wider target market. Make African design popular in European/ USA markets. A way of teaching one another about different cultures and traditions. | Q3.1 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | Marks (10) | |------------|------------------|-----------|-----------|------------| | Lower order | Observation | 30% | 3.1.1 | 3 | | Middle order| Application | 40% | 3.1.1 + 3.1.2 | 4 | | Higher order| Evaluation | 30% | 3.1.2 + 3.1.2 | 3 | 3.2 (Allocate 10 marks) NOTE: A learner may choose to use any example as provided in the LPG, PAT or any other documented source. In the candidate’s discussion the following must be discussed to ensure full credit: - Identify the designer. E.g. Sonwabile Ndamase of Vukani Fashions; Carrol Boyes. (1) - Names of the designs/description of the designs. (1) - Influences on the designer’s work; local and global/international and characteristic style of the design(s). (8) Example: (Allocate 10 marks) Sonwabile Ndamase of Vukani Fashions, creator of the Madiba shirts. Influences are derived from different cultures, e.g. Arabesque/paisley patterns, Art Nouveau natural plants and organic shapes. Sonwabile Ndamase created one of the most iconic fashion items in post-apartheid South Africa: the Madiba Shirt. This distinctive, stylish garment is worn by Nelson Mandela. The shirt is intricately patterned, well cut and worn buttoned to the neck and loose at the waist. The shirt embodies a proud African aesthetic as opposed to the formal wear worn by most dignitaries. The shirt is ethnic in style and has put Vukani Fashions on the map. The shirt is a unique design product that combines a casual look that can be worn at formal occasions or as part of everyday living. The shirt’s surface patterns capture an African spirit (casual/informal nature) (bold colours and lots of different shapes and images on it) that belongs on the world stage of design. The classic simplicity of the shirt pattern is elegant in creating a less formal approach to how we appear at corporate events. The colour seen in the surface patterning is of a natural palette, combined with exquisite detail (e.g. brown, gold, yellow etc.). Emphasis on differing aspects of the question may vary with individual learner responses. Another example: (Allocate 10 marks) Mapula Outreach Project Mapula was started by Prof. Karen Skawran in order to provide employment for rural unemployed women. It was initially funded by a charitable NGO (the Soroptimists) but is now self-funding. The women create their own designs based on natural forms such as flowers and trees and also refer to their lives – such as children playing in a rural community. Work can be done at home, which allows the women to take care of the household. The women were initially taught the skills of surface (2-D) design and embroidery techniques, and now come up with many new designs. One of their favourite stitches seems to be chain stitch. Colours are usually dazzling, bright and happy e.g. reds, yellows, greens etc. They create both functional products such as cushion covers and table runners, as well as one-of-a-kind art pieces such as wall hangings. They create genre narrative cloths e.g. telling the story of the Queen to the school or how they prepare food in the village. Their work is usually on black cloth (100% cotton), and brightly coloured cotton embroidery threads emphasise the unique African identity of the work. Surfaces are often densely embroidered, and the black negative spaces of the cloth function as the background. Give credit for any other information. | Q3.2 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | Marks (10) | |------------|---------------------------|-----------|-----------|------------| | Lower order| Recall Name | 30% | 3.2 | 3 | | Middle order| Application | 40% | 3.2 | 4 | | Higher order| Analysis Synthesis Evaluation/Deduction | 30% | 3.2 | 3 | QUESTION 4 [30 marks] AS4: Investigate, reflect on and interpret information from a variety of sources that show global influences shaping the development of design. AS5: Analyse, interpret and critically reflect on examples and relate them to their cultural, historical and contemporary contexts. 4.1 (Allocate 20 marks in total) POSSIBLE EXAMPLES: No marks to be allocated for the style/movement, because this has already been given in the question. Marks given only for the artist/designer (1) and design (1). Art Deco – Popular Modernism (1925 – 1939) William van Alen, e.g. “Chrysler Building”, New York, 1928 – 1930 OR Eileen Gray, e.g. “Tubular Armchair”, 1929 or any other. (Allocate 2 marks only) Influences: - Influenced by the growing impact of the machine technology and war weaponry e.g. canons. - Influenced by the streamlined forms derived from the principles of aerodynamics. - Influenced by arts of Egypt and Aztec, Mexico, in that geometric forms are simplified to become more dynamic and free-flowing. - Influenced by Fauvism, the jazz culture in the zigzag patterns. Characteristics: - Opulent and lavish style, as a reaction to World War 1. - Use of materials such as aluminium, stainless steel, lacquer, inlaid wood, shark skin and zebra skin. - Bold use of stepped forms, sweeping curves (unlike the sinuous curves of the Art Nouveau), chevron patterns and the sunburst motif. - Colour schemes not restrained – brilliant reds, ‘shocking’ pinks, ‘electric’ blues, metallic hues of gold, platinum, silver and bronze. - Art Deco shows abstraction, distortion and simplification, particularly geometric shapes and intense colours – celebrating the rise of commerce, technology and speed. - New ‘modern’ emphasis on speed, travel, luxury and leisure e.g. luxury cruise liners. Credit any other valid characteristics. AND Art Nouveau – ‘The Languid Line’ (1890 – 1905) Antoni Gaudi, e.g. ‘Casa Milà’ 1905 - 1910 OR Renè Lalique, e.g. Diamond and Tourmaline Brooch 1900 OR any other. (Allocate 2 marks only) Influences: - Organic forms of plant-life such as ivy; tendrils; roses; wisteria - Insect forms such as dragonflies; bees; scarabs - Exotic influences from the Celts, like Owen Jones’ Celtic stone cross, and the simple outlines of ancient Greek decoration - Japanese interiors and woodblocks, like the sideboard by Mackintosh - Simple flowing lines and details from the Arts & Crafts Movement - ‘Decadent/aesthetic’ flowing and detailed lines as seen in the work of illustrators such as Beardsley and Toorop - Industrialisation was acknowledged with a return to mass-produced iron and glass, like the castings done in foundries Characteristics: - The use of lines that are free-flowing and curvilinear – the gentle feminine ‘languid’ feel, ‘rhythmic arabesques’ - The forms move from the figurative towards the abstract with their reference to organic shapes - Gold, turquoise and green are typical Art Nouveau colours - Subtle colour contrasts such as gold (yellow) and lapis lazuli (blue) - Luxury materials used – precious metals e.g. gold; semi-precious metals e.g. gilt bronze; precious and semi-precious stones e.g. diamond and tourmaline - Fonts showed asymmetry and spontaneity with rounded curves e.g. ‘Troy’ and ‘Herold’ - Stained glass for windows and lamps (e.g. Tiffany) - Coloured enamels for tiles (e.g. Minton) Other styles/movements as shown in the visual images or given in the list may be discussed. | Q4.1 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (20) | |------------|------------------|-----------|-----------|------------| | Lower order | Recall of facts | 30% | | 6 | | Middle order| Application | 40% | | 8 | | Higher order| Critique | 30% | | 6 | 4.2 [10 marks] 4.2.1 (Allocate 4 marks) The application of critical thinking skills and how the learner is able to answer appropriately is to be considered in the overall assessment of this question. Learner should explain why FIGURE B is an eclectic post-modern stool. Example: The combination of forms (the central spherical shape with the flat rectangular base and curved seat) creates simplicity (no detail) which could be Bauhaus. ☑ User-friendly (stool looks comfortable) – form follows function. Bauhaus/machine aesthetic ☑ Could be Arts and Craft because it is made of wood and is probably hand-made. ☑ Could be Pop Design because the use of a circle and 2 parallel bands creates a modern iconic form. ☑ It could be read as being made of plastic, with postmodern colours – ‘funky’. ☑ In B, the traditional function of the headrest has been changed to that of a stool. ☑ Credit must also be given to any other reasonable observations. 4.2.2 (Allocate 6 marks) | FIGURE A | FIGURE B | |-------------------------------------------------------------------------|--------------------------------------------------------------------------| | The chair is influenced by De Stijl or Bauhaus with a mathematical combination of squares in the form ☑. | The Tam Tam stool is typical of the Postmodern movement (given). The stool looks contemporary and ‘funky’ which is a celebration of a contemporary world that embraces everything (Postmodern philosophy) e.g. circles and units. ☑ | | The forms of the chair are reduced to simple geometric/modern shapes, e.g. the use of squares and rectangles. | The forms of the stool are curvilinear and exciting and embrace creativity as opposed to the rigid modernist designs. ☑ | | The honest, formal purity and simplicity of the chair is an essential characteristic of this period which was highly influential in the development of both De Stijl and Bauhaus ☑. | A simple stool is transformed from an everyday piece of furniture into an exciting, bold statement. It can be an art piece. ☑ | | The chair is an embodiment of economy of detail, which creates a simple design solution – ‘form follows function’, ‘less is more’. ☑ | The machine-like form of modernist/Bauhaus designs is replaced with sensuous flowing forms (no hard edges) as realised by the Tam Tam stool. The stool relates to the curves of the human form and this makes it seem comfortable to sit on in a quirky way, thus making it post-modern in outlook. ☑ | | The chair is rigid, machine-like in appearance. Influenced by machines. ☑. | The stool celebrates and embraces influences from an exotic (traditional African stool) source, which is an essential characteristic of postmodern design. ☑ | The chair is simple, lacks ornamentation, and looks as though it performs its function very well – ergonomically suitable to the human form. The form of the stool is typically Postmodern in style in using contrasting shapes in a unique, fun way. One can also argue that the stool parodies accepted conventions (modernist rigidity), which therefore make it a postmodern design. It looks like a toy/play frame. Credit must also be given to any other reasonable observations. | Q4.2 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) | |------------|---------------------------|-----------|-----------------|------------| | Lower order| Observation Visual comprehension | 30% | 4.2.1 + 4.2.2 | 3 | | Middle order| Application | 40% | 4.2.1 + 4.2.2 | 4 | | Higher order| Analysis | 30% | 4.2.1 + 4.2.2 | 3 | TOTAL SECTION A: 80 SECTION B QUESTION 5: SOCIAL EMPHASIS [20 marks] AS7: Demonstrate an understanding of the ways in which design can be used to reinforce or challenge social, cultural, environmental and ethical issues. 5.1 SOCIAL ISSUES (INTERNATIONAL) 5.1.1 (Allocate 2 marks) The handprint adds a human touch – we can support these people by ‘doing’ things for them. The cramped or over-crowded composition emphasises the enormity and seriousness of the deadly epidemic. The need for the human love and attention these people need, is seen in the repetition of the faces on the daisy petals in the tophalf. All these faces represent the community that must be involved to support these people. The phone number provided in the bottom right corner is the helpline that people can call for support. Credit any other examples. The application of critical thinking skills and how the learner is able to refer to social awareness in design is to be considered in the overall assessment of this answer. 5.1.2 (Allocate 8 marks) NOTE: A learner may choose to use any example as provided in the LPG, PAT or any other documented source. POSSIBLE EXAMPLE: - Name of designer and name of design. (Do not credit listing of designs) Example(s) of design/product – maximum 2 marks - Explanation of the social issues – other 6 marks EXAMPLES: Erik Adigard and Patricia McShane (M.A.D.) ☑ Examples of their work include the Websites ‘LiveWired’ and ‘Funnel’ ☑, as well as spreads published in the ‘Wired’ magazine where they engage with social issues like pollution and contamination ☑. As designers they combine popular culture with intellectual messages ☑ e.g. ‘Pollution is a measure of inefficiency’ ☑. ‘Teen sex drops’ ☑. They use popular new technologies, moving from print to multimedia web design to make the people aware of social issues, e.g. inefficiency and lost profit ☑. They make use of typography and symbols, information and icons and combine them with bold images to convey social issues so that they are accessible to the ‘now’ generation. ☑. They often change words into images to make it part of the contemporary media culture e.g. the font of LIVEWIRED plays with patterns of digital pixels ☑. They also mingle icons, information graphics and text with rich images to create a social outcry; e.g. “the pill for men” ☑. | Q5.1 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) | |------------|------------------|-----------|-----------|------------| | Lower order| Observation/Recall | 30% | 5.1.2 | 3 | | Middle order| Application | 40% | 5.1.1 | 4 | | Higher order| Analysis | | | | | | Synthesis | | | | | | Evaluation | | | | 5.2 SOCIAL ISSUES (LOCAL) 5.2.1 (Allocate 2 marks) Learners will offer different viewpoints to the question. Learners must be able to explain their opinion on the statement provided. The application of critical thinking skills and how the learner is able to answer appropriately is to be considered in the overall assessment of this question, for example: the poster was used as a form of protest to highlight the need for social reform. - Candidates who are more socially and politically aware might interpret the design in a positive or negative way. - Some candidates who look at the poster might be agitated with the text and gestures. - Candidates who have not reaped the fruits of democracy may not identify with the poster. - Candidates may interpret it as racist or a statement against racism depending on their socialisation and personal belief system. - Candidates should try to make reference to the historical context (the ‘struggle years’) – e.g. troops in the townships. POSSIBLE EXAMPLES: Some learners might answer YES, I agree that design can benefit the community because design can protest peacefully ☑ through the media, for example the protest poster in the illustration provided. Design can make a statement and get the broader society (those who are not usually involved) to start thinking about certain social issues or wrongs in society ☑, for example the demand for housing, security and comfort. ☑ Other learners might argue NO, as design only produces what the client or brief requests ☑. Design, as in the poster, could easily be ignored by the public without any action taken ☑. Design, on the other hand, could also be used/abused by the client to promote negative things, e.g. provoking violence, drinking (alcohol) and smoking ☑. I could be argued that violence (e.g. armed vehicles and raised fists) is not preferable to respectful calm negotiation. ☑ 5.2.2 SOCIAL ISSUE (LOCAL) NOTE: A learner may choose to use any example as provided in the LPG, PAT or any other documented source. POSSIBLE EXAMPLE: (Allocate 8 marks) Designer (1) and examples of design (1); do not credit listing of designers or designs. Monkeybiz Beading outreach project ☑ Barbara Jackson and Shirley Fintz, ceramicists, founded Monkeybiz in January 2000 with Mathaphelo Ngaka, a crafter. ☑ They saw the potential for marketing and at the same time reviving the traditional craft of beadwork ☑. Mathaphelo got a few unemployed women from the Western Cape (Macassar and Khayelitsha) to make more dolls. ☑ Having received a positive response from local shops and tourists, they expanded the business to other communities in order to promote social upliftment. ☑ They now have approximately 450 women making dolls with 200 women on their waiting list, and in addition to dolls they make bags, beaded pictures, animals, cushion covers and sculptures. ☑ They constantly continue to teach and motivate the crafters, inspiring them to become recognised bead artists, and also help them learn business skills so that they can improve their social and economic status. ☑ In 2003, the Cape Town studio of Monkeybiz received a visit from the directors of ArtAidsArt, a US non-profit organisation, who purchased dozens of dolls and returned to the USA to hold a doll sale fundraiser. ☑ With the support of a group of African-American women, the sale generated the funds needed to purchase a container. Now installed and fully outfitted, the container or studio in Khayelitsha has been christened ‘The Boat’ to acknowledge its role as a place of safety and support for female artists, another social outreach project. ☑ The collaboration between Monkeybiz and ArtAidsArt has continued to bear fruit and in 2004 ArtAidsArt hosted the only US exhibit of ‘Positively HIV’ ☑ in Pasedena, California, and held a second sale of bead art to fund the Monkeybiz Wellness Clinic. ☑ They formed an Aids Support Group in their building in Cape Town. The women have formed a sewing group and they are busy customising denim jackets, making HIV Love Letters and T-shirts. ☑ The artists have formed a non-profit company, so that all profits go directly back into the communities and the women benefit. ☑ Carrol Boyes stocks Monkeybiz artwork at her new store in New York to increase sales in order to generate more money for socially disadvantaged women ☑ Their own-initiated Aids clinic is self-sufficient (funded with their own profits) and well attended. ☑ Credit must be given to any valid and reasonable answer. | Q5.2 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (10) | |------------|----------------------------------|-----------|--------------------|------------| | Lower order| Observation/Recall Comprehension | 30% | 5.2.2 | 3 | | Middle order| Application | 40% | 5.2.1 + 5.2.2 | 4 | | Higher order| Analysis Synthesis Evaluation | 30% | 5.2.1 | 3 | QUESTION 6 Candidates answer either QUESTION 6.1 and QUESTION 6.2 or only QUESTION 6.3. 6.1 (Allocate 10 marks) Local Design Group – Strangelove (KwaZulu-Natal) - Backrest is probably from an old typist chair – saves part of an old chair from increasing the amount of rubbish in a dump site ☑ - Log seat is probably from old municipal trees ☑ – these would also be dumped to rot away. Learners could argue that rotting wood is supposed to be there – detrimental to remove it. However if it could be used for something else, then there is a move towards eco-friendly design products. ☑ - Industrial materials (steel) could be made from old machinery or off-cuts. ☑ - The industrial plate and bolted legs seem to resemble a strange alien creature about to walk. This shows an organic link with natural animal-like forms. ☑ - The legs also resemble prosthetic legs – a human link ☑ - The juxtapositioning of industrial elements (steel and bolts) and commercial elements (typist chair) with natural wood in one chair is unsettling ☑, much like the Surrealists worked. (Dali – boiled beans with a mutilated body) ☑ - The name ‘wishbone’ refers to the Y-shaped bone kept from a chicken carcass. This gets pulled when dry, and the person with the largest piece gets the wish granted. ☑ - This chair uses mainly natural wood with unnatural re-useable steel and bolts. ☑ - Ergonomically it could be argued that this is a successful design because although it looks strange, the wood has been carved/shaped to fit the buttocks, and is therefore ‘humanist’ in design. ☑ Allocate marks for any 10 valid and reasonable points. 6.2 INTERNATIONAL 6.2.1 (Allocate 2 marks) No marks to be awarded for simple paraphrasing of the question. E.g. repetition of the following – recycle; green design; found objects; waste wood. The use of recycled old CDs and recycled old cardboard contributes toward a sustainable environment. The ability to take that which would be waste and create an effective design solution that can be sold, is a vital prerogative of designers today. The use of recycled material like the CDs and the cardboard ensures an environment that is not wasteful and destructive, as they do not end up in a landfill site. Learners may argue that Figure A is not sustainable because there may not be enough old CDs; new CDs may have to be used. Credit must also be given to any other reasonable observations. 6.2.2 (Allocate 8 marks) NOTE: A learner may choose to use any example as provided in the LPG, PAT or any other documented source. Example: - Name of designer/group (1 mark) Constantin Boym and Laurene Leon Boym - Motivate why they have chosen this designer(s). (1 mark) E.g. the use of recycled old material helps in sustaining the environment. Boym is trained as an architect and an industrial designer. He has built a reputation that is based on blending found objects with mass production design work. He is interested in the ‘redesign’ of the design profession itself. - Name of one design/product (1 mark) e.g. The Strap furniture, 1999 – recycled wood, polypropylene strapping tape The pair’s recent line of Strap furniture (1999) is an experimental prototype that takes the kind of web strapping (by using recycled material) often used by overnight delivery services as its most prominent element. Wrapped around simple wooden frames (that is also recycled wood), such strapping makes for a clever, innovative design solution that uses recycled material in an imaginative manner – in this case a woven strapped chair. These uses of recycled materials help in creating a sustainable environment that encourages discipline in design practice. In addition, the use of such ordinary material gives this design a stripped-down, almost incomplete feel, as if they have been reduced to their essential states (less is more). Cushions of air are encased in a network of lines that creates a transparent feel that is unique. This transparent look gives the feel of less solid material being used and also saves materials. The chair juxtaposes recycled material in a unique way that enhances the overall design aesthetic – i.e. a new ‘green’ design. They have used simplicity of form and ‘form follows function’ without any extra detailing. This creates less recycling and less pollution. Credit must be given to any valid and reasonable answer. 6.3 (Allocate 20 marks) NOTE: A learner may choose to use any example as provided in the LPG, PAT or any other documented source. Marks should only be awarded for a designer and design that have been discussed. Credit any examples – TWO or more designers. Do NOT award marks for listing of designs without any substantive facts. (LOCAL) POSSIBLE EXAMPLE: Rina King and Crispin Pemberton-Pigott ☑ and the New Dawn Energy Systems ☑. New Dawn Engineering is at the forefront of labour-intensive equipment manufacturing and situated in Matsapha, Swaziland. They focus on maximising the effective use of human resources ☑. One of their products is the award-winning Vesto stove ☑. This stove is a cylindrical metal ☑ cooking device, that burns biomass fuels (wood, charcoal, briquettes, etc.) because there is no electricity. ☑ The demand for these fuels can be so reduced that it could save the equivalent of planting an entire forest ☑. The product is also affordable – although designed to look as if it was made for rich people, but is sold to poorer, wood-burning households ☑. The Vesto cooking stove saves 70% of the fuel normally used ☑, while simultaneously reducing combustion emissions (gases and ash) to legal and safe levels ☑. The stove is also economically sustainable in that it is manufactured locally and distributed through local hardware shops ☑. (INTERNATIONAL) POSSIBLE EXAMPLE: Credit any examples (TWO or more) as suggested by the LTSMs in the LPG, or any other documented source. Only 2 marks should be awarded for the designer and design. Do not award marks for listing of designs without any substantive facts. Julie Bargmann ‘Testing the Waters: Water treatment system’ 1997 - Julie Bargmann is internationally recognised as an innovator in regenerative environmental design and interdisciplinary design education. She owns D.I.R.T. Studio (Design Investigations Reclaiming Terrain). - She reclaims polluted industrial sites e.g. Southwestern Pennsylvania North America. - She stresses the value of remembering as well as reviving – abandoned coal mines and mounds of refuse pollute and poison the earth. - Acid mine drainage is spilling into the streams and rivers and suffocates life forms – she reclaims such polluted industrial sites. - She designs hybrid landscapes that blend construction with elements that represent the physical and cultural histories of the sites at which she works. - ‘Testing the waters’ is a 45-acre park for acid mine drainage. - This project is also a community recreational centre at the site of a former coal mine in Vintondale. - She makes use of a team e.g. hydrogeologist, historian etc. to create an AMD treatment system that works like a giant ecological washing machine. - She involves the public by inviting them to witness the cleaning process physically as well as symbolically. AMD goes through a series of retention basins and spillways. As the polluted water passes over this ‘treatment garden’ its changing colour from acidic orange to pea green to alkaline blue-green reflects the process of cleansing. - This cleansing process is symbolically shown in ‘Litmus Garden’. The seasonal colours of bark, foliage and fruit of alternating rows of native trees and shrubs visually represent the treatment sequence progressing from reds and oranges to greens and blues. - After water has flown through these wetlands it returns to the local creek in a purified state. - Her designs also offer visual evidence of the site’s former industrial identity e.g. mine buildings, and includes recreational amenities such as picnic grounds, play areas and wildlife trails that serve both local and regional communities. - Bargmann challenges the restrictive policies and conventional remediation practices that plague Superfund sites and Brownfields in the USA. - Bargmann teaches critical site-seeing as a means to reveal multiple site histories and to offer renewal for communities in tired and toxic surroundings. - National and international design publications have recognised her as a leader of the next generation of designers. Bargmann was named one of Time’s ‘100 Innovators — The Next Wave’ in the category of Architecture and Design. - The work of D.I.R.T. Studio includes collaborations on a proposal for New York’s High Line Project, a public park in a former Pennsylvania coal mine, and the creative reattribution of a landfill in Tel Aviv, Israel. Example of her work: Location Type: Landfill Dumps became 'sanitary landfills' with the installation of environmental systems to control landfill-related pollution. Sanitary landfills are essentially giant garbage bags in the ground with 'impermeable' membranes entombing trash. Common remediation practices in waste management disguise large mountains of trash (each called a 'cell') as pastoral green hills or happy recreation fields. D.I.R.T. believes landfills could be more productive. Remediation systems could be more transparent. Communities could feel fortunate that a landfill was, or is, in their town varying with the type of trash being MSW (municipal solid waste) or CDD (construction demolition debris), two main issues plague landfills, ones that could become opportunities. Credit must be given to any valid and reasonable answer. More information: D.I.R.T (Julie Bargmann) – landscape architects working with reclamation of landfill sites. D.I.R.T works with sanitary landfills are essentially giant baggies in the ground with 'impermeable' membranes entombing trash. D.I.R.T. believes landfills could be more productive than just lying fallow, e.g. they could be used as recreation sites for the community. Remediation systems could be more transparent i.e. the public must be involved in decisions and be able to observe and check. Communities could feel fortunate that a landfill was, or is, in their town, because it now benefits the community recreationally. Leachate (similar to the nasty stuff at the bottom of your garbage cans) is usually collected and sent off to often overburdened and expensive waste-water treatment facilities. D.I.R.T. has designed alternatives such as on-site systems recirculating the liquid waste to increase bioactivity as well as constructed wetlands to treat the liquid waste. These become beautiful water gardens. [e.g. Testing the Waters] [e.g. Hiriya Waste Mountain and Stearns Quarry Park projects] Methane gas emitted from the very slowly decomposing garbage is commonly flared off (invisible by day but flaming at night). When landfills produce enough gas, methane can be captured and converted through a fuel cell to produce energy for the community. [e.g. Antioch Landfill Park project] Subsidence of trash can be uneven and produce an unanticipated ankle-breaking topography. In spite of this fact, closed landfills are commonly contorted to create super flat and even planes of sports fields or the typical smooth artificial look of golf courses. D.I.R.T reclaims landfills to emphasise this dynamic process, and recreational walks and picnic areas are the alternatives where it doesn't matter if the ground is uneven. [e.g. Hiriya Waste Mountain and Stearns Quarry Park projects] | Q6.3 LEVEL | COGNITIVE SKILLS | PERCENTAGE | MARKS (20) | |------------|------------------|------------|------------| | Lower order | Observation/Recall Comprehension | 30% | 6 | | Middle order | Application | 40% | 8 | | Higher order | Analysis Synthesis Evaluation | 30% | 6 | TOTAL SECTION B: 40 SECTION C QUESTION 7 [30 marks] AS9: Demonstrate a basic understanding of marketing design products in terms of target market, packaging and advertising. AS10: Demonstrate an understanding of responsible design by taking into consideration human rights and environmental issues throughout the process. AS11: Explore career opportunities within the design discipline. Answer either 7.1 OR 7.2. The application of critical thinking skills and how the learner is able to answer appropriately is to be considered in the overall assessment of this question. Credit must also be given to any other reasonable observations. 7.1 An example: 7.1.1 (Allocate 10 marks) The guidelines are supplied in order to focus learners. The idea is to show that they can apply what they know to their own contexts. However, learners may focus on selected areas only of this essay. Learners should be free to develop their own scenario, and not necessarily follow all or some of the guidelines. E.g. - Who are you? I am a young woman who does fashion design, and I intend calling my line of clothing ‘WasteCoats’. ☑ - What do you do? I collect the waste materials and overruns from textile factories and use them to construct ‘de-constructed’ waistcoats for women and men. ☑ Why is it necessary? These waste fabrics are normally sold for recycling or for use as rags in industry. Some of the colour effects are extraordinary and it seems a waste to pulp and discard them. What do you use? Not only will I use these waste fabrics but I will also need to buy machinery and thread to put them together. I may be able to outsource this activity to women who could work from home using their own equipment. How will you organise ‘start-up’ funding? I could apply for a loan from a bank such as Ithala or ABSA who have programmes for entrepreneurial development. I will not use my profit, but will put it back into the business. I could also slowly work up my capital by making five samples a week and selling them. I could also make sure to enter any design competition as this often results in a financial prize. What market research have you done on pricing/costing? The ornamented waistcoats already available are selling for R230 plus. This is because the beads etc. are imported. By using local waste materials and local labour, I can substantially reduce this. The ‘de-constructed’ technique means that less time will be spent on the finishing of seams. This will also reduce the amount of time spent on each unit, thus making it more affordable to clients. The waistcoats can be sold from my home studio or through existing retail outlets, and this will also reduce the price of the product. 7.1.2 (Allocate 10 marks) Learners must demonstrate that they have researched a design company or individual. The emphasis should be on the award-winning aspects of the design company or individual. Unacknowledged / little known designers used by the learners, should not be credited. Example: Orange Juice – Durban SA Designer/Founder: Garth Walker Example of his work: Originator of the typography used for the Constitutional Court. His Background/Training He has been trained locally, which gives me direction and a path to follow. Mention some training. E.g: - Matriculated at Durban Commercial High (pure Art Matric) - 3-Year Graphic Design Diploma Natal Technikon - Professional graphic designer since 1978 Inspiration Garth Walker inspires me because: - The creativity of ordinary South Africans (street and township vernacular design). He used graffiti on the old prison walls for a unique typeface design for internal and external signage for the Constitutional Court of South Africa. ☑ - Graphic design history. Everything we do has been done before – and probably better. The Pears soap packaging draws on this historical referencing. ☑ Walker uses history/previous designs/advertising as inspiration. ☑ Branding Walker’s idea, in order to stand out from the others, was to have a brand identity that seemed to have nothing to do with a design company. ‘Orange Juice Design’ was OK to register with the Registrar of Companies – it hadn’t been used before. ☑ This is an intuitive/random method which has been successful because it is an odd name for a design company. The logo uses green to depict the word ‘orange’. This is a clever pun – it signifies a ‘green’ approach and is memorable. ☑ Design and Production Process: He has a simple approach to design which I find achievable. He says … ‘Firstly, find an idea to work with. No idea … don’t start!’ - Then … “What do you want to say?” - “To whom do you want to say it?” - “How do you want to say it?” ☑ Awards – mention any ☑ Over 100 awards from all the recognised design competitions locally and internationally. E.g. Loerie award etc. ☑ Exhibited in 11 countries. E.g. Germany ☑ Hosted student and professional design workshops in 14 countries. Widely travelled as a ‘design conference’ speaker on *African creativity in Visual Design*. ☑ Any other relevant points. Allocate 10 marks. 7.1.3 (Allocate 10 marks) Both FIGURE A and FIGURE B below show workspaces in different design businesses. (a) Compare the two by looking at similarities and differences. (b) State which ONE you prefer and give reasons for your answer. (c) Explain which aspects you will change in one of these studios to be more functional for your employees. (a) | FIGURE A | FIGURE B | |----------------------------------------------|----------------------------------------------| | Large, open workspace ✔ | Limited workspace, cramped ✔ | | Organised storage space/shelves – with different shelves and compartments ✔ | Unorganised storage space/shelves ✔ | | Materials organised ✔ | Materials unorganised ✔ | | No unused objects around, providing more space ✔ | Unnecessary clutter, taking up space ✔ | | Creative surroundings/studio ✔ | Uncreative surroundings/studio ✔ | | Neat and tidy work space/studio ✔ | Untidy work space/studio ✔ | | Safe environment with larger production possibilities ✔ | Unsafe space and limited production possibilities ✔ | (b): (2 marks) The learner may choose Figure A: - It looks organised and neat ✔ the studio looks disciplined/subject specific (e.g. Ceramics) ✔ or The learner may choose Figure B: - It looks relaxed/informal/less rigid/more friendly. ✔ - It looks as if it could have been at the designer’s house. ✔ - Any other relevant points. (c) (4 marks) In either Figure A or Figure B: - More natural light ✔ - If electrical lighting – use energy-efficient bulbs. ✔ - Provide background music.✔ - Provide an area for relaxation. ✔ - In cold weather, provision of heating. ✔ | Q7.1 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTION | MARKS (30) | |------------|----------------------------------|-----------|----------|------------| | Lower order| Recall/knowledge | 33,3% | 7.1.1+ 7.1.2 + 7.1.3 | 10 | | Middle order| Application | 33,3% | 7.1.1+ 7.1.2 + 7.1.3 | 10 | | Higher order| Analysis Synthesis Evaluation | 33,3% | 7.1.1+ 7.1.2 + 7.1.3 | 10 | 7.2 7.2.1 (a): (Allocate 4 marks) - Content should emphasise the product that will be sold. E.g. for this jewellery, then use a beautiful woman wearing the brooch. ☑ - Contact details – fax, phone of the designer. Also the e-mail address and any websites. ☑ - Location – where the range can be bought. ☑ - The logo will be clearly depicted in the advertisement and easily recognisable. ☑ - Text/font will be legible, and easily understandable. ☑ - A captivating slogan should be used – perhaps playing cleverly on the idea of a game – ‘umlabalaba’ ☑ (b): (Allocate 8 marks only) The key to a successful business is to use ‘SWOT’ and ‘PESTLE’ analyses. ‘SWOT’ is an anagram, which stands for strengths, weaknesses, opportunities and threats. A ‘SWOT’ analysis implies the following: Allocate 4 marks - Analysis of a business’ strengths [S] e.g. the business has a very well-known designer – this will draw a large dedicated client base. ☑ OR tourists are keen on Zulu heritage. ☑ - And weaknesses [W] e.g. people who are opposed to the killing of animals for meat would be repelled by the skin. ☑ - Search for areas of opportunity [O] e.g. this would usually be in export opportunities. ☑ - And threats [T] e.g. there may be a problem with the cost of cow hides in future as the demand for leather shoes and bags increases. ☑ ‘PESTLE’ refers to an analysis of the Political, Economic, Social, Technological, Legal and Environmental issues that a company faces. A ‘PESTLE’ analysis implies the following: Allocate 4 marks - Political e.g. a politically correct action is to only use local materials and manufactured items. ☑ - Economic, e.g. use what is locally found which keeps the money in the country – balance of trade. ☑ - Social e.g. the business would employ local people who have hide-working skills as part of their indigenous knowledge systems. ☑ - Technological e.g. this is a low-tech design solution, which does not need machinery. This is hand-made jewellery. ☑ - Legal e.g. copyright issues are usually the problem here. This is a unique design and would need to be registered. ☑ - Environmental issues – use of cowhides which are often discarded in the abattoirs and then dumped. These are organic and eco-friendly. ☑ 7.2.2 (Allocate 10 marks) Select the design discipline with which you are most familiar. Example: Fashion Design 2 possibilities for study options: What? – 2 marks and where? – 2 marks (a): Allocate 4 marks E.g. a 4-year B.Tech degree; 3-year diploma; 1-year diploma A course in a financial programme e.g. Quicken to allow you to do the finances of your own company. Any two courses ☑️ E.g. University of Technology. (Tshwane University of Technology; Durban University of Technology; Cape Peninsula University of Technology) Damelin College; Vega Brand school; University of Pretoria. Any two institutions. ☑️ (b): Allocate 4 marks The job requires a person with: - artistic talent; ☑️ - the ability to problem-solve; ☑️ - openness to new ideas; ☑️ - the ability to work alone and as part of a team; ☑️ - the ability to work to a deadline. ☑️ - ‘people-oriented’ ☑️; - able to guide clients; ☑️ - able to work under pressure; ☑️ - able to handle crisis situations ☑️; - have good communication skills ☑️; - need to believe in the product ☑️; 7.2.3 (Allocate 10 marks) Give credit for a reasoned answer that includes examples. I disagree with this statement because: Design is important in the informal sector (See FIGURE A – the vendor). Many people use indigenous skills like basket-weaving to earn a living. ☑ These baskets are not expensive and are widely available in many informal hawkers’ stands. ☑ This is, in effect, indigenous design that is used by most rural people every day. ☑ An example that I have studied is the work of a basket-maker such as Rueben Ndwandwe. He makes organic grass baskets with geometric patterns in dyed grasses of contrasting colours. ☑ Many informal designers and crafters work from home and would use the money made from previous sales to finance new work. ☑ Basket-makers, for example, would use resources found in the wild (reed beds and river banks), which would cost them very little. Also grasses along the road. ☑ These resources are sustainable as the reeds will propagate themselves if harvested sensitively. ☑ Often group cooperatives are set up where jobs are created in impoverished areas. A group like KEAG (Kommetjie Environmental Action Group) has created designs which create both jobs for the community ☑ and an awareness of the litter on our beaches, as they collect and re-use this litter. ☑ Design is also important in the formal sector: Heath Nash creates designer lamps from plastic waste, and started this while he was still studying with very little capital. ☑ He is now well known and sells through galleries and decor shops in the formal sector. ☑ He has contributed to job creation as he now employs assistants. ☑ Joseph Diliza ☑ is an example of somebody who did not have a lot of money and started part-time in the Montebello Design Centre, which is a cultural initiative. Diliza makes paper products and he was also assisted by SAB to buy pulping equipment. He produces handmade paper from which he manufactures, e.g. lampshades. ☑ Give credit for a reasoned answer that includes an example. Learners should reflect an understanding of the hard work and business acumen behind the glamour. | Q7.2 LEVEL | COGNITIVE SKILLS | WEIGHTING | QUESTIONS | MARKS (30) | |------------|-----------------|-----------|-----------|------------| | Lower order | Observation/Recall Comprehension | 33,3% | 7.2.1 + 7.2.2 + 7.2.3 | 10 | | Middle order | Application | 33,3% | 7.2.1 + 7.2.2 + 7.2.3 | 10 | | Higher order | Analysis Synthesis Evaluation | 33,3% | 7.2.1 + 7.2.2 + 7.2.3 | 10 | TOTAL SECTION C: 30 GRAND TOTAL: 150
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Socratic Seminar Lesson Plan Teddy Jo Cumberworth Simon Rivera Early College High School Before the seminar (1 or 2 days) Go over seminar rules of conduct Provide mini lesson on the differences between the seminar and a debate. Explain Grading Procedures. Provide examples of appropriate responses. Explain and provide examples of level 3 questions. Have students create level 3 questions for use in the seminar. Choose the number of questions needed for the 2 day seminar based on the number of students that will be part of the inner circle on each day. Type the questions on strips and label each with the day and order in which you want the subject of the question addressed. (ex. Day 1 Question 1) 1 Day Before the Seminar: Place the question strips in a container that will allow students to choose a question from the container without seeing the words. Using the provided record of question assignments, record the day and question number that each student chooses. Provide time in class for the students to answer their questions and provide evidence from the text for their responses. (Remind them that they will also be responding to answers given on their day in the inner circle. They will need to be familiar with those questions as well.) (You can assign a daily grade for question prep based on student involvement of the task) Day 1 of the Seminar: Arrange the desks or chairs in an inner circle and outer circle. (Make sure you seat yourself where you can easily see and hear who is responding and what they are saying.) As the students enter class instruct those who have questions for day 1 to seat themselves in the inner circle, and those who have day 2 questions to find a seat in the outer circle. Remind all students about the scoring of responses for the final grade for the seminar. Students may be shy and unwilling to speak and share answers. (DO NOT SPEAK OR SHARE IDEAS IN AN ATTEMPT TO GET THEM TO RESPOND. THE QUIET WILL BE PAINFUL, BUT THE RESULTS WILL BE THE CONSEQUENCE OF NOT PARTICIPATING) As students answer record their participation on the scoring sheet using the icons provided. Make sure that you record each time a student in the inner circle responds both to his or her question and to the answers others provide. Students in the outer circle should be recording notes from the discussion of the inner circle responses. (As a debrief after the seminar have students share their notes from the outer circle which allows for deeper understanding. It also relieves the stress the outer circle students experience when they cannot offer their opinions. **Day 2 of the Seminar:** Follow the same directions as for Day 1 changing the students in the inner circle. After the seminar: Tally all of the points each student earned during inner circle. (Answering their question and a minimum of 3 other responses allow for a minimum grade for the inner circle. (70% of 50 points) The other points for the seminar come from the outer circle paperwork. (50 points)
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What Is Sinusitis? Four hollow spaces in bones of the face are sinuses. Each sinus has an opening to allow air and mucus in the nose to move in and out. If sinuses become blocked, sinusitis, or sinus infection, results. Sinusitis is inflammation or infection of one or more sinuses. Blocked sinuses can also lead to infection caused by bacteria. Sinusitis is very common. Sinusitis can be sudden and short (acute) or long-lasting (chronic). Sinusitis that lasts less than 4 weeks is called acute sinusitis. When symptoms last for more than 2 months it is called chronic sinusitis. What Causes Sinusitis? The cause can be bacteria, allergies, pollution, or nasal polyps. It often starts after a cold or allergic reaction. Having a deviated septum increases the risk of recurrent sinusitis. What Are the Symptoms of Sinusitis? Main symptoms are headache and pressure or pain in the forehead or face. The nose may be stuffed and runny, with a green or yellow-green discharge. Swollen eyes, with pain behind them and dark circles underneath, may occur. The throat may become sore. Children may be irritable, and have a long-lasting cough, in addition to sinus congestion. Symptoms usually go away in 7 to 21 days. How Is Sinusitis Diagnosed? The health care provider will examine the face, nose, and ears, and listen to the chest. X-rays or maybe other imaging tests of the sinuses may be done in people with chronic sinusitis who have not been helped with medications. If sinusitis is due to an allergy or sinusitis occurs three times a year or more, the health care provider may suggest seeing an allergist (specialist in allergies). Treatments include antihistamines for sinusitis caused by allergies. Use nasal sprays and decongestants for congestion and acetaminophen or ibuprofen for minor pain. Resting with the head slightly raised lets secretions drain. Drink plenty of fluids, especially water. Increasing fluid intake helps thin secretions. Don’t smoke. Smoking can worsen sinusitis. Don’t travel in an airplane during an acute attack. Pressure changes can make symptoms much worse. Use a saline nasal spray for nasal congestion. Call your health care provider if you have fever and chills, your face swells over the sinuses, or you have blurred vision or a severe headache that medicines don’t help. **How Is Sinusitis Treated?** The health care provider may prescribe antihistamines for sinusitis caused by allergies. Nasal sprays and decongestants help congestion. Increasing fluid intake helps thin secretions. Resting with the head slightly raised will let secretions drain easier. For minor pain, acetaminophen or ibuprofen can be used. For sinusitis caused by bacterial infection, the health care provider will prescribe an antibiotic. Most sinus infections are caused by viruses, and antibiotics don’t work and shouldn’t be taken. Acute sinusitis usually goes away in 2 to 3 weeks with treatment. **DOs and DON’Ts in Managing Sinusitis:** - **DO** drink plenty of fluids, especially water. - **DO** use a saline nasal spray for nasal congestion. - **DO** quit smoking. Smoking can worsen sinusitis. - **DO** use a vaporizer or inhale steam from a shower to relieve congestion. - **DO** use warm compresses over the sinus area four times a day, for 1 or 2 hours. - **DO** use a humidifier in the winter and an air conditioner in the summer. - **DO** call your health care provider if you have lasting fever and chills. - **DO** call your health care provider if your face swells over the sinuses. - **DO** call your health care provider if you have blurred vision or a severe headache that medicines don’t help. - **DO** avoid allergy triggers. - **DON’T** use over-the-counter nose sprays. They can make symptoms worse. - **DON’T** travel in an airplane during an acute attack. Pressure changes can make symptoms much worse. Check with your health care provider first if you must fly. **FOR MORE INFORMATION** Contact the following source: - American Academy of Otolaryngology–Head and Neck Surgery Tel: (703) 836-4444 Website: [http://www.entnet.org](http://www.entnet.org)
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## CHINA ### DEMOGRAPHICS AND BACKGROUND INFORMATION | Indicator | Value | Year | |------------------------------------------------|----------------|------| | Total population (000) | 1,347,565 | 2011 | | Total under-five population (000) | 82,231 | 2011 | | Total number of births (000) | 16,364 | 2011 | | Under-five mortality rate (per 1,000 live births) | 15 | 2011 | | Total number of under-five deaths (000) | 249 | 2011 | | Infant mortality rate (per 1,000 live births) | 13 | 2011 | | Neonatal mortality rate (per 1,000 live births)| 9 | 2011 | | HIV prevalence rate (15–49 years old, %) | – | – | | Population below international poverty line of US$1.25 per day (%) | 13 | 2008 | | GNI per capita (US$) | 4,930 | 2011 | | Primary school net attendance ratio (% female, % male) | – | – | ### Causes of under-five deaths, 2010 Globally, undernutrition contributes to more than one third of child deaths. - **Neonatal**: 58% - **Pneumonia**: 15% - **Other**: 15% - **Measles**: 6% - **Meningitis**: 2% - **HIV/AIDS**: 0% - **Injuries**: 8% - **Malaria**: 6% - **Diarrhoea**: 2% Source: WHO/CHERG, 2012. ### Under-five mortality rate Deaths per 1,000 live births - 1990: 50 - 1995: 49 - 2000: 40 - 2005: 30 - 2010: 15 - 2015: 16 [MDG4 target] Source: ICMIE, 2012. ### NUTRITIONAL STATUS | Indicator | Value | |------------------------------------------------|----------------| | Stunted (under-fives, 000) | 8,059 | | Wasted (under-fives, 000) | 1,891 | | Severely wasted (under-fives, 000) | – | **MDG 1 progress** - Underweight (under-fives, 000): 2,960 - Overweight (under-fives, 000): 5,427 On track ### Burden of malnutrition (2011) - Stunting country rank: 4 - Share of world stunting burden (%): 5 ### Stunting trends Percentage of children <5 years old stunted ![Stunting trends graph](image) ### Stunting disparities Percentage of children <5 years old stunted, by selected background characteristics - Boys: 13% - Girls: 11% - Urban: 3% - Rural: 12% - Poorest 20%: 18% - Second 20%: 16% - Middle 20%: 14% - Fourth 20%: 12% - Richest 20%: 10% Source: Other NS, 2010. ### Underweight trends Percentage of children <5 years old underweight ![Underweight trends graph](image) ### Exclusive breastfeeding trends Percentage of infants <6 months old exclusively breastfed ![Exclusive breastfeeding trends graph](image) ### Infant feeding practices, by age - Early initiation (within 1 hour of birth): 41% - Exclusive breastfeeding (<5 months): 28% - Complementary feeding (6–8 months): 43% - Continued breastfeeding (12–15 months): 37% - Continued breastfeeding (20–23 months): – Source: Other NS, 2008. ## Essential Nutrition Practices and Interventions During the Life Cycle | PREGNANCY | BIRTH | 0–5 MONTHS | 6–23 MONTHS | 24–59 MONTHS | |-----------|-------|------------|-------------|--------------| | Use of iron-folic acid supplements | – | Early initiation of breastfeeding (within 1 hour of birth) 41% | International Code of Marketing of Breast-milk Substitutes Partial | Maternity protection in accordance with ILO Convention 183 No | | Households with adequately iodized salt | 97% | Infants not weighed at birth | Exclusive breastfeeding (<6 months) 28% | Introduction to solid, semi-solid or soft foods (6–8 months) 43% | | | | | Continued breastfeeding at 1 year old 37% | Minimum dietary diversity – | | | | | | Minimum acceptable diet – | | | | | | Full coverage of vitamin A supplementation – | | | | | | Treatment of severe acute malnutrition included in national health plans | To increase child survival, promote child development and prevent stunting, nutrition interventions need to be delivered during pregnancy and the first two years of life. ## Micronutrients ### Anaemia Prevalence of anaemia among selected populations **NO DATA** ### Iodized Salt Trends Percentage of households with adequately iodized salt 524,000 newborns are unprotected against iodine deficiency disorders (2011) * Estimates may not be comparable. ![Iodized Salt Trends Graph](image) ### Vitamin A Supplementation Percentage of children 6–59 months old receiving two doses of vitamin A during calendar year (full coverage) **NO DATA** ## Maternal Nutrition and Health | Indicator | Value | Year | Source | |-----------|-------|------|--------| | Maternal mortality ratio, adjusted (per 100,000 live births) | 37 | 2010 | | | Maternal mortality ratio, reported (per 100,000 live births) | 30 | 2010 | | | Total number of maternal deaths | 6,000 | 2010 | | | Lifetime risk of maternal death (1 in : ) | 1,700 | 2010 | | | Women with low BMI (<18.5 kg/m², %) | – | – | | | Anaemia, non-pregnant women (<120g/L, %) | – | – | | | Antenatal care (at least one visit, %) | 94 | 2010 | | | Antenatal care (at least four visits, %) | – | – | | | Skilled attendant at birth (%) | 100 | 2010 | | | Low birthweight (<2,500 grams, %) | 3 | 2008 | | | Women 20–24 years old who gave birth before age 18 (%) | – | – | | ## Water and Sanitation ### Improved Drinking Water Coverage Percentage of population, by type of drinking water source, 1990–2010 - **Piped on premises** - **Other improved** - **Unimproved** - **Surface water** ![Improved Drinking Water Coverage Graph](image) ### Improved Sanitation Coverage Percentage of population, by type of sanitation facility, 1990–2010 - **Improved facilities** - **Shared facilities** - **Unimproved facilities** - **Open defecation** ![Improved Sanitation Coverage Graph](image) Source: WHO/UNICEF JMP, 2012. ## Disparities in Nutrition | Indicator | Male | Female | Ratio of male to female | Residence | Ratio of urban to rural | Wealth quintile | Equity chart | Source | |-----------|------|--------|-------------------------|-----------|-------------------------|----------------|--------------|--------| | Stunting prevalence (%) | – | – | – | 3 | 12 | 0.3 | – | Other NS, 2010 | | Underweight prevalence (%) | – | – | – | 1 | 4 | 0.3 | – | Other NS, 2010 | | Wasting prevalence (%) | – | – | – | – | – | – | – | – | | Women with low BMI (<18.5 kg/m², %) | – | – | – | – | – | – | – | – | | Women with high BMI (≥25 kg/m², %) | – | – | – | – | – | – | – | – |
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What Are Urinary Tract Infections? The urinary tract consists of organs that make, store, and get rid of urine: kidneys, ureters, bladder, and urethra. Kidneys make urine. Urine then flows in tubes called ureters to the bladder. From the bladder, urine leaves the body through the urethra. Urinary tract infections (UTIs) are bacterial infections in any part of this tract. What Causes UTIs? The most common cause is a kind of bacteria named *Escherichia coli*, which is found in the intestines. Bacteria on the skin or near the anus can get into the urinary tract and move up. Women have a shorter urethra than men, so they get UTIs more often. Bacteria also get into the tract through catheters (tubes) used during medical treatment, when stones or congenital abnormalities block the tract, or after vigorous sex. UTIs can also occur when another infection travels to the kidneys. UTIs aren’t usually contagious, but sex can be painful during an infection and should be avoided. What Are the Symptoms of UTIs? Symptoms include feeling the need to urinate often, painful urination, urinating only small amounts of urine, no control of the urine flow, cloudy or foul-smelling urine, and blood or pus in urine. If the kidneys are infected, fever and back pain may occur. How Are UTIs Diagnosed? The health care provider may want to test the urine (urinalysis and urine culture). A clean-catch urine sample is needed. To get this sample, special cleaning methods are used and urination is started, stopped, and started again. If you have recurrent or persistent infections, your health care provider may order additional tests to determine if your urinary tract is normal. How Are UTIs Treated? Antibiotics are usually needed for 3 to 10 days. Fluid intake should be increased to help flush the urinary tract. Caffeine and alcohol should be avoided. The health care provider may prescribe medicine such as phenazopyridine to relieve pain when urinating. This drug will turn urine orange. Over-the-counter pain relievers (acetaminophen, ibuprofen) may also help. Sitz baths may ease discomfort. Rest until fever and pain are gone. A UTI usually clears up in 3 to 10 days with antibiotics. Drinking 6 to 8 glasses of water daily can help flush out your urinary tract. Drinking cranberry or prune juice can also help prevent UTIs by making urine more acid. No special diet is needed, but drinking juices (cranberry or prune juice) to make urine more acid may help, as can taking vitamin C; however, their efficacy is unknown and unproven. If you have frequent UTIs, your health care provider may order additional tests such as sonogram of kidneys and bladder. If a structural problem is found, surgical correction may be necessary. **DOs and DON'Ts in Managing UTIs:** - **DO** drink 6 to 8 glasses of water daily. Drinking water and cranberry juice may help the treatment of UTIs. - **DO** use good hygiene. Women should wipe from front to back after using the toilet. Avoid douches and sprays (increase chances of getting UTIs). Showers may be better than baths. Wear cotton underwear and avoid tight pants. - **DO** lower the risk of UTIs. Women can urinate just before and just after sex. Avoid using a diaphragm or spermicide. - **DO** try to urinate often and empty your bladder completely. - **DO** tell your health care provider if you take birth control pills. Some antibiotics interfere with birth control pills. - **DO** take antibiotics until they're gone. If you get UTIs often, your health care provider may give you antibiotics to prevent them. - **DO** call your health care provider if your fever continues after 48 hours of antibiotic therapy or symptoms return after you finish your antibiotics. - **DON'T** skip doses or stop taking antibiotics before they're gone. - **DON'T** have sex until fever and symptoms stop. - **DON'T** hold your urine for long periods. - **DON'T** drink caffeinated beverages or alcohol. **FOR MORE INFORMATION** Contact the following sources: - American Academy of Family Physicians Tel: (800) 274-2237 [Website](http://www.familydoctor.org) - American Urological Association Tel: (866) 746-4282 [Website](http://www.urologyhealth.org) - National Kidney and Urologic Diseases Information Clearinghouse Tel: (800) 891-5390 [Website](http://kidney.niddk.nih.gov)
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TOWARDS A NATIONAL NUTRITION POLICY: NUTRITION AND GOVERNMENT. Congress of the U.S., Washington, D.C. Senate Select Committee on Nutrition and Human Needs. May 75 70p. Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 ($0.85) MF-$0.76 HC-$3.32 PLUS POSTAGE Administrative Policy; Delivery Systems; *Federal Government; Federal Legislation; Federal Programs; Food Service; Food Standards; *Governmental Structure; Health Needs; Health Services; *Nutrition; *Organizational Change; Program Planning; *Public Policy; Social Planning ABSTRACT Experts testifying at the National Nutrition Policy study hearings on June 19-21, 1974 in Washington, at the invitation of the Senate Select Committee on Nutrition and Human Needs, recommended several steps which the committee staff feel merit a prompt Congressional response. This report prepared by staff incorporates those recommendations, focusing on the need for: (1) creation of a Federal Food and Nutrition Office; (2) formalizing nutrition policy making into a written National Nutrition Plan; and (3) implementation of a better system of National Nutrition Surveillance. Members of the Nutrition Committee submitted legislation for improved nutrition education during the ninety-third Congress, and those recommendations are therefore only treated briefly in this report. A comprehensive National Nutrition Policy is necessary to coordinate and monitor the varied nutrition-related programs and activities now dispersed throughout the government. The present global food situation threatens millions overseas with starvation and requires immediate concerted action. The present lack of policy coordination derives from the multidimensional character of nutrition. Agricultural policy, tax policy, and even foreign policy all have nutritional implications. The flow of information to decision makers in a form they can use must be coordinated. (Author/JH) TOWARDS A NATIONAL NUTRITION POLICY NUTRITION AND GOVERNMENT PREPARED BY THE STAFF OF THE SELECT COMMITTEE ON NUTRITION AND HUMAN NEEDS UNITED STATES SENATE (75/P7) MAY 1975 Printed for the use of the Select Committee on Nutrition and Human Needs U.S. GOVERNMENT PRINTING OFFICE WASHINGTON : 1975 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, D.C. 20402 - Price 85 cents SELECT COMMITTEE ON NUTRITION AND HUMAN NEEDS GEORGE McGOVERN, South Dakota, Chairman HERMAN E. TALMADGE, Georgia PHILIP A. HART, Michigan WALTER F. MONDALE, Minnesota EDWARD M. KENNEDY, Massachusetts GAYLORD NELSON, Wisconsin ALAN CRANSTON, California HERBERT H. HUMPHREY, Minnesota CHARLES H. PERCY, Illinois ROBERT DOLE, Kansas HENRY BELLMON, Oklahoma RICHARD S. SCHWEIKER, Pennsylvania ROBERT TAFT, Jr., Ohio MARK O' HATFIELD, Oregon KENNETH SCHLOSSBERG, Staff Director GERALD S. J. CASSIDY, General Counsel NELSON S. HALLMARK, Consultant NATIONAL NUTRITION POLICY STUDY HEARINGS. Part 1—Famine and the World Situation, June 14, 1974. Part 2—Nutrition and the International Situation, June 19, 1974. Part 2A—Appendix to Nutrition and the International Situation. Part 3—Nutrition and Special Groups, June 19, 1974 Part 3A—Appendix to Nutrition and Special Groups Part 4—Nutrition and the American Diet, June 20, 1974. Part 4A—Appendix to Nutrition and Food Availability. Part 5—Nutrition and the Consumer, June 20, 1974. Part 5A—Appendix to Nutrition and the Consumer Part 6—Nutrition and Health, June 21, 1974. Part 6A—Appendix to Nutrition and Health Part 7—Nutrition and Government, June 21, 1974 Part 7A—Appendix to Nutrition and Government. # CONTENTS | Section | Page | |------------------------------------------------------------------------|------| | Preface | v | | Summary | 1 | | Introduction | | | A. Background | 9 | | B. The National Nutrition Policy Study | 13 | | C. Focus of the Panel on Nutrition and Government | 13 | | D. Profile of the Panelists | 14 | | Chapter I—National Nutritional Planning | | | A. Background | 19 | | B. A National Nutrition Plan | 20 | | Chapter II—Organizing the Federal Effort: | | | A. Need for Institutionalization | 27 | | B. Organizational Recommendations of 1969 White House Conference | 27 | | C. The View in 1974 | 29 | | D. The Case for a Federal Nutrition Office | 32 | | E. A National Nutrition Center | 35 | | F. A Presidential Assistant for Nutrition | 37 | | G. Food and Nutrition Policy Board | 38 | | H. Other Organizational Proposals | 39 | | Chapter III—Improving Programs and Activities | | | A. Nutritional Surveillance | 43 | | B. Nutrition Education | 48 | | C. Nutrition Research | 51 | | Bibliography | 53 | | National Nutrition Consortium, Inc.: | | | Preface | 59 | | Foreword | 61 | | I. Need for a stated National Nutrition Policy | 62 | | II. Goals of a National Nutrition Policy | 62 | | III. Measures to attain goals | 63 | | IV. Programs needed to meet objectives | 63 | | V. Requirements to establish and effectively implement | 66 | PREFACE We still need a Federal Food and Nutrition Office. The White House Conference on Food, Nutrition and Health recommended such an office more than 5 years ago. Subsequent events have strongly reaffirmed the importance of assigning responsibility to a single Federal agency: (1). Global food consumption has outstripped production in each of the last 5 years; some regions of the world are already suffering famine. (2). Rising food prices and even shortages are adversely affecting the American family; our national diet is undergoing possible permanent changes with nutritional consequences we cannot yet foresee with any precision. (3). In addition to problems caused by the scarcity or the cost of food there are also serious health problems which appear related to excessive food consumption. In the United States these include heart disease, cancer, diabetes, osteoporosis and others. (4). It is becoming increasingly clear that nutrition policy is inextricably linked to the agricultural marketplace, the energy crisis, foreign policy and international economics, as well as domestic policy conflicts which existing interdepartmental coordinating mechanisms may be institutionally unsuited to resolve. (5). These problems are likely to get worse before they get better, and there is evidence they may persist for the foreseeable future. We cannot continue to operate on the assumption that the increasingly complex threads affecting nutrition policy will automatically weave themselves together into a coherent plan. There is no invisible seamstress repairing the rents in our social fabric caused by rising food prices, or patching holes in our national economy caused by commodity shortages. To believe such a fantasy is just another way of rationalizing irresponsible government. We are no longer a nation of subsistence farmers. We rely on the orderly workings of the nation's largest industry--the food industry--in order to eat. Only a comprehensive government policy can guarantee that this system operates effectively. We expect government, through its agricultural policies, to assure the availability of an adequate food supply. We have the right to demand that the food we purchase be clean, nutritious, accurately weighed and labeled as well as wholesome. Only coordination of interdepartmental regulatory and investigative activities can assure that this is so. Recommendations of Panel on Nutrition and Government The following is a report by the staff of the Senate Select Committee on Nutrition and Human Needs based primarily on testimony presented to the Panel on Nutrition and Government during 3 days of hearings on National Nutrition Policy before the Senate Select Committee on Nutrition and Human Needs during June 1974. Witness after witness told the same story: Present policy lacks focus and direction; change in organization of Federal programs is necessary to alleviate serious defects in nutrition policy planning. The panel, as early conferences had done, endorsed the concept of a Federal Food and Nutrition Office. Many witnesses at the hearings asserted that administration policy is dangerously myopic. Nutrition is treated as a neglected stepchild of income maintenance programs which themselves are woefully inadequate. This narrow concept virtually denies the nutrition dimension in comprehensive health care, or even that nutrition is a health issue. This parochial view ignores disturbing questions about misleading food advertising and other issues totally unrelated to income inequality. It fails to grapple with the reality that even wealthy Americans are often nutritionally illiterate, and that arteriosclerosis and other diseases associated with the aging process affect more than the poor. These and other issues germane to the health and well-being of the American people go far beyond the perils of poverty, and require a much broader Federal concept of the nation's nutritional policy requirements. Federal Programs It is regrettable that we are no closer to a comprehensive nutrition policy today than we were 5 years ago, we cannot discount the progress made in the interim. The Food Stamp Program is no longer an experiment. It works. Whereas only 3 million people were receiving this assistance in 1969, more than 18 million people are now beneficiaries--an increase of 500 percent in 5 years. The reduced-price and free components of the National School Lunch Program is also a singular success. These lunches now assure 9 million children at least one balanced meal per day. In 1969 the figure was only half as large. We also have programs which did not even exist in 1969. The most vital is known as WIC--for pregnant women, infants and small children, whose diet it supplements. As of 1974, 89,000 were utilizing the program in any given month, with 144,000 infants and nearly 200,000 small children also receiving dietary assistance. The program thus measurably reduces the possibility of brain damage during the vital growth period from conception through the age of 4 for many Americans hitherto vulnerable to permanent harm. Agenda for Action Much remains to be done. Many Americans suffer from inadequate diets because they do not realize that there are programs to help them. Others, often with as great a need, are not eligible for existing programs. Furthermore, none of our present efforts deal comprehensively with the global food emergency. The present lack of policy coordination exacerbates internal conflicts within the administration over priorities. This year's debate over whether the United States should support a World Grain Reserve is an example. One can understand how the Secretary of State might disagree with the Secretary of Agriculture on such an important matter. But it is difficult to believe that such differences could not be subordinated to a single national policy by the President. Clearly we must bring the separate strands of nutrition policy together in an independent office with direct access to the President. The new office would advise the President as to the nutritional state of the union on a regular basis, formulate a unified interdepartmental National Nutrition Plan and coordinate existing nutrition-related programs throughout the Government in terms of this unified policy. This concept represents a major departure from conventional attempts to institutionalize programs or policies. It focuses on the real problem--coordination of the flow of information to decisionmakers in a form they can use--rather than on the illusion that creating a new Federal agency will automatically solve complex, tangled issues. This proposal will not insure an effective National Nutrition Policy--it will only facilitate one. There is no legislative substitute for concern or commitment on the part of the Executive Branch of government. This new Federal Food and Nutrition Office would not centralize program administration. Existing programs would continue as part of line agencies. But the new office would insure that activities of various departments administering programs were consistent with the National Nutrition Plan. Finally, I would like to take this opportunity to commend the National Nutrition Consortium, Inc., whose report "Guidelines for a National Nutrition Policy" was instrumental in developing our concept of a National Nutrition Office and National Nutrition Policy and Planning as presented in this report. George McGovern, Chairman May 1, 1975 SUMMARY It's time for a comprehensive National Nutrition Policy. Such a policy is necessary to coordinate and monitor the varied nutrition-related programs and activities now dispersed throughout the government. The present global food situation threatens millions overseas with starvation, and requires immediate concerted action. The present lack of policy coordination derives from the multidimensional character of nutrition. Agricultural policy, tax policy and even foreign policy all have nutritional implications. Cabinet officers can be excused for giving primacy to their own concerns, but without some centralized responsible agency coordinating the nutritional implications of governmental activities, the present lack of coordination is certain to persist. Experts testifying at the National Nutrition Policy Study hearings on June 19-21, 1974, in Washington, at the invitation of the Senate Select Committee on Nutrition and Human Needs, recommended several steps which the Committee staff feel merit a prompt Congressional response. This report prepared by the staff incorporates those recommendations, focusing on the need for: (1) creation of a Federal Food and Nutrition Office; (2) formalizing nutrition policy-making into a written National Nutrition Plan; and, (3) implementation of a better system of National Nutritional Surveillance. Members of the Nutrition Committee submitted legislation for improved nutrition education during the 93rd Congress and those recommendations are therefore only treated briefly in this report. National Nutritional Planning Present national nutrition planning is parochial and distorted. Until now the federal effort has consisted of piecemeal programs generally tied to the interests of the food industry, corporate farming, grain traders, or other special interests. This parochial focus, of course, was episodically interrupted by temporary concern with overseas famine or domestic hunger. Nutrition research for example, has suffered from this policy. Federally funded nutrition program priorities have shifted in recent decades away from basic research in human metabolism or the identification of unknown nutrients towards income maintenance which now dominates national nutrition policy at the federal level. Research now plays a relatively minor role in national policy compared to such direct feeding efforts as the National School Lunch Program, or income maintenance via Food Stamps. This is not to denigrate the crucial role of income maintenance programs in any national nutrition plan. But in the present budget all nutrition policy goals are classified under this single heading. The health dimension of nutrition appears to have been left out of present planning, while nutrition education has been relegated to the status of a secondary concern. Without disparaging existing programs, this approach clearly leaves large gaps. In the view of the Committee staff, the remedy for this piecemeal approach is development of a comprehensive National Nutrition Plan (N.N.P.). To insure accountability the plan should be a written document. To insure review this document should be submitted to the Legislative Branch at the beginning of each Congress. The N.N.P. should include a formal assessment of the "nutritional state of the union" in terms of the best available current indices of national nutritional status. The National Nutrition Plan should be articulated in terms of specific goals. These goals should address the following concerns: Maintenance and improvement of the health of the American people; Insuring adequate food production for domestic needs and global commitments; Maintenance of food quality; Guaranteeing accessibility to food supplies; and Maintaining freedom of choice as an essential feature of U.S. food distribution and allocation. The N.N.P. must be framed in a manner compatible with effective program evaluation. This means, at a minimum, that specific implementing objectives are required for each general goal of the Plan. Provision should also be made to monitor implementation. The staff believes that establishing a National Nutrition Plan is compatible with continued local efforts by the States, or municipalities. Provision should be made in the national plan for rapid dissemination of data collected by the Federal Government to the States and for facilitating cooperation among the States. The proposed National Nutrition Plan would not represent the views of the proposed Federal Nutrition Office as to what the N.N.P. ought to be, but rather what it is already, in terms of planned government activities. In this sense, there already is a national nutrition plan, but it is not integrated into one document so that it can be reviewed for consistency, balance and reasonableness. Integrating the plan into a single document will likely have the effect of improving it, since it will be a readily reviewable standard to measure the effort of any particular administration. This process should be a progressive evolutionary one that leads to the best possible national nutrition plan. The basic concept is to have each agency submit nutrition-related budgetary and legislative proposals as well as continuing program plans for nutrition activities to the Federal Food and Nutrition Office as part of the regular planning and budgetary process. As an agency develops its proposals to submit to the Office of Management and Budget for incorporation into the President's annual budget message those objectives or activities with nutritional implications will be "tagged" and compared with nutrition-related objectives of other federal agencies. This totality of objectives, placed in a single document, is the National Nutrition Plan. This formal process of integration of related objectives into a single document is designed to facilitate development of an integrated, mutually reinforcing national nutrition policy. The Federal Food and Nutrition Office, by putting together this document will be forcing agencies and departments to confront conflicts in goals which have an adverse nutritional impact. The agency is not intended as a new department, or even a first step towards a new department. The sole power of the agency, except possibly a limited ability to delay implementation of proposed regulations having an adverse nutritional impact, is control over information. The Federal Nutrition Office will not tell agencies how to run their programs. It will simply remind them--and the Congress--whenever their programs have an adverse nutritional impact. Organization of the Federal Effort To implement the National Nutrition Plan a Federal Food and Nutrition Office (F.F.N.O.) should be established. Such an office was first recommended by the 1969 White House Conference on Food, Nutrition and Health. The National Nutrition Consortium reiterated this recommendation in 1974, and the Panel on Nutrition and Government endorsed the recommendation at the National Nutrition Policy Study hearings in June 1974. In the view of the Committee staff, a formal National Nutrition Plan will remain an empty commitment unless a specific federal office assumes responsibility for implementing it. If this is to happen, organizational changes are necessary, and the concept of a single Federal Food and Nutrition Office appears to be the best vehicle for insuring visibility, accountability and access. The new office would not administer nutrition-related programs. It would be responsible for coordination rather than day-to-day supervision. The F.F.N.O. would, however, monitor nutrition programs throughout the government in terms of N.N.P. goals and objectives. The new agency would also have direct responsibility for providing the President and the Congress with definitive interpretation of data collected as part of the national nutrition surveillance effort. The issue of advance approval by the new Federal Nutrition Office for any major changes in program guidelines or regulations by action agencies has been carefully reviewed by the Committee staff. We believe that advance clearance by the new office should not be required, as this would bog the new agency down in the details of direct administration as well as dilute responsibility for program supervision. The staff does recommend that the F.F.N.O. have the power to delay implementation of any proposed changes in nutrition programs published in the Federal Register or up to 45 days and that it be required to issue a Nutrition Policy Impact Statement if administrative changes proposed by agencies are inconsistent with the National Nutrition Plan. The F.F.N.O. should also be consulted by departments when major decisions having nutritional implications are under consideration. National Nutrition Center Creation of a Federal Food and Nutrition Office to coordinate nutrition policy government-wide still leaves a major need for institutionalizing nutrition policy at an administrative level within DHEW. The Committee staff shares the view of Senator Kennedy that a national nutrition center be established within the Department of Health, Education and Welfare to directly administer expanded nutrition programs urged by the panelists. The proposed center would be directly subordinate to the Assistant Secretary for Health, and would have the following responsibilities: 1. Administration of nutrition education programs; 2. Coordination and monitoring of all federally funded nutrition research; 3. Administration of nutrition manpower programs. Relationship Between the Federal Food and Nutrition Office and the National Nutrition Center The F.F.N.O. would operate at the Cabinet level in terms of policy formation and coordination. The National Nutrition Center would operate at the sub-cabinet level within the Department of Health, Education and Welfare. The National Nutrition Center within DHEW would have no extracurricular nutrition policy or program responsibilities. The National Nutrition Center would, of course, formulate departmental inputs to the National Nutrition Plan developed under F.F.N.O. supervision. If this organizational approach, separating responsibility for program monitoring and planning from day-to-day supervision is adopted, the two new agencies are expected to work closely together, but the F.F.N.O. would provide overall guidance for government-wide policy. The Director of the National Nutrition Center would report to the Assistant Secretary of Health, and through him, and the Secretary of DHEW, to the Cabinet, rather than to the F.F.N.O. The Director of the Federal Food and Nutrition Office, on the other hand, would be the highest national nutrition policy official and would have Cabinet status. He or she would be expected to participate in Cabinet meetings dealing with nutrition policy issues, or meetings of the National Security Council and the Domestic Policy Council when nutrition and food-related matters were on the agenda. **Other Organizational Proposals** A Presidential Assistant for Nutrition would be a valuable addition to the federal nutrition establishment only if he or she had the ear of the President. In the view of the Committee staff this proposal should not be considered a substitute for institutionalization of nutrition policy responsibilities in a Federal Food and Nutrition Office. The staff believes, however, that should the new federal office be located within DHHEW as some have proposed, rather than the independent office discussed in this report, that designation of a special Presidential assistant might facilitate institutionalization merely by enhancing visibility. A National Nutrition Policy Board as discussed at the National Nutrition Policy Study hearings in June 1974 seems somewhat unwieldy to the Committee staff. Advisory bodies, as a general rule, facilitate the sense of participation or policymaking but not both. Participation means a large membership, while decision-making requires a smaller group. But such a Board could perform an invaluable role as a national forum for discussing nutrition policy matters. Since most groups who are interested in participation already testify frequently before the Congress, however, the Committee staff does not see this as an urgent matter. **Improving Nutrition Surveillance** At the heart of a revitalized effort to establish a national nutrition policy is better information on the nutritional status of the American people. Existing data collection is fragmentary. Dietary intake is analyzed once per decade—the last survey was published in 1965. The preliminary findings of the Health and Nutrition Examination Survey (H.A.N.E.S.) begun at Congressional request in 1968 will not be completed until 1976. While the H.A.N.E.S. data will be a significant improvement in methodology, it is not a substitute for a continuous program of national nutritional monitoring and surveillance. The Committee staff believes that a National Nutrition Surveillance Plan is the key element of any National Nutrition Plan and should be the major tool of the Federal Food and Nutrition Office. The surveillance plan should clearly define information collection priorities and should seriously consider the possible role of regional Nutrition Centers in collection of such data. The National Nutrition Surveillance Plan must take into account the changing dietary pattern of the American people, especially the emergence of new kinds of food such as textured soy protein. The surveillance effort should also encompass: Food Consumption Surveys; A National Consumer Panel; Composition of Food (including nutrient content); Monitoring of Food Additives; and Evaluation of Nutritional Status. This last category must take into account regional variations in diet, the impact of demographic variables and other factors which can distort survey results. Measurement techniques should be employed which will track the impact of rapid food price changes on the nutritional status of the poor and the elderly. Improving Nutrition Education The recommendations of the panel on the need to improve federal assistance for nutrition education have already resulted in legislative initiatives. The Nutrition Education Act (S.3864) was submitted on July 31, 1974, by Senators McGovern, Abourezk, Case, Cranston, Hart, Kennedy, Mondale, Percy and Schweiker, in direct response to panel recommendations. If enacted, the proposal would: 1. Establish a 3-year pilot effort in nutrition education. Under this provision federal funds would (with a small matching State grant) be used to introduce comprehensive nutrition education programs into the nation's schools. 2. Provide for increased technical assistance to the States, as well as both in-service and undergraduate teacher training. 3. Be administered by State educational agencies, strengthening teacher planning and evaluation as well as curriculum development. 4. Provide for a State coordinator in each State to develop and implement a State plan for nutrition education. 5. Establish a State Advisory Council for Nutrition Education, including parents, teachers, school officials, school food service personnel and others to advise the State coordinator. 6. Provide for coordinating and directing each State plan by a single State Nutrition Education Office, with each plan weaving nutrition education into all appropriate aspects of the curriculum. 7. Provide for creation of a national Nutrition Education Center to compile materials, develop curriculum, and evaluate existing programs in nutrition education. The Center would utilize and expand existing capabilities in this area within the Department of Agriculture and DHEW. The funding level authorized for the first year would be approximately $75 million. States would contribute 25 percent of the total moneys received under this Act but teacher training and pilot programs would be 100-percent federally funded. This proposal on nutrition education is an excellent example of the kind of comprehensive approach the Committee staff believes essential for the National Nutrition Plan to work. The bill was drafted in consultation with the Society for Nutrition Education, the American School Food Service Association, the National Dairy Council and representatives of various federal agencies and departments of education among the States. Panelists also discussed other needs in the area of nutrition education, including the need for refresher training, improved training for medical professionals, and the general public. Special interest was voiced by several speakers in utilizing existing food distribution programs like the National School Lunch or Food Stamp Program as a vehicle for nutrition education. Clients receiving such assistance prove a natural audience for nutritional information. Nutrition Research Our scientific knowledge of nutrition is still limited. We have yet to identify the actual requirements of many nutrients essential to man. Our lack of information is especially serious with respect to the special dietary needs of preschool children, teenagers and the elderly. Basic research on nutrient-nutrient interaction, nutrient-additive interaction and long-term accumulation of minerals in the body is also important, if significant progress is ever to be made on diseases associated with the aging process. We also need more information about the effects of malnutrition on mental as well as physical development. This information would be useful to economic development strategies for developing countries as well as health policies in the United States. Further research is also required in the area of agricultural practice, use of processed food and changing lifestyles. We still know very little about food consumption habits or the long-term effects of food additives, pesticides, and other aspects of food quality and safety. But more than any of these areas for research, despite their intrinsic importance, is the need for better methods of nutritional surveillance. In the view of the Committee staff, high priority research into better methods of nutritional surveillance, especially the development of nutritional indicators which are sensitive, reliable and inexpensive to collect and evaluate are essential to a viable national nutrition policy. Without such indicators neither a national planning document nor a new Federal office will be able to implement nutrition policy goals with any assurance of success. Panelists at the hearings also detailed some additional areas for federally supported research worth noting: Present methods of exchanging information among research groups is inadequate. Panelists urged the National Science Foundation to play a more active role in nutrition research. Nutrient fortification proposals should require field testing as should intervention or novel use of nutrients on human subjects. Measurement of the impact of field tests should be a focus of national nutritional surveillance. Support for the training of nutrition research specialists should be stepped up. Some panelists foresaw shortages in some disciplines unless prompt action is taken. INTRODUCTION A. Background World Food Crisis The growing world food crisis is already seriously affecting the U.S. economy. Eventually it will permanently alter our national eating habits and affect the budgets of even middle-income Americans. The spectre of famine in South Asia or the human tragedy of children dying of malnutrition in the Sahel region of Central Africa may be remote to most Americans. But last year's catastrophic food-price increases, following the 22 percent leap in the costs of food at home (1) in 1973 is very real to the average American family. Domestic Impact Even well-to-do Americans have had to tighten their belts as worldwide competition for scarce food supplies drove prices higher and higher. Upper-income families, for example, have traditionally consumed 42 percent more meat per capita than poor families. Yet 1973's 7 percent decline in meat consumption per capita was most dramatic among upper income families according to market research firms. (2) Continued high prices, therefore, seriously threaten to plunge cattle-producing regions of the nation into a stark depression. Businessmen throughout the economy continue to reel under the double blows of rising costs and falling consumer demand as hard-pressed families divert money from other purchases to maintain food consumption. In 1973 Americans spent a higher fraction of their income for a smaller portion of food for the family table. (3) The price of continued inaction is nearly as bad on the domestic front as it is overseas. We appear to be moving towards an historic and unnecessary dilemma: Watching our own people suffer, or standing by while countless numbers of human beings slowly die of hunger overseas. Unless hard decisions are made soon, this dilemma will end in tragedy for us all. In a world in which even unstable governments may have access to nuclear weapons, every responsible step must be taken to ensure that there is enough to eat at prices people can afford to pay. Food and Fuel The interdependence of nutrition and other issues is nowhere more clear than in the case of the energy crisis. U.S. food production depends on fossil fuel and this dependence is increasing: The agricultural complex--fertilizer makers, farmers, food processors, and others--account for nearly 30 percent of annual fuel consumption in the U.S. (4) Energy use by the food industry has been increasing in recent years at a phenomenal rate. According to a study reported by the National Academy of Sciences in April 1974, energy use in food production has increased 422 percent since 1940. (5) Other energy uses by the industry are up by comparable amounts in the last 34 years: Energy use in food processing has risen 294 percent; Food transportation use of energy has risen 497 percent; Overall increase for all stages from farm to table is 316 percent. (6) This is an average annual rate of increase of 11 percent per year. The impact of the oil embargo was especially severe for food costs. The farmer uses fertilizer, pesticide, herbicide, tractors, drying agents and other fuel-dependent items to grow food. The expected long-term impact of skyrocketing fuel costs over the next few years could increase food costs as much as 84 percent to consumers once the impact is fully passed on at the retail level. (7) It is regrettable that a world crisis was necessary before planners could begin to focus on the multiple dimensions of food and nutrition policy. The growing public realization that food prices, nutrition, Middle-east politics, oil prices, and the weather are intimately connected with the need for food stamps, subsidized school lunches, and the prime interest rate was long coming. Changing Concept of Nutrition Only a few years ago the term "nutrition policy" created the immediate image in the minds of most people of making sure that people had orange juice for breakfast, and were cautious about the amount of candy and soda pop they fed children. The present comprehensive view is part of a long-term shift in the way we view the subject. Nutrition and Government Panelist, Dr. Grace A. Goldsmith, described this evolution in a speech before the American Society for Clinical Nutrition at their annual meeting in April 1973. In the 1920's and early 30's 'nutrition policy' focused on nutritional deficiencies, with research aimed primarily at discovering new vitamins and understanding basic metabolism. (8) During World War II emphasis shifted to efficient use of food supplies and maximizing production. The United States was the 'breadbasket' of democracy and our ability to feed ourselves while supplying our Allies with ample foodstuffs was viewed as a significant military asset. During the war, with food rationed, public nutrition awareness was also a major policy focus. Families were urged to use government supplied charts in meal planning, and many Americans who grew up during the war still remember the USDA-supplied charts on the 'eight basic foods' posted in their family kitchens. Some nutritionists have argued that the average American ate a more wholesome diet under rationing than under free choice. (10) British experience with their National Consumer Panel after the end of wartime rationing appears to bear out this hypothesis, at least with respect to the British population. (11) After the end of the war, nutrition policy came to be associated with feeding the hungry overseas. First in war-devastated Europe and China, but gradually coming to extend to all developing countries as well. The chronic surpluses produced by American farmers matched the needs of the hungry overseas, and resulted in such programs as PL 480 (Food for Peace) during the following decade. Preoccupation with hunger overseas persisted until the mid-60's. While hunger has always been a problem for low-income Americans, it was the civil rights movement which finally roused public attention. A major share of the credit, according to Dr. Jean Mayer who was general coordinator of the Nutrition Policy Study hearings, goes to Dr. Martin Luther King and the Southern Christian Leadership Conference. By dedicating themselves to bettering the lives of poor blacks, Dr. King and his followers created a new climate of concern about many of our urban and educational problems, and, above all, about the plight of the poor throughout America. (12) Dr. Mayer attributes part of the earlier lack of realization of the extent of hunger in America to the failure of health professionals to keep track of what was happening. He points out that it was not professionals but: A small heterogenous group of interested lay individuals who took the first steps towards eliminating hunger among black agricultural workers in the deep South. (13) Dr. Mayer also presented his own stark indictment of calloused regional economic policies underlying hunger in America: ...the growing demand for manmade fibers left the owners of the great cotton plantations with few options--either they replaced their cotton with corn crops that required little manpower, or they committed their fields to the soil bank in exchange for a subsidy. In the wake of this turnover, no provision was made for poor blacks and their families who were wholly dependent on the plantations for their livelihood. Hunger and malnutrition and, at times, actual starvation were to be their fate. (14) Our new national awareness about hunger in America really did not occur until the Spring of 1967 when investigations by the Senate Poverty Subcommittee were conducted at the Mississippi Delta. Sponsored by a grant from the Field Foundation, doctors formed a Citizens Board of Inquiry. The board was responsible for the publication of "Hunger U.S.A." and helped lead to the powerful CBS film documentary of the same title. Not everyone accepted the findings of these panels at face value. Public concern led to Senate passage in June 1967 of a law requiring the Secretary of Health, Education, and Welfare to conduct a comprehensive survey of the incidence and location of serious hunger and malnutrition. Later, in 1968, the Senate appointed a Select Committee on Nutrition and Human Needs, which held its first hearing in December of that year. Despite the original 6-month deadline written into the 1967 law, the nation still awaits a definitive assessment of the extent and location of domestic hunger. The 10-State Nutrition Survey carried out between 1968 and 1970 was not published until 1972. A study by the General Accounting Office concluded that the report "failed to comply with the intent of the Congress". (15) The GAO indicated that the 10-State survey failed to gather income-related data in a form which would permit meaningful examination of the relationship between hunger and poverty except in the crudest terms. A more recent study, known as the "Health and Nutrition Examination Survey" (H.A.N.E.S.) was published in a preliminary form by DHEW only this year. But definitive interpretation of results may take another year. The major event in nutrition policy during the past 5 years was the 1969 White House Conference on Food, Nutrition and Health. This wide-ranging meeting remains, in the words of Conference Chairman Dr. Jean Mayer of Harvard "a watershed in American social history". (16) But Mayer goes on to point out that little has been done to implement the recommendations of that conference. Panelist Dr. Grace Goldsmith suggests that despite some successes in the area of food stamps and the National School Lunch Program, failure to act on the 1969 call for creation of a Federal Nutrition Office remains a major sore-point among those whose expectations were whetted in 1969. (17) It was the Congress, not the Executive Branch which finally drew attention to the unfinished agenda in nutrition policy. Continuing its mandate the Senate Select Committee on Nutrition and Human Needs solicited testimony from a wide range of experts, both in and out of government, on the current status and prospects for a national nutrition policy as of 1974. Hearings before the Committee were the basis for the present series of reports, and have already led to the drafting of appropriate legislation to implement some of the more urgent suggestions. The background of this report is, therefore, one of disappointment at the failure to move on a national nutrition policy since the 1969 Conference. B. The National Nutrition Policy Study This report is part of a continuing series beginning with panel presentations at the National Nutrition Policy Study hearings held from June 19, through 21, 1974, in Washington, D.C. under auspices of the Senate Select Committee on Nutrition and Human Needs, under its continuing mandate and Resolution 260 of the United States Senate. Each report in the series is designed to summarize panel views, discuss issues raised by witnesses, and elaborate on proposals or concepts suggested by panelists. This report on nutrition and government deals with material presented to the Panel on Nutrition and Government chaired by Dr. D. Mark Hegsted of Harvard University and William D. Carey, Vice-President of Arthur D. Little, Inc. As Dr. Hegsted suggested in his opening remarks at the hearings, issues raised by this panel cannot be considered in isolation from substantive topics related to government policy discussed before other panels. Conclusions presented here, therefore, represent the interim assessment of the Nutrition Committee Staff, rather than the panelists themselves. C. Focus of the Panel on Nutrition and Government The panel was asked to address three broad issues related to the role of government in nutrition policy: 1. What should be the role of the Federal government in nutrition policy-making? 2. How should the Federal effort be organized? 3. What are the specific requirements for Federal support for national nutritional surveillance, nutrition research, and nutrition education? This report follows this focus, and is organized into three chapters: I. National Nutrition Planning; II. Organizing the Federal Effort; and III. Improving Nutrition Programs and Activities. Chapter III is subdivided into sections on surveillance, research and education. D. Profile of the Panelists Co-Chairmen: Dr. D. Mark Hegsted Professor of nutrition, Harvard University School of Public Health. Dr. Hegsted is a member of the National Academy of Sciences, and winner of the Osborne and Mendel Award of the American Institute of Nutrition (1965). He has served as past editor of Nutrition Reviews, President of the American Institute of Nutrition, Chairman of the Food and Nutrition Board, President of the National Nutrition Consortium, Inc., Chairman of the National Nutrition Sciences Training Committee of the National Institutes of Health, and as Co-chairman of the Arteriosclerosis Research Center Advisory Committee of the National Heart and Lung Institute. Dr. Hegsted is presently serving on the Commission on Nomenclature, Procedures and Standards of the International Union of Nutrition Sciences. Dr. Hegsted also served as a panel co-chairman at the 1969 White House Conference on Food, Nutrition and Health. William D. Carey Vice-President, Arthur D. Little, Inc. Mr. Carey served as a member of the Bureau of the Budget for 26 years, and as Assistant Director of the Bureau from 1966-1969. He is a member of the Technical Advisory Board of the U.S. Chamber of Commerce, and on the Committee on Public Engineering Policy of the National Academy of Engineering. Mr. Carey is also a member of the Institute of Medicine of the National Academy of Sciences, and serves as Chairman of the U.S. Panel on R&D Management of the Joint U.S.-U.S.S.R. Joint Commission on Science Policy. Mr. Carey also served as a panelist at the 1969 White House Conference. Panelists Dr. Aaron M. Altschul Professor of Community Medicine and International Health, Georgetown University School of Medicine. Dr. Altschul is an internationally recognized expert on protein and nutrition. He was appointed Special Assistant for International Nutrition Improvement within the Agricultural Development Service of USDA, and as a special consultant to the Secretary of Agriculture in 1967. In July 1969, Dr. Altschul was named Special Assistant to the Secretary of Agriculture for Nutrition Improvement, thus broadening his assignment to cover domestic as well as international nutrition problems. Dr. Altschul, who holds 11 patents, has specialized in developing new strategies for increasing the protein value of foods. He also has served as a consultant to the United Nations and several foreign governments. Dr. Altschul was named "distinguished food scientist of the year" by the New York chapter of the Institute of Food Technologists in 1971. Dr. William J. Darby, M.D. President, the Nutrition Foundation, Inc. Dr. Darby also serves as Professor of Medicine in Nutrition at the Vanderbilt University School of Medicine, where he has taught since 1944. Dr. Darby is presently serving as President of the Citizen's Commission on Science, Law and the Food Supply and as a member of the Board of Commissioners of the Navajo Health Authority. Dr. Darby is also presently serving as a member of the Task Force on World Hunger of the Presbyterian Church of the United States, the Commission on Aging of the State of Tennessee, the Expert Panel on Food Safety and Nutrition of the Institute of Food Technologists, the Council on Foods and Nutrition of the American Medical Association, the Expert Advisory Panel on Nutrition of the World Health Organization, and as co-chairman of the Hazardous Materials Advisory Committee of the Environmental Protection Agency. Dr. Donald H. Ford Dean, College of Human Development, Pennsylvania State University (1967). Dr. Ford, a licensed psychologist, has taught psychology since 1955. He is an expert on the effect of nutrition on human behavior. Dr. Ford is a member of the Pennsylvania State Citizen's Advisory Committee on Corrections, and a member of the Executive Committee and Board of Directors of Community Services of Pennsylvania. Dr. Grace Goldsmith, M.D. Director, Graduate Program in Nutrition, Tulane University School of Public Health and Tropical Medicine. Dr. Goldsmith, winner of the Osborne-Mendel Award of the American Institute of Nutrition (1959) for her research on the inter-relationship between tryptophan and niacin in human nutrition and for work on protein malnutrition is presently serving as Chairman of the Board of Nutrition Today. Dr. Goldsmith has served as past President of the American Society for Clinical Nutrition and as Chairman of the Iron Committee, Food and Nutrition Board, National Academy of Sciences National Research Council. She has also served as President of the American Institute of Nutrition (1963-64), and Chairman of the Committee on Dietary Allowances of the Food and Nutrition Board, National Academy of Sciences National Research Council, among other assignments. Dr. Doris E. Hanson Executive Director, American Home Economics Association. Prior to accepting her present post, Dr. Hanson served as Assistant Dean of the School of Home Economics, Purdue University. Dr. Hanson's background includes establishment of a new curriculum in home economics for the New York State public schools, as well as assisting the Republic of Pakistan in establishing a College of Home Economics under a Ford Foundation grant (1959). Dr. Hanson represents the American Home Economics Association on the President's Committee on Employment of the Handicapped. She has also served on the Metric Advisory Panel of the U.S. Chamber of Commerce. Dr. Irvin J. Lewis Professor of Public Policy and Community Health, Albert Einstein College of Medicine (1970). Prior to his appointment, Dr. Lewis has served the Federal Government since 1942 in a variety of posts. His last position, prior to retirement from Federal service in 1970, was as Deputy Administrator of the Health Services and Mental Health Administration, DHEW. Earlier assignments included service with the Bureau of the Budget, the Federal Aviation Agency, Department of State and the Office of Price Administration. Dr. Lewis is an expert in government health care programs, and has written extensively on health care planning. He is a member of the Institute of Nutrition, National Academy of Sciences, the American Public Health Association, the American Society for Public Administration, the Association of American Medical Colleges, and the American Political Science Association. Dr. Arnold E. Shaefer Director of the Swanson Center for Nutrition, Inc. Prior to his present position, Dr. Shaefer served as Chief of the Nutrition Program, National Center for Disease Control, Health Services and Mental Health Administration, DHEW. He also has served as head of the Nutrition Section, Office of International Research, N.I.H., and as Executive Director Interdepartmental Committee on Nutrition for National Defense. Dr. Shaefer is a consultant to the Pan American Health Organization of W.H.O., and past President of the Federation of American Societies for Experimental Biology of the American Institute of Nutrition. Dr. George A. Silver, M.D. Professor of Public Health (international health), Department of Epidemiology and Public Health, Yale University School of Medicine (1969). Dr. Silver is an internationally recognized expert in family health care, and a member of the World Health Organization. Dr. Silver has also served as Executive Associate for Health Affairs of the Urban Coalition (1968-70) and as Deputy Secretary of Health for Scientific Affairs, DHEW. Dr. Silver served as Chief of the Division of Social Medicine at Montefiore Hospital, New York City, N.Y. from 1951 to 1965. CHAPTER I--NATIONAL NUTRITION PLANNING A. Background The National Nutrition Study hearings were held in 1974. The Guidelines for the hearings, issued in May 1974, by the National Nutrition Consortium put it this way: A stated National Nutrition Policy is needed to insure that food will be available to provide an adequate diet at a reasonable cost to every person within the United States. (1) Dr. D. Mark Hegsted, co-chairman of the Panel on Nutrition and Government affirmed this view when he observed: Practically all nutritionists and many others agree that the United States should have a national nutrition policy. Nutritional considerations should be an integral part of the development of a sound food and agricultural policy. (2) But nutritional planning is so inextricably intertwined with other policies and programs that it is difficult to treat in isolation from other government policies. Growing knowledge of nutrition considerations colors perception of export policy, national economic planning, energy policy, and the Interstate Commerce Commission's rate structure to highway freight. Nutrition, like the environment, is a web of many strands. Environmental policy, in fact, provides an appropriate analogue for nutrition policy needs. The ecological perspective brought home to many Americans, for the first time, the idea of a complex interactive system. The systems approach makes it easier to grasp that food prices in America are related to droughts in Africa or to an oil embargo in the Middle East. We can see how high petroleum prices affect the price of fertilizer, driving up the cost of food production. We ought, therefore, to have little difficulty in grasping that the nation needs an equally integrated, comprehensive policy for nutrition. Every time a new dam is proposed, the ecologists are quick to demand an environmental impact statement. We should have a national nutrition policy equally sensitive to the implications of candy machines in the schools or massive television advertising. Nonetheless, it has taken a global food crisis to raise public consciousness of food and nutrition issues to present levels of awareness: Rising food costs during the past year may provide the best opportunity and stimulus for a national nutrition policy....Regardless of whether an individual's income is marginal, rising costs of food does emphasize the problem for everyone, as it is much more tangible than the less well understood concepts of nutritional quality. Developments of the past year re-emphasize the need for a national nutrition policy. For the first time in our lifetime the question is being asked: Can the United States produce enough food? Rising food costs and inflation have obviously diminished the food budgets of many people and have emphasized for many the need for new or changed programs. (3) Despite the difficulties of formulation, there has not been a better time for developing a National Nutrition Plan. B. A National Nutrition Plan 1. Identifying Nutritional Problems In some ways history itself is the history of nutritional advances. Dr. Hamish Munro argues that "nutrition is the central fact in the evolutionary history of animals," asserting that early forms of animal life developed muscles and nerves to facilitate food acquisition. (4) Man's brain can even be considered "part of his ancestor's equipment for regulating movement in the search for food." (5) Anthropologists also classify human history in nutritional terms, calling early human cultures "hunter-gatherers" and later forms "agricultural." This classification scheme is essentially nutritional in character. Civilization still is advancing through nutritional knowledge. The discovery of vitamin D permitted elimination of rickets--a disease which formerly afflicted children even in wealthy nations--only in recent times. The discovery of vitamin B12 permitted treatment of pernicious anemia, iodized salt helped reduce the incidence of goiter--all within recent memory. Continuing discoveries belie the notion that we already know what is necessary for the human diet. Yet, we are all operating under the concept that there is an "ideal diet" in which everyone has just the right amount of every nutrient without defining what we mean. Like anything else, dietary "sufficiency" needs to be spelled out if real problems are to be addressed: sufficient for what? Man after all, is subject to the laws of thermodynamics. In order to expend energy in work (digging a ditch, writing a paragraph) a person must obtain that energy from food. So the assumption that there is a single "ideal" cannot be severed from what people do, any more than it can be severed from their health status. So nutritional adequacy needs to be defined in operational terms. A diet adequate to sustain life is inadequate to permit heavy manual labor on a continuing basis. John Gage of Hoffmann-LaRoche addressed Nutrition and Government panelists directly on this point: I think that the lack of a scientific baseline for nutritional adequacy is one of the most formidable barriers we face in creating a National Nutrition Policy. We talk about adequate nutrition education and adequate nutritional levels. We have no standard to aim for. (6) Clearly what is required is to define some fairly precise limits as to what constitutes a nutritional problem. Gage suggests that: Rather than wait for a hardcore data base, quantitative analysis or compelling evidence that shows what the adequate standard should be, I would hope that the Committee /Senate Select Committee on Nutrition and Human Needs/ or the panel /Panel on Nutrition and Government/ would recommend the establishment of a minimal nutritional level such as employed by the Household Food Consumption Survey. I would hope also that those expressions be as grams of protein, milligrams of iron, units of vitamin A, and so forth. I think this is important that this be established as quickly as possible so that we have an appropriate target to aim for. Our success must be based on the achievement of a target, and if we don't have a target to shoot for it would seem to me that all efforts would be aimed at a mythical objective. (7) Gage has a point. Every era has its organizing myth. Ours believes in the myth of quantification. We want numbers, graphs, statistics and charts to document nutritional problems in order to measure government performance in solving those problems. But we cannot procrastinate while awaiting a perfect state of technical expertise which may never occur. We already know enough to begin. The problem of measurement has not changed significantly since 1969 when the Panel on Standards of Dietary and Nutritional Evaluation of the White House Conference observed that: Many of the methods currently being employed are insufficiently sensitive, cumbersome, tedious and expensive. Micro and automated methods are needed. Methods and standards for the evaluation of nutritional status with regard to some nutrients which may well be of public health importance in the U.S. population are simply inadequate. These include nutrients such as vitamin B6 and folic acid for which we have inconclusive evidence of the extent or seriousness of the deficiencies in the United States. Finally, there are other nutrients such as some of the trace minerals, which are thought by some to be of health significance in the United States for which data are so fragmentary that no real evaluation can be made. (8) The 1969 Panel recommended additional research to end this inadequacy. But such a response to the problem assumes that this is essentially a technical issue for which research is the remedy, rather than facing the underlying need for any kind of quantitative index, however inaccurate, so long as it points in the right policy direction. The monthly unemployment statistics and the Consumer Price Index may have done more for social policy than any other single thing the government has done in the past 40 years. This realization led the Johnson Administration under DH EW Secretary Wilbur Cohen to experiment with the idea of regular social indicators, quantifying such things as "alienation," health status and educational progress. The regular reporting of such indicators were to give impetus to the Great Society's social programs. If a monthly Nutritional Index could be developed which indicated in simple, stark terms, how the nation was doing in nutrition, national nutrition policy could be formulated on a straightforward "stimulus response" basis. When the index went down, it would be time to step up efforts, when it went up, program managers could take kudos. We do not need to have data more precise than the programs we have for dealing with the problems we are measuring--at least not in the short run. We do not need to know the interaction of proteins with enzymes to decide that children with bloated bellies crying for food may be hungry. We need a simple standard sensitive to policy changes. A monthly opinion poll on food prices might be all that is necessary to remind the government that something should be done. Lack of a standard has led to quite capricious methods for measuring performance which have little or nothing to do with human nutritional needs. Agencies presently defend their programs in terms of how much they are spending, how many people are being reached by their program, or how many on-site service locations they have in operation. Such standards are silly. "More" money for P.L. 480 in 1975 will mean "less" food unless inflation is compensated for; "more" food stamps issued may simply mean the economy is deteriorating. The increasing number of counties with Food Stamp programs coincides with the winding down of Commodity Distribution. It does not necessarily mean more food for anyone. Simple measures could remedy these defective indices without developing new data. Program expenditures could be reported in constant dollars. But developing indices first requires defining policy objectives more precisely. We need to know what should be monitored in order to measure program effectiveness. 2. Setting Policy Goals The National Nutrition Consortium suggested five broad goals for a national nutrition policy: 1. Assuring an adequate, wholesome food supply at a reasonable cost to meet the needs of all segments of the population. This objective was to take present lifestyles into account, not merely set an absolute standard involving a wholly unrealistic pattern of dietary intake. 2. Maintaining food resources sufficient to meet emergency needs; and to fulfill a responsible role as a nation in meeting world food needs. 3. Developing a level of sound public knowledge and responsible understanding of nutrition and foods that will promote maximal nutritional health. 4. Maintaining a system of quality and safety control that justifies public confidence in its food supply. 5. Supporting research and education in foods and nutrition with adequate resources and reasoned priorities to solve important current problems and permit exploratory basic research. (9) Stated in general terms, such goals appear ambiguous. Goals must be translated into some behaviorally measurable parameters if budgets are to be allocated in terms of priorities. Supplying food "at a reasonable cost" might be specified as supplying existing kinds of food at a cost of less than 30% of any person's real income. Once such a standard is specified, it becomes possible to see where we are, and identify those populations needing immediate assistance in order to meet the standard. Specification need not require a scientifically defensible justification. We can simply decide, as a society, how much we want to spend for food, in terms of the cost of other goods and services. "Meeting the needs of all segments of the population" could be measured by asking people if they get enough to eat, or it could involve expensive clinical testing of the physiological status of a sample population. Once national nutritional goals are translated into behaviorally measurable parameters, it is necessary to rank these goals in order of importance. Given a choice between "wholesomeness" and "adequacy" of the food supply, which is more important? It is not enough to simply say both are equally important. In many American cities, food workers routinely turn over spoiled but edible items (or simply food with expired shelf-life stickers) to soup kitchens for consumption by derelicts or the elderly. This practice, while usually illegal, is often sanctioned unofficially by city governments hard pressed by rising welfare budgets, who simply look the other way. Which is more important, wholesomeness or adequacy? We need to make up our mind if we are to have a policy. This approach to decision-making, specification in behaviorally measurable terms permits making choices in "cost-effective" terms. Cost-effectiveness, properly understood, should not be considered a pejorative term, implying lack of human feeling. Government, after all, is spending money on social programs, including nutrition, and money is quantifiable. Do we want programs which help people a little, when the same funds could help the same people a lot? "Cost-effectiveness" properly understood, can also translate as "the greatest good for the greatest number." 3. Evaluating Policy Alternatives The real virtue of this method of planning is to assist in choosing among alternative policies. Once goals are specified, strategies can be evaluated in experimentally verifiable ways, rather than on intuition. In more advanced systems, this can involve using such tools as "relevance trees", "decision theory" or other paraphernalia of the computer age. Planners can discuss alternatives in terms of the likelihood of achievement of the desired policy goals, not merely as abstractions. The importance of ranking nutritional policy goals in terms of importance is obvious. If policy A is best for meeting one goal, but B is more suited to meeting another, it is vital to know which goal is most important. At this stage of planning a nutrition policy, experiments can be conducted to test alternatives on a pilot basis. 4. Preparing the Plan Once alternatives have been evaluated and the best approach selected, formal preparation of a written National Nutrition Plan can begin. The advantage of a written plan is that it can be reviewed, evaluated, debated and revised. The present set of informal, loose ideas about nutrition, or pious statements by public officials about the need for better nutrition are not easily reviewed--it's like punching jelly. A formal National Nutrition Plan can be a guidepost for public policy. We will, at long last, be in a position to accurately measure progress or the lack of it. This conception, it should be emphasized, is inherently anolitical. If the nation wishes a conservative approach, with high reliance on individual responsibility or local initiative, this can be written into the Plan. It may be that the majority of the American people do not wish the government to act as the supplier of last resort for the rejects of our social system. If that is the case, the National Nutrition Plan should reflect that value decision. It is irresponsible to obscure the real motives of policy under the guise of ignorance, or to deliberately downplay the likely consequences of a chosen policy. In the long run, such an approach helps feed the worst sort of paranoia about the system, and only serves as fuel for social discontent. If it is our choice to permit hunger in the name of some other social value, then let's at least talk straight with America's hungry. Our system evades responsibility by pretending that some last bit of technical evidence showing clinical symptoms of hunger is required before government faces the reality of how the poor live. A real nutrition policy will always include significant levels of uncertainty, regardless of the state of research. We can never be sure that a decision to ban an additive which could stimulate food production is the "right" decision. The reality is one in which responsible public officials do what they can, based on the best evidence at hand at the time. Open acceptance of responsibility by government for having a nutrition policy coherent enough to facilitate debate is at the heart of the concerns which brought people from many disciplines together for the National Nutrition Policy Study hearings. It's time to have a visible policy, even if it is imperfect, because a visible policy can be changed. The invisible nutrition policy of this government must be brought out into the light to see if this is really what we choose to be doing. 5. Nutrition and Other Priorities A formal National Nutrition Plan will have to compete for personnel and money with all other activities of the government of a diverse nation with many interests. The National Nutrition Plan will conflict with the goals of agricultural policy, among other programs. Maintenance of farm income sometimes means pricing food out of reach of low-income consumers. Reducing spoilage, while it reduces unit costs requires premature harvesting of vegetables and fruits, with loss in food value and appeal. Maximizing production means tolerance of medical problems caused by use of herbicides, pesticides or other additives. Each of these illustrations represents a choice situation. Articulating the real choices is the essence of responsible decision-making. A National Nutrition Plan may conflict sharply with foreign policy goals. Tolerating an Arab oil embargo during delicate Middle East negotiations to maintain leverage over participants means higher fertilizer prices and food costs. Selling wheat to the Russians on preferential terms to bolster sagging progress in bilateral arms control negotiations may conflict with alternative humanitarian uses of the same grain in South Asia. But all of these conflicts can usefully be aired without embarrassment once the commitment to responsible choice has been made by government. Restoration of public confidence in national decision-making at a minimum will require an end to the empty rhetoric which claims that money alone is the limit of our power to influence events. A National Nutrition Plan may finally force public acceptance of the real limits to our powers. We may not be able to free mankind from the threat of famine. Rather than being another step towards overburdening government, a National Nutrition Plan could be a step on the road to limited government which is responsible, and accepts the responsibility for its real choices. It is the belief of the Committee staff that it is better to make promises we can keep than it is to pretend we do not have problems in feeding our people. It is better to start with articulated goals, specified in terms of concrete milestones amenable to measurement, than it is to piously promise that no American need go hungry. CHAPTER II—ORGANIZING THE FEDERAL EFFORT A. Need for Institutionalization A formal National Nutrition Plan will remain an empty commitment unless a specific federal office is assigned responsibility to implement it. As Dr. Irvin Lewis, Professor of Community Medicine at the Albert Einstein College of Medicine suggested to the panel at the hearings last June: Any major need of society, once it has been identified absolutely requires a focus or leadership and effort in government if that need is to be adequately financed by government. (1) Institutionalization should not be perceived as an end in itself; nutritionists and concerned health professionals have no desire to expand the government bureaucracy for its own sake. Instead, as Dr. Lewis emphasized: Government organization isn't static, but it has to reflect in a dynamic way: (a) the importance that society attaches to a particular field; (b) the substantive policy approach of government; and (c) the administrative or operational relationships among government programs in any field. (2) The case for institutionalizing, as Dr. Lewis views it, is not just for "bookkeeping" or "efficiency," but represents a realistic assessment of what is necessary to get a program which is well organized, and adequately financed under present conditions. Institutionalization permits development of career-orientated staff support at the agency level, and facilitates the interpersonal connections--the human web of policy--that is necessary if a long-term commitment to a national nutrition policy is to be forthcoming. (3) B. Organizational Recommendations of 1969 White House Conference The 1969 White House Conference on Food, Nutrition and Health concluded that: Balkanization of responsibilities and authority constitutes a serious barrier to a concerted attack on hunger and malnutrition. (4) From the 1969 perspective it seemed that the rapid growth of programs, proliferating as they were among different agencies throughout the government, was causing rather than promoting a concerted attack on nutrition problems: As the Federal government is now organized for roles and missions affecting food, nutrition and health, these problems are everybody's business and therefore nobody's. We recognize that this profusion of interests arises from the realization that nutritional fitness intersects with the government's objectives in promoting health, and education, job opportunity, family security, maternal and infant care, early childhood development, income maintenance, food and agricultural programs and a wide range of efforts to enhance economic opportunity. (5) An example often cited of such profusion of jurisdiction is the overlapping responsibilities shared by the Food and Drug Administration and the Department of Agriculture with respect to regulation of meat in food products. FDA regulates foods containing less than 2 percent meat, while USDA regulates foods containing more than 2 percent meat. This means that some soups fall under FDA regulations, while others are USDA's responsibility. (6) The 1969 Conference made four major organizational recommendations: 1. Creation of a Federal Nutrition Office. 2. Designation of a Presidential Assistant for Nutrition Policy. 3. Assigning the Secretary of Health, Education and Welfare Executive Order responsibilities for government-wide nutrition policy coordination. 4. Creation of Area Nutrition Centers to supplement efforts of State and local public health agencies. (7) In calling for a Federal Nutrition Office, the 1969 panelists argued that: The Department of Health, Education and Welfare has at its disposal, a remarkably diversified array of programs that have high relevance to nutrition and health. At the same time, the Department is an extremely complex organization. The task is to create a mechanism for synthesizing and coordinating research and applied community and individual services. (8) The 1969 Conference clearly conceived of the Nutrition Office as having the function of formulating and carrying through policies within DHHEW, rather than government-wide. They recommended that the new office be subordinate to the Assistant Secretary for Health and Medical Affairs within the Department. (9) Government-wide coordination was presumably to be a function of the separate recommendation for a special Presidential Assistant for Nutrition. (10) The belief of the 1969 White House Conference participants that DH EW was the best existing vehicle for institutionalization of nutrition policy was reflected in their call for delegation of Presidential powers to the DH EW Secretary for formulating Executive Orders relating to nutrition policy, and their request that the Food Stamp and Commodity Distribution programs be transferred to DH EW from USDA. On balance, the 1969 Conference urged: Greater centralization of program responsibility within DH EW. Enhancing visibility for nutrition concerns by designation of a Special Presidential Assistant for Nutrition. A fair assessment of the tone of the 1969 Conference was that a hope that something was about to happen had been generated. Regrettably, these high expectations and hope gave way to frustration. C. The View in 1974 The Panel on Nutrition and Government at the National Nutrition Policy Study hearings concluded that, as of June 1974, nothing had been done to implement any of the 1969 Recommendations except a move by the administration to consolidate the Food Stamp Program with other income-maintenance efforts in DH EW. Even this action appears not to be what the panelists had in mind in 1969. They wanted centralization of programs as part of a comprehensive policy. The Administration proposal, on the other hand, appears as an effort to make the Food Stamp Program compete for already scarce welfare dollars; this is viewed by many as a first step towards elimination of the program entirely. The basic position of the Administration is that families should make their own spending decisions by receiving income assistance in cash, rather than in kind. Thus, the transfer of food stamps and related 'nutrition programs' is perceived as a step towards welfare reform, not nutrition reform... This may be a reasonable policy, but it preempts a national policy for nutrition as a health goal. Nutrition would be associated with the "W" in HEW rather than the "H". (11) As panelists observed in subsequent discussion at the June hearings: What is to be gained by urging the transfer to HEW if nutrition programs are to be buried under income-maintenance programs? Will the transfer be more of a setback to nutrition than a gain? (12) Concern that government was abandoning its commitment was not alleviated by a review of the Office of Management and Budget's 144 Presidentially approved Federal objectives in 1974. Only two objectives related to nutrition: "develop a more cost-effective child nutrition program" and "rationalize eligibility requirements for food stamps" Both of these objectives were submitted by the Department of Agriculture. (13) Concern among participants at the 1974 hearings about the income-maintenance obsession of the administration ran deep: The failure of the federal government to design and implement a national nutrition policy and organization is largely due to a policy viewpoint which associates nutrition with "income maintenance rather than health policies." (14) In denouncing this parochial viewpoint, Panel Co-Chairman Dr. D. Mark Hegsted of Harvard observed that: The first and primary responsibility of the Food and Nutrition Policy must be the maintenance and improvement of health. The major responsibility must fall on the health system --that is, physicians, nurses, dietitians, nutritionists, dentists, health auxiliaries of all kinds. And in this system, the physician must play a primary role. (15) The panel felt administration myopia went even deeper than narrowness of conception: The Executive Branch senses no urgency to create policy planning, coordinating or surveillance arrangements.../it will take a great deal of convincing before it recognizes a priority for nutrition policies, and nothing is in sight which is likely to be convincing. (16) The panel connected this philosophy of inaction with the present emphasis of government managers on: compelling evidence /without which/ the claims of nutrition advocates receive polite consideration and short shift. (17) Panelists believed that: absent any scientifically-based and authenticated standards of nutritional adequacy, and absent any ongoing surveillance system linked to such standards, the policymakers will not assign serious priority or resources to the improvement of nutrition and health. (18) Yet whose responsibility is it to obtain such information? The absence of a scientific baseline (discussed more fully in Chapter III) is presently being used as a screen to avoid commitment but it is the same government which refuses to collect the information it claims is necessary. Members of the panel therefore emphasized that: The perceived lack of scientific baseline data is the most formidable barrier to the creation of a national policy focus, and Nothing is being done at the top policy levels to accelerate the formulation of the baseline. (19) With this depressing assessment of the status of administration interest in nutrition policy, it is not surprising that, as of 1974, experts in nutrition policy who were calling for centralization of programs in DHEW only 5 years ago, now believe: Decision-making in the federal government is pluralistic. It is shared, negotiated, and bargained. But the strategic directions and major policy choices are focused in the hands of a few: the White House, the OMB, and the Domestic Council. Policy goals, organizational changes, objectives, funding, new legislation--these decisions are settled at the highest levels. The Departments and agencies may propose, but the power centers dispose. (20) And how do the experts size up the quality of decision-making at these "power centers"? The panel concluded that: 1. Nobody in the Executive Office of the President is in charge of the nutrition policy question. 2. No single focus exists anywhere in the executive branch of the government to assess and advocate nutrition policies. 3. No overall co-ordinating machinery exists at either the executive office level or the interdepartmental level for nutrition planning, program management or R&D. (21) It seems fair to observe, in summary, that views have shifted significantly since 1969. If a-v single quotation could crystalize this change, it might sound like the following observation last June: The recommendations of the White House Conference for government organization may not have been the most appropriate. Political and financial realities must be considered in the development of any system which will be effective. (22) Despite this growing cynicism, the Panel on Nutrition and Government like the White House Conference before it, still recommended creating a Federal Nutrition Office. (23) But, in 1974, interest has shifted towards creation of an independent office with direct access to recalcitrant policy-makers, rather than buried in DHEW. D. The Case for a Federal Nutrition Office The proposed formalized National Nutrition Plan outlined in Chapter I can never be written, much less implemented, unless the present federal effort in nutrition is substantially revamped. This means either creating a new office, or giving an existing office additional functions. The staff of the Senate Select Committee on Nutrition and Human Needs believes that the case for a new office is stronger than the argument for expanding an existing department. To begin with, which department can exclusively claim jurisdiction over this field? As we have seen, nutrition cuts across issues affecting many departments. Nutrition policy affects agriculture, commerce, exports, foreign relations, health and even national defense. As Senator McGovern has suggested: It is a subject whose jurisdiction cuts across a dozen federal agencies. I think that is part of our problem. Great progress has been made, but these is a desperate need for direction and coordination of these activities which cut across so many lines of Federal responsibility. (24) Furthermore, assignment of the nutrition policy function to any single existing agency could permanently cast nutrition policy into a restrictive mold. If assigned to agriculture, nutrition policy might merely be a method of expanding demand for farm products. After all, this is the way the food stamp and school lunch programs are often defended by USDA officials even now. Placing policy solely within DHEW, as recommended in 1969, while possibly preferable on a number of grounds, also has drawbacks. It still does not reconcile the educational, health and welfare dimensions of a comprehensive nutrition policy. The current global food crisis suggests that it is no longer feasible to have a purely domestic nutrition policy--as that ever was the case--yet assigning the new office to a "domestic" cabinet department would inevitably have such an effect. The international dimension of nutrition policy might continue, as in recent years, to be subordinated to the dictates of foreign policy rather than humanitarian goals. It seems clear that the multi-dimensional character of 'nutrition' as a policy focus leaves only one alternative: an independent office, outside any existing department. Creation of an independent office avoids not only the jurisdictional squabble which otherwise might occur among the departments, but neatly sidesteps the comparable dispute among the technical disciplines as well. Real differences exist among doctors, nutritionists, public health officials, and others as to which discipline should dominate the field. This year's expressed concern from the medical profession that administration policy has neglected the health component of nutrition could easily become next year's assertion by agronomists that the technology of food production was not being integrated into nutrition policy-making. If anything seems clear, it is that nutrition policy must not be the province of any single perspective. Another virtue of creating an independent office is visibility. It is a lot harder to hide the existence of any agency with its own letterhead and national director. An agency within a larger department, however, is easier to suppress. The fate of the Office of Comprehensive Health Planning is instructive. During the mid-sixties the Congress directed the establishment of a system designed to encourage comprehensive health planning at the State and local level. Each state was to create a single agency to integrate health planning within its boundaries into a single comprehensive plan. The plan was to be based on a consensus developed among both consumers and providers of health services. But CHP, including its ambitious program for training multi-disciplinary professionals at the graduate level, floundered because of lack of visibility at the national level. State and local officials were never able to look to Washington for direction. The Office of Comprehensive Health Planning was buried alive in DHHS, where it remains to this day. We still are no nearer to comprehensive health planning. Independence, of course, is no guarantee of visibility. There can never be an organizational substitute for Presidential interest. But a Federal Food and Nutrition Office whose director has access to the President can never disappear entirely. Furthermore, visibility facilitates integrity. If a highly visible public official is removed, it almost always ensures ventilation of a major policy issue. Functions of the Federal Food and Nutrition Office As Senator McGovern outlined to the members of the Panel on Nutrition and Government, an independent office would be responsible for setting forth national policy and priorities in this vital area: The director of such an office would have independent access to the President in addition to maintaining close liaison with other federal agencies. The McGovern plan, in brief, would create an independent office of cabinet status in terms of visibility and access, but not a large new bureaucracy. The purpose of the office would be planning and coordination, not program administration. As we have already seen, it is not possible to separate out the nutrition dimension from other aspects of policy. The goal is not to subordinate agricultural export policy to nutrition policy, but to insure that the nutritional implications of exports are taken into account during decision-making at the executive level. The new office would be analogous to the Federal Energy Agency during its early months. The Federal Food and Nutrition Office would initially, like FEO, operate as a clearinghouse for ideas and suggestions for national nutritional goals. But, once in operation, the major task of the FFNO would be to prepare a draft National Nutrition Plan, as outlined in Chapter 7, for submission to the President. In preparing this plan, the FFNO would be required to consider the views of all agencies and departments having jurisdiction over nutrition-related programs and activities. The Committee staff believes this task would be facilitated by having the FFNO make the final determination as to whether a program was nutrition-related. Since the FFNO is not an administrative agency—it has no programs—it does not displace the "chain of command" from Program to agency to departmental secretary, or to the President. But no agency would be able to have its nutrition-related programs escape policy review and comment by the FFNO. The purpose of this broad scope for the new agency is not to subordinate existing programs to judicial review by nutritionists, but rather to guarantee that the nutritional implications of major policies will be recognized at the time they are formulated. Responsible government often involves hard choices. There will be many occasions in which nutritional considerations must be subordinated to larger economic or political factors. But these choices need to be identified, and the nutritional costs known. By funneling nutrition policy issues through a single office, the possibility of a consistent and comprehensive policy will be increased. At a minimum, this approach will rouse national concern whenever outright contradictions in policy goals are confronted in a particular issue. The National Nutrition Plan will provide the FFNO with a working document to chart the nation's progress towards implementing the nutrition-related goals of specific action programs of the various departments and agencies. The FFNO could also become a focus to presenting administration views on nutrition policy issues before the Congress. A specific function of the new agency would be to issue Nutrition Impact Statements whenever significant decisions affecting the objectives contained in the National Nutrition Plan occurred. Under this conception, the F.F.N.O. would serve as a kind of ombudsman within government for highlighting the secondary nutrition implications of major policy decisions. The F.F.N.O. would not have veto power over decisions, but would be a voice of concern strategically placed where it might be heard by those with the power to do something. The F.F.N.O. would also be responsible for following through on the commitments made by agencies during formulation of the National Nutrition Plan. Though agencies would administer their programs, the F.F.N.O., not the agencies, would evaluate performance in meeting milestones specified during the planning process. The F.F.N.O. would have a major voice in developing the National Nutrition Surveillance System (discussed in Chapter III) though it would not operate the system. Data would be collected by line agencies, who might even interpret the results, in a preliminary manner, for its own internal use. But definitive interpretation of all nutrition program performance data would be an F.F.N.O. mandated responsibility. The need for a definitive interpretation by an agency other than the one administering a nutrition-related program is a major advantage of having an independent office without program responsibilities. The power to issue an adverse Nutrition Impact Statement falls short of supervision or veto over line agencies performing their responsibilities as they see them. Agencies could choose to ignore the statement and implement their policies despite the adverse nutritional implications. The Committee staff believes the F.F.N.O. should have the power to delay final implementation of any administrative decision seen as nutritionally unsound. The delay would allow time for Congressional review and alert the public to the significance of the proposed change in policy. Such a delay power would still fall short of administrative control, but would act as a "trip-wire" escalating the significance of the nutritional component of an agency's policies. This proposal for a Federal Food and Nutrition Office offers a realistic way of implementing the kinds of concerns expressed by members of the Panel on Nutrition and Government. An independent agency, with access to the President, responsible for formulating a National Nutrition Plan as well as monitoring progress in achieving the goals of the plan provides the Congress with an unambiguous method of implementing Congressionally-mandated objectives in food, nutrition and health. E. A National Nutrition Center The proposed Federal Food and Nutrition Office would bring focus and direction to national nutrition policy. In order to provide the interdepartmental frame of reference, the F.F.N.O. concept outlined here excludes program administration functions--otherwise it would be a Department of Nutrition, forfeiting its role as "ombudsman" for nutrition programs, whatever agency administered them. But, in addition to the clear need for such a planning and monitoring activity at the Cabinet-level, the proliferation of programs at the departmental level also leaves something to be desired. At the June 21st session of the Nutrition Policy Study Panel on Health, Senator Edward M. Kennedy of Massachusetts outlined a plan (25) for clarifying the administration of ongoing nutrition programs which the Panel on Nutrition and Government believes has great merit. The Kennedy proposal would group four program areas within the Department of Health, Education and Welfare under a single National Nutrition Center subordinate to the Assistant Secretary for Health in DHEW. (26) The Center would coordinate and monitor DHEW nutrition programs in education, monitoring, research and manpower. (27) The Center's location within DHEW would facilitate monitoring of other departmental nutrition activities as well. In Senator Kennedy's view, "foremost under the national nutrition center should be the establishment of nutrition education programs." (28) Such programs would emphasize public nutritional awareness, improving nutrition education of physicians, and other specialized target populations. (29) The Senator's second area of concern was nutritional monitoring: ...periodic reviews of our national eating habits can provide the basis for ensuring that the public is eating the proper food. (30) The third concern was research. Senator Kennedy argued that nutrition research not only includes information about nutrition problems, but also the role of nutrition in preventive health programs. He also stressed research on the effects of preservatives, additives and pesticides on human health. (31) The final area the Senator proposed for the Center was manpower. He argued that: Programs to provide additional manpower as para-professionals and health nutritionists who can deliver these services must be initiated to guarantee the success of the other...basic aspects of a national nutrition policy. (32) Relationship Between Proposed Federal Food and Nutrition Office and the National Nutrition Center The Federal Food and Nutrition Office would operate at the Cabinet level in terms of policy formulation and coordination. The National Nutrition Center would operate as a sub-Cabinet activity subordinate to the Assistant Secretary for Health of the Department of Health, Education and Welfare. The Center would actually administer line programs related to nutrition within DHEW. Inputs by the Center to National Nutrition Policy would be through departmental channels. The F.F.N.O. would not administer any programs. F.F.N.O. influence over line programs would be restricted to its impact on the budgetary planning process during the formulation of the National Nutrition Plan and by issuance of adverse Nutrition Impact Statements. If this organizational approach is adopted, the two new agencies could have a close working relationship on a day-to-day basis. DHEW and the National Nutrition Center would be intimately involved in the process of evaluating data collected through survey instruments and other collection efforts. Such information would be the basis of policy decisions formulated by the F.F.N.O. or the cause for most Nutrition Impact Statements issued over the course of time. The Director of the National Nutrition Center would report to the Assistant Secretary of Health, and through him to the Secretary, the Cabinet and the President. The Director of the Federal Food and Nutrition Office, on the other hand, would be the highest ranking nutrition policy official in the nation, and would have Cabinet status. He or she would normally attend Cabinet meetings dealing with nutrition policy issues, or meetings of the National Security Council or the Domestic Policy Council when nutrition or food-related matters were on the agenda. F. A Presidential Assistant for Nutrition While less desirable than creation of a Federal Food and Nutrition Office, designation of a special Presidential Assistant for Nutrition, as proposed by the 1969 White House Conference is clearly an idea with some merit. Such an official, especially if he or she were not only qualified in terms of experience, but also a person of some national recognition, could quickly become a useful focal point for enhancing nutrition awareness both in and out of government. Unfortunately, the sad state of visibility of nutrition policy does not make finding such an individual an easy task. The national leaders in the field, while widely known in professional and academic circles, are not household words. The Committee staff concludes that the goals of National Nutrition Policy Study hearing panelists could be articulated with greater effect from the vantage point of a White House staff position if voiced by an individual already prominent in the eyes of the public, rather than by selecting the most qualified expert in nutrition. This realization underscores our concept of the limitations of a White House Special Assistant. In our view, this all too often is a route for co-opting an important cause--such as the need for a national nutrition policy--with the appearance of a response rather than a real response. The history of the White House Assistant for Consumer Affairs is a case not to emulate. The staff further believes that designation of such an official in addition to creation of a Federal Nutrition Office would be redundant, unless the F.N.O. Director was also the Special Presidential Assistant. The staff therefore prefers that this proposal be tabled in deference to the F.F.N.O. concept. G. Food and Nutrition Policy Board Concern of panelists at the 1974 Nutrition Policy Study hearings as well as frustration extending back to the 1969 White House Conference has revived interest in the creation of a National Nutrition Policy Board. Such a body—called a Nutrition Advisory Council by some—appears to attempt to institutionalize some sort of national forum for interested groups to issue periodic statements on nutrition policy in a context designed to guarantee some hearing for their views. The Committee staff is sympathetic to this concept. The long struggle to get a national nutrition policy with some kind of integrity has been a grueling and disappointing series of frustrations for countless numbers of concerned Americans in many disciplines. As articulated by the National Nutrition Consortium in Guidelines for a National Nutrition Policy such a board would consist of: ...representatives of various organizations with special competence in dealing with food and nutrition issues...(33) The Board would: ...advise the Office of Nutrition in planning and evaluating a National Nutrition Program. (34) It is the opinion of the staff, however, that concerned groups as well as nongovernment experts would be well advised to keep clear of the institutionalization of nutrition policymaking per se, in order to retain their full freedom to criticize and review government behavior from a non-administration frame of reference. We believe that participation of such groups and experts in the process of legislative hearings before the Congress and through periodic national conferences can allow full articulation of viewpoints without another layer of quasi-governmental organization. It may be more important in the long run to institutionalize concern for nutrition within existing agencies and activities than to create new ones. A greater concern for nutrition by the National Academy of Sciences and the National Institutes of Health might do more for institutionalization than another policy board. It has been the experience of those intimately acquainted with the legislative process that partial institutionalization of interest groups in the form of a Policy Review Board all too often merely provides a convenient stage for divisive terriatorial disputes--much to the satisfaction of institutional opponents of change--rather than clear-cut articulation of issues. It is also clear that such bodies cannot simultaneously serve the function of full participation of all interest groups and still serve the function of policy review. These two goals are inherently antagonistic. One needs a large group to insure full participation and a small group to make a decision. On balance, the Committee staff does not support creation of a Nutrition Policy Review Board at the present time, on the grounds that this is more likely to become a forum for verbal maneuver among those long denied a chance to articulate their well-placed concerns than a policy-making body. II. Other Organizational Proposals As Dr. Hegsted pointed out in his opening remarks to the Panel on Nutrition and Government at the hearings, the haphazard way in which nutrition issues are now treated made it difficult ever to organize a coherent discussion. (35) It proved impossible to focus all government-related nutrition issues in a single panel, and several other panels inevitably chose to recommend specific governmental responses of an organizational character. These other proposals growing out of the study hearings are discussed briefly below. More extensive analysis of these proposals will be made in future Committee reports. Panel on Nutrition and the Consumer The panel had two basic proposals: (1) creation of a standing Committee on Food Policy in both the Senate and the House of Representatives; (2) Central administration of all Executive Branch nutrition programs by a single department. (1) Standing Committee on Food Policy This proposal would create an additional standing committee in both Houses of Congress to deal with these issues. (36) The new Senate Food Policy Committee would, presumably, share jurisdiction over relevant legislation with the Committees on Agriculture, Labor and Public Welfare, Commerce, Treasury and other committees with an interest in issues impinging on food, nutrition or health. Stated in this way, it is clear that the hopes of panelists that all issues impinging on nutrition could be dealt with in a single committee is unrealistic. The Nutrition Committee staff believes this proposal reflects the clear need for a more comprehensive and integrated approach to nutrition by creating an additional committee in each House of Congress. But the Committee staff believes that this proposal should be tabled at least until it becomes clear how the Budget Reform Act will affect Committee operations during the next session. Under the Budget Reform Act a number of measures have been taken to attempt to improve the treatment of related issues. by the Committee system. We believe the new approach should be given a fair test before additional reorganization is attempted. (2) Centralization of Food Policy Programs Under this proposal all food policy programs, including those dealing with production, standards, safety, and nutrition education would be transferred to a single agency within the Executive Branch. The new centralized agency would be given four additional functions: 1. Administration of a National Consumer Library, 2. Creation of a Bureau of National Economics, 3. Creation of a Nutrition Research Administration. 4. Designation of a consumer "ombudsman" for nutrition and health, independent of the Executive Branch. While the Committee staff shares the concerns which motivated these proposals, it does not endorse them at this time. Most proposals to create agencies or officials independent of the Executive Branch can be viewed as a sign of continuing distrust of the motives of public officials. Such distrust may or may not be based on solid grounds, but the Committee staff believes then that there is no technical or administrative solution which can effectively compensate for unconcerned or incompetent public officials. In our view, it would be better to directly confront the concerns which led to this proposal than to hope that another independent agency would be a cure-all remedy. We do not yet need a Special Prosecutor for Nutrition on the public payroll. The thrust of these proposals run against the major theme developed in this report: Nutrition programs are inherently interdepartmental and interdisciplinary, requiring coordination and goal-setting rather than centralized administration. The Committee staff therefore cannot endorse the idea of what would appear to be a Department of Food Policy at the cabinet level. The new department, if it truly centralized all the programs related to production, standards, safety, and nutrition education would combine half of the government in one agency. The Departments of State, Agriculture, Treasury, Commerce, Labor, HEW, and Defense would be replaced by a single agency—or, alternatively, the Department of Agriculture would be divested of crop production, Commerce of export policy, and State of foreign assistance. Sub-panel on Popular Nutrition Education This panel recommended establishment of an Advisory Commission on Nutrition, (37) using the present Advisory Commission on Intergovernmental Relations as a model. The Commission would include representatives of federal and State governments, encompassing spokesmen for USDA, State Commissioners of Agriculture, DHEW, State, Commerce, and the Office of Management and Budget. Representatives of scientific nutrition societies would also be included. The Commission would be jointly funded by the federal and State governments. Its functions would include holding public hearings. All proceedings would be a matter of public record. The Committee staff believes that such a body, while providing a public forum, would not lead to greater participation by interested parties in the formulation of a national nutrition policy. The proposal has the same weaknesses as the Food and Nutrition Policy Board already discussed. The Committee staff, therefore, does not endorse this recommendation at the present time. Sub-panel on Nutrition and Disease This sub-panel recommended creation of a national board to review all food advertising directed at adults in the United States. (38) The board would also advise the press as to the merits (or lack of merit) of claims of diet faddists. The board would collect, evaluate and disseminate information on healthful nutrition practices to the public. The Committee staff believes that the issue of food advertising and the related questions of food labelling and nutrition education deserve further investigation. Experts in the field of food marketing appear increasingly to believe that the long-term trend is away from brand-name marketing through national media campaigns towards point-of-sale advertising in food stores, or price competitive advertising in local markets. A recent speculative forecast in Advertising Age even suggested that brand-name advertising for food products may be a thing of the past by 1980. Such a review board, therefore, may not be necessary. Creation of such a board also raises constitutional issues of prior restraint and censorship. We believe that even if advertising restraints are advisable, consideration should be given to using existing institutional vehicles (FDA, FTC) rather than creating a new agency. CHAPTER III—IMPROVING PROGRAMS AND ACTIVITIES A. Nutritional Surveillance Nutritional surveillance, as pointed out in Chapter I, is at the heart of a revitalized national nutrition policy. We need information in order to know what nutrition problems we have, and how existing programs and plans are impacting on these problems. The major health problems of the United States include heart disease, cancer, diabetes, osteoporosis, and other conditions which, to the best of present knowledge, are at least partially exacerbated by what people ingest in their diet. Major social and educational issues turn on nutrition-related concerns as well. Inflationary food prices place pressure on the social security recipient, which in turn creates pressure for increases in benefit levels. Lack of an adequate breakfast for a school-age child, for whatever reason, may lead to less than optimum learning conditions. Dr. Aaron Altschul of the Georgetown University School of Medicine believes: A policy of surveillance and monitoring may well be the cornerstone of a National Nutrition Policy, and might well be the structure upon which to build a coordinated nutrition policy. (1) The Panel on Nutrition and Government states the issue as follows: A primary deficiency in the development of both policy and programs is the lack of information—the kind of information which would be supplied by a surveillance and monitoring system...we have scattered bits of information but these do not tell us what we need to know. (2) An evaluation of the impact of food price changes on nutritional status conducted by the Committee staff in January of last year concluded: Rapidly rising food prices in 1973 had an adverse impact on the diet of the average American family, but the full extent that impact had—especially on the poor, elderly, and low income—is obscured and may never be known. Government information gathering in this vital area is severely deficient. (3) That study went on to point out: Neither the special Ten-State nutrition survey conducted by HEW between 1968 and 1970, nor the National Health and Nutrition Examination Survey (H.A.N.E.S.) link month-by-month or even year-to-year changes in food prices to either food consumption or actual nutrient intake. (4) The Department of Health, Education and Welfare concedes, with respect to the H.A.N.E.S. data: These preliminary data permit only limited general conclusions concerning the nutritional status of the U.S. population. (5) Dr. John E. Kinsella of Cornell University argued, in addressing the Panel on Nutrition and Government that, regardless of the effect of food price changes, there is a continuing need to monitor what people are eating: There are many justifications and needs for establishing regularly recurring or continuing food consumption surveys. Frequent surveys are needed...as supply alters and as economic status of consumers change. (6) Dr. Kinsella also suggested other needs, including the relationship of eating habits to health, especially arteriosclerosis and heart disease, as well as to facilitate useful design of educational programs. (7) Another major theme raised in recent years has been the changing nature of food itself. Dr. L. M. Henderson of the University of Minnesota, in a paper presented to the American Public Health Association's ninety-ninth annual meeting, observed: To begin with, future patterns of food consumption are not at all clear and if they were, the nutritional implications would not be easily predictable. (8) In discussing these trends, the panel suggested that: This change takes place mostly for reasons that have nothing to do with nutrition. It may be the availability of food; it may be money to buy food; the availability of convenient forms of food; food habits have changed or been encouraged to change by the cultural influences. (9) These changes include the total amount of food consumed, excessive intake of some nutrients; or reduction of certain foods in favor of others. Above all, some changes are for the better, while some are for the worse. The first priority then is to find out what is happening. For these reasons the 1969 White House Conference made national nutritional surveillance a major point within its recommendations. Panelists unanimously agreed that both monitoring and surveillance programs were necessary, and urged that these programs: Gather data that will serve as the basis of applied nutrition programs aimed at the improvement of the nutritional status of the American population with emphasis on the poor. (10) The Panel on Nutrition and Government expanded these recommendations to include suggestions that any new surveillance system include: 1. Food consumption surveys; 2. Composition of food; 3. Monitoring of food additives; and 4. Evaluation of nutritional status. The Committee staff therefore recommends that a National Nutritional Surveillance System be an integral part of the National Nutrition Plan. Such a system, which should be developed under the auspices of the proposed Federal Food Nutrition Office would include a broad cross section of data collection instruments. The system would work only if it were "sensitive" to the impact of changes in policy. Sensitivity in this technical sense (borrowed from systems theory) means that an increase in Food Stamp allotment levels during one month ought to show up in terms of increased food consumption among program participants in subsequent months, if the program is working as intended. Nutritional Surveillance System The kind of nutritional surveillance required by the nation is too urgent to permit further delay while researchers attempt to develop some perfect national nutritional index which is easy to collect and tabulate. The struggle for better methods of measurement must take place simultaneously with ongoing collection of the best available indicators we already have on tap. A nutritional surveillance system ideally would be developed in four phases: 1. Identification of the strategic goals of national nutrition policy. 2. Listing of those kinds of data which are essential to achieving these goals. If we want to reduce the level of salt in the average diet, we must know how much salt people are consuming over a period of time. 3. We must translate these essential elements of information into a set of possible indicators which could help answer the basic question at hand. We might list, using the above example, annual commercial sales of salt for human consumption, the current estimated population of the United States, and incidence rate of hypertension as possible indicators of where the nation stood on salt consumption. 4. Once a list of indicators is developed, a plan to collect such information is needed. The plan would specify which indicators would be utilized, who would collect the data, and provide for dissemination of the information to appropriate agencies and activities. Each step in this process is essential. Information should not be collected merely because it is "nice to know" or some researcher would like to have it. Business and government agencies at the action level are currently being inundated with forms and documents to fill out concerning all kinds of data. The nutrition surveillance effort of this country should be tied at the outset to policy goals. Once we know our goals, we need to specify what kinds of information are essential to achieving these goals. This step, development of essential elements of information, is the heart of any future system of nutritional surveillance. The next phase, development of some behaviorally definable parameters which might constitute evidence, one way or another, as to some essential element of information (e.g. the incidence of malnutrition in the United States) is equally essential. Malnutrition is a state of being which must be inferred at the clinical or the societal level by observation of something measurable. Finally, all these things need to be related to an ongoing planning process. The Committee staff believes that any viable nutrition surveillance plan must be worked out by experts and does not wish to second-guess what a Federal Food and Nutrition Office staff might propose as an effective method to implement such a plan. As outlined above, the national nutrition policy goals will have to be articulated in some detail before the kind of data essential to implementing such a plan can be specified or alternative measures assessed. In developing such a plan the F.F.N.O. would clearly have to take into account the cost of collecting data as well as its level of accuracy. Nonetheless, the panel made four specific suggestions which ought to be considered as appropriate kinds of methods for getting a clearer picture of where the nation stands, nutritionally speaking: 1. **Evaluation of Food Purchase and Consumption** Short-term methods could be used to monitor the effects of food price changes and supplies. The panel recommended that: A series of sites should be identified and a system developed which will continuously monitor changes in purchasing patterns. With modern computer technology it should be possible to record the changes on a month-to-month basis. (11) The Committee staff believes consideration should also be given to use of a National Consumer Panel to obtain such information. Such a system has worked effectively in Great Britain and has even been utilized by commercial firms in the U.S. for several decades. Congress might even consider purchase of proprietary data such as that collected by the Market Research Corporation of America's National Menu Census or data available from the National Purchase Diary. Both have month-to-month data on food consumption (and preparation) patterns going back for nearly 30 years in some cases. The existing government collection effort—the decennial survey of Food Consumption done by the Department of Agriculture—while a valuable aid in understanding trends is largely of only historical value. The most recent data, for example, was collected in 1965. The Committee believes that once published, the Health and Nutrition Examination Survey (intended to be repeated every 5 years) may alleviate some of the information gaps, but urges that a stepped-up pace of collection (perhaps once each 4 years for a complete cycle of observation) be adopted. If such a cycle coincided with the Presidential elections, administrations might even be held accountable for their nutrition policies. 2. Nutrient Composition of Food Analysis of dietary patterns will not provide much insight unless the nutrient contents of foods are also monitored. Recent revelations that a major chain store in New York State had been diluting milk with water for several years highlights the need for ongoing surveillance. The national food supply is changing rapidly, and new foods of uncertain composition are entering the market at a rapid rate. Even familiar foods change in quality with time—soil leaching denudes products of essential vitamins formerly found in ample quantities. The panelists suggested monitoring the nutrient contents of food on a random sampling basis, with data indexed and encoded on a computerized record accessible anywhere in the nation. 3. Food Safety All foods should be monitored for the presence of potentially hazardous chemical agents, food additives, or inadvertent contaminants, or for other such potentially dangerous materials as may occur naturally in foods—according to panelists. This information could be part of a consolidated national record, which would include provision for storage of samples so that retrospective evaluation can be made as new problems or interests arise. (12) 4. Evaluation of Nutritional Status Panelists were interested not only in the H.A.N.E.S. survey being conducted by HEW but also in developing special surveys for use in local areas facing specific nutritional problems. While the national survey ought to reveal the kind and extent of nutritional problems of a national nature—such as obesity and other medically related conditions caused by excessive food consumption as well as deficiency conditions—local surveys could emphasize measurement of the impact of nutrition education in a local program or evaluation of dietary habits unique to a particular population. The panelists also noted that a great deal of data is already collected by primary care practitioners from their patients. Doctors, clinics, school health programs, and other local activities routinely obtain data of value in monitoring national nutritional status. If methods of insuring confidentiality could be developed, existing medical records could be an invaluable addition to the national data bank on nutrition. B. Nutrition Education The vital need for improvement of nutrition education has been recognized for some time. It was the first item on the agenda for Nutrition Committee members after the National Nutrition Policy Study hearings ended last June. A bill—the National Nutrition Education Act of 1974 (S.3864)—was introduced last July 31st. Since the White House Conference on Food, Nutrition and Health in 1969 there have been two major additional conferences and at least one major comprehensive study on nutrition education. The Conference at Williamsburg, Virginia, in 1972, brought together experts from the Council on Food and Nutrition of the American Medical Association, the Nutrition Foundation, the American Heart Association, and the U.S. Public Health Service, among others. The other large scale conference, involving 44 dental schools, was held at M.I.T. under Nutrition Foundation sponsorship. (13) In addition to these two conferences, Dr. William Darby, President of the Nutrition Foundation, also reminded panelists about a year-long study by the American Dietetic Association projecting training needs for dietitians for the long-term future. (14) Dr. Barby expressed his grave disappointment to the Committee that despite this ample documentation of the need for greater support of nutrition education, "...there has not yet been made available to medical and dental schools, funds specifically for this purpose." (15) Dr. Darby's concern was the crucial link between education and the world food crisis: I submit that in the field of food science and technology--an integral portion of which is nutrition--there is a great opportunity for increasing the efficiency, the food supply, and the nutritional level of the countries that at the present time, we consider to be the so-called developing world. It is crucially important, therefore, that we integrate nutrition into the teaching in our departments, universities--our institutions that develop food scientists and technologists. (16) Unfulfilled Needs in Professional Education for Health Services The panel concluded that: The development of a national food and nutrition policy will require increased numbers of professionally trained people. The numbers and kinds will depend upon the nature of the policy eventually developed. We would insist, however, that the primary aim of such a policy must be the maintenance and improvement of health--the health of all people, affluent as well as the disadvantaged. (17) and The major responsibility must therefore fall upon the health system--physicians, nurses, dietitians, nutritionists, health auxiliaries, etc. The current system transmits precious little nutritional information to physicians who must inevitably occupy a leading role...(18) Ruby P. Puckett, Director of the Food and Nutrition Services at the J. Hillis Miller Health Center of the University of Florida, pointed out, however, that even though: We all agree that physicians should be educated in nutrition; but with the move to reduce the number of years that one attends school to become a physician, it seems more important that the clinical dietitian be the knowledgeable one of the total team in nutrition and food. (19) Constance McCarthy, Chief of the Public Health Nutrition Service of the Rhode Island School of Public Health argued similarly on behalf of public health nutritionists: I am very concerned about the dilution of the scope of public health nutrition services at the federal level....We are finding a drastic decrease in the number of program areas that are being covered by professional nutritionists. (20) Without taking sides on which profession is "more important"—they are all important—it is clear that there is a consensus on the need for stepped-up nutrition education for a broad range of health professionals. The panel recommendation expressed this consensus: To provide support for training of all health professionals as called for by the Williamsburg Conference. (21) **Unfulfilled Needs of Land-Grant Institutions** The panel concluded: The crucial importance of integrating nutrition into food science and technology is evident in view of the increasing industrialization of food production and distribution in all Western countries but especially within the United States and the dependence upon industrial developments in concert with improved practices for meeting world food needs. (22) But the panel found the present institutions ill-equipped to meet these growing demands. As they put it, the "virtual dearth of well-trained personnel...makes it difficult to meet this challenge and the educational need within these institutions". (23) They therefore recommended: That support continue to be provided for nutrition and health programs in the land-grant institutions with a special emphasis on the development of personnel and programs of "1890" schools.* (24) **Unfulfilled Needs for Teacher Education** For health professionals, food specialists and agricultural scientists to improve the quality of their knowledge of nutrition is only half the problem. Public nutrition education is also needed if new knowledge is to benefit the average citizen. If the public is to be reached, the educational system is clearly a major institutional vehicle. But, as the panel observed: The level of understanding of nutrition by a majority of America's teachers is low." (25) The panel attributes this lack of knowledge to: Current nutrition education and teaching programs during the formal learning experiences from kindergarten through college are largely ineffective or nonexistent. Frequently what is taught is misleading or unsound. (26) *Black land grant institutions recently elevated to equality with other land grant institutions by Public Law 89-106 and The lack of sound, well-prepared, challenging educational materials and failure to commit school time to nutrition education have limited the health benefits derivable from our abundant wholesome food supply. (27) The panel recommended: 1. An intensive national effort to provide nutrition education to teachers in colleges and universities. 2. Support for in-service and continuing education after graduation. 3. Support for a series of summer institutes in nutrition and food modeled on the National Science Foundation programs of science teaching institutes. 4. Utilization of modern multi-media materials and techniques to instruct teachers without prior experience in these fields. (28) The panel also went on record as favoring Resource and Development Training Centers at selected universities and colleges. National Nutrition Education Act The response by the Committee to these suggestions was the National Nutrition Education Bill of 1974. In introducing this legislation, Committee Chairman George McGovern (D-South Dakota) observed: This bill represents the first legislative action taken directly from the recommendations of the National Nutrition Policy hearings held this June by the Nutrition Committee. (29) In his floor remarks, Senator McGovern observed: At the present time there is no comprehensive legislation which allows for the teaching of nutrition education in the nation's schools. We feed 25 million children a day in the School Lunch Program, but we do not take advantage of that opportunity by educating them at the same time as to food choices, dietary habits and nutrient content...(30) C. Nutrition Research In terms of government policy, the highest priority in nutrition research ought to be development of better, cheaper and more reliable methods for measuring nutritional status. The National Nutrition Surveillance System proposed in this report would necessitate development of such instruments if the concept is ever to become operational. Our present weaknesses in this area should not, however, be used as a rationalization for delay of comprehensive and realistic policies which can be instituted now, without further research. We must simultaneously act on the best information we have while acquiring better techniques of assessment for the future. The panel also suggested other important research priorities: Increased understanding of nutritional requirements; Better information on the effects of malnutrition; Research into the impact of changing patterns of food consumption; Better understanding of the relationship of economic and social problems on nutrition problems; and Better understanding of basic metabolism. (31) The panel argued that such research could only come through support of training programs for research personnel, and significant increases in research funding. (32) The Department of Agriculture prepared a special report for use by the panel and the Nutrition Committee outlining some of the major arguments for substantial nutrition research efforts: First, major health problems are diet-related. USDA observed that "most of the health problems underlying the leading causes of death in the United States could be modified by improvements in the diet." (32) Second, the real potential from improved diet is preventive. While data supplied to the Committee precludes quantifying the potential benefits, virtually all clinicians and nutritionists consulted were convinced that improved diet could defer or modify the severity of many disease conditions. But these same experts observed that present research has emphasized the food needs of normal persons, suggesting that a major change in thrust might be appropriate if the full benefits of this knowledge were to be obtained. (33) Third, everybody would benefit from such research. Not everyone gets cancer or heart disease. But everyone eats. Basic research into diet, nutrient requirements and other basic knowledge would benefit people of all ages, regions of the country and economic status. To the extent that research helps the homemaker cut costs without cutting out essentials, such research could even save people money. Fourth, the benefits are long range. We do not yet fully understand the relationship of diet to health. It is likely that minor changes in food habits instituted at an early age might well avoid serious changes later on in life. One intriguing indication of the possible ecology of food and society is the following: The highest death rate areas generally correspond to those where agriculturalists have recognized the soil as being depleted for several years. This suggests a possible relationship between submarginal diets and the health of succeeding generations. (34) In addition to these four major arguments for nutrition research, panelists at the hearings expressed two other concerns: 1. Present research lacks coordination. 2. Food fortification concepts should receive more field testing. The panel also appeared to resent the present lack of emphasis given to nutrition concerns in National Science Foundation sponsored programs. Panelists believed the NSF could perform a much more aggressive coordinating role in facilitating a comprehensive program of research for the nation in the area of nutrition. The staff shares the view of the panel about the need for new priorities, but concludes that greater federal financial support is more urgent than organizational restructuring at the present time. There is an important relationship, nonetheless, between the need for more research and the proposals contained in this report. Essentially, the development of a National Nutrition Plan with its requirement of goals and objectives which are ranked according to importance will provide the Department of Health, Education and Welfare, as well as the Department of Agriculture, a better basis for evaluating grant proposals. Under our proposed National Nutrition Plan it will be possible to integrate the entire federal nutrition research effort into a single coherent focus. The time, intelligence and resources of the scientific community will be harnessed to promote the health of the American people through improved understanding of nutrition. BIBLIOGRAPHY Introduction (1) United States Department of Agriculture, "National Food Situation Report", February 1974, as reported in: "Food Price Changes and Nutritional Status", Volume I, Senate Select Committee on Nutrition and Human Needs, February 1974. (2) "Food Price Changes and Nutritional Status", Volume II, Senate Select Committee on Nutrition and Human Needs, April 1974. (3) United States Department of Agriculture, Op. Cit. (4) Science, Volume 184, April 1974, pp. 413. (5) Ibid., pp. 414. (6) Ibid., pp. 414. (7) Ecology, Volume 216, No. 6, Spring 1973. (8) Goldsmith, Dr. Grace A., "A National Nutritional Policy and Program", American Journal of Clinical Nutrition, Vol. 26, pp. 901-905, September 1973. (9) Peters, Sir Rudolph Albert, "The Neglect of Nutrition and its Perils", American Journal of Clinical Nutrition, Vol. 26, pp. 750-757, September 1973. (10) Ibid., pp. 750. (11) Mayer, Dr. Jean, "Towards a National Nutrition Policy", Science, Vol. 176, pp. 237-241, April 21, 1973. (12) Ibid., pp. 439. (13) Ibid., pp. 439. (14) Ibid., pp. 440. (15) Senate Select Committee, Op. Cit. (16) Mayer, Dr. Jean, testimony before Senate Select Committee on June 21, 1974, reported in "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, 1974. (17) Goldsmith, Dr. Grace A., testimony before Senate Select Committee on June 21, 1974, reported in "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, 1974. Chapter I (1) National Nutrition Consortium, Inc., "Guidelines for a National Nutrition Policy", Senate Select Committee on Nutrition and Human Needs, May 1974 (2) Hegsted, D. Mark, opening statement "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, November 1974 (3) Hegsted, Op. Cit. (4) Munro, Hamish N., "Impact of Nutritional Research on Human Health and Survival", Federation Proceedings, Vol. 30, No. 4, pp. 1403-1407, July-August 1971. (5) Munro, Op. Cit. (6) Gage, John statement, "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, November 1974. (7) Gage, Op. Cit. (8) White House Conference on Food, Nutrition and Health, Comprehensive Report, December 1970. (9) National Nutrition Consortium, Op. Cit. Chapter II (1) Lewis, Dr. Irving, testimony before Senate Select Committee on June 21, 1974, reported in "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, November 1974. (2) Lewis, Op. Cit. (3) Lewis, Op. Cit. (4) White House Conference on Food, Nutrition and Health, Op. Cit. (5) Ibid. (6) Ibid. (7) Ibid. (8) Ibid. (9) Ibid. (10) Ibid. (11) "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (12) Op. Cit. (13) Op. Cit. (14) Op. Cit. (15) Mergen, Dr. D. Mark, testimony cited in: "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (16) Panel on Nutrition and Government, cited in: "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (17) Ibid. (18) Ibid. (19) Ibid. (20) Ibid. (21) Ibid. (22) Ibid. (23) Ibid. (24) McGovern, Senator George, cited in: "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (25) Kennedy, Senator Edward M., cited in: "National Nutrition Policy Study Hearings - Report of the Panel on Nutrition and Health", Senate Select Committee on Nutrition and Human Needs", 1974. (26) Ibid. (27) Ibid. (28) Ibid. (29) Ibid. (30) Ibid. (31) Ibid. (32) Ibid. (33) National Nutrition Consortium, Inc., Op. Cit. (34) Ibid. (35) Report of the Panel on Nutrition and the Consumer, National Nutrition Policy Study Hearings, Senate Select Committee on Nutrition and Human Needs, 1974. (36) Op. Cit. (37) Report of the Subpanel on Popular Nutrition Education, National Nutrition Policy Study Hearings, Senate Select Committee on Nutrition and Human Needs, 1974. (38) Report of the Subpanel on Nutrition and Disease, National Nutrition Policy Study Hearings, Senate Select Committee on Nutrition and Human Needs, 1974. Chapter III (1) Altschul, Dr. Aaron, testimony cited in: National Nutrition Policy Study Hearings, Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (2) Report of the Panel on Nutrition and Government, National Nutrition Policy Study Hearings, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (3) "Food Price Changes and National Nutritional Status", Vol. I, Senate Select Committee on Nutrition and Human Needs, February 1974. (4) Ibid. (5) "Preliminary Findings of the First Health and Nutrition Examination Survey, U.S., 1971-72," National Center for Health Statistics, January 1974. (6) Kinsella, Dr. John E., statement cited in: "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (7) Henderson, L.M., "Nutritional Problems Growing Out of New Patterns of Food Consumption", American Journal of Public Health, Vol. 62, No. 9, September 1972. (8) Report of the Panel on Nutrition and Government, Op. Cit. (9) Ibid. (10) White House Conference, Op. Cit. (11) Report of the Panel on Nutrition and Government, Op. Cit. (12) Ibid. (13) Mayer, Dr. Jean, Op. Cit. (14) Darby, Dr. William, testimony cited in "National Nutrition Policy Study Hearings", Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (15) Ibid. (16) Ibid. (17) Panel on Nutrition and Government, Op. Cit. (18) Ibid. (19) Puckett, Ruby M., testimony cited in "National Nutrition Policy Study Hearings" Vol. 7-A, Senate Select Committee on Nutrition and Human Needs, June 21, 1974. (20) Ibid., Testimony of Constance McCarthy. (21) Panel on Nutrition and Government, Op. Cit. (22) Ibid. (23) Ibid. (24) Ibid. (25) Ibid. (26) Ibid. (27) Ibid. (28) Ibid. (29) McGovern, Senator George, "National Nutrition Education Act: First Step Towards a National Nutritional Policy", news release, July 31, 1974. (30) Ibid. (31) Report of the Panel on Nutrition and Government, Op. Cit. (32) Ibid. (33) United States Department of Agriculture, "Current Programs of Human Nutrition Research in the USDA", June 1974. (34) Ibid. Toward a National Nutrition Policy The past year may represent a turning point in history. Numerous developments including the energy crisis, inflation, rising food costs and depletion of our food reserves have convinced many knowledgeable people that we are now entering an era which will be characterized by a shortage of resources including food. The high energy cost of producing food makes it clear that food and the energy supply are inextricably linked. For the first time, the capacity of the United States to feed itself and meet its world food commitments is being seriously questioned. A world food crisis exists at this time, and this will have serious repercussions in this country. The first requirement of a food supply is that it provide a nutritionally adequate diet for the population. We must first supply what we need even if we cannot supply what we want. New attitudes, priorities, and a restructuring of responsible governmental agencies and their programs will be required if we are to deal effectively with food and nutrition problems that we face now and in the future. We must create the social and political climate which will make this possible and this will be a complex process. This statement on a national nutrition policy by the National Nutrition Consortium indicates the essential components of such a policy and we urge that action be taken now to initiate its development. D. Mark Hegsted Chairman, Board of Directors April 1974 FOREWORD Governments are established in order that man, through his collective efforts, may fulfill his needs for survival and security; and, with increasing affluence, enjoy the benefits and comforts that arise from shared abundance. To accomplish this, high priority must be given to protection of the individual by assuring him the best opportunity of procuring and utilizing food to fulfill his basic needs. The costs of meeting these needs and the level of abundance at which they are fulfilled vary with the socioeconomic, cultural, and technologic level of a particular society. Indeed, these features are ever-changing as a society evolves from its early primitive structure—concerned primarily with survival and security—to the complex, technologically developed, affluent organization as currently exists in North American and European countries. In these latter societies, the majority of the population is concerned with maintaining the standards of health, comfort, convenience and enjoyment that are unattainable by less developed societies. Governments of the highly developed societies have recognized new responsibilities of food supply, quality assurance and health protection that arise with developing technology. Large-scale technological production of foodstuffs has created unique circumstances that require new systems of regulations and monitoring; and new understanding by the public in order to attain maximum benefits with minimal risks. From the founding of this Government, in 1776 to the present, the United States has grown from a population of 3 million to over 200 million. The high standard of living and level of health of the Nation are results of technologic development. The technologic application of science in agriculture makes it possible for less than 4 percent of the population to produce the abundant agricultural supply of this Nation—in striking contrast to the earlier situation, and that pertaining today in developing countries, where 60 percent to 80 percent of the population are engaged in agriculture with living and health standards in marked contrast to those of the United States. Accordingly, a concise statement of a National Nutrition Policy is timely and desirable. The National Nutrition Consortium—representing four major scientific and professional societies,¹ the membership of which have responsibilities for developing, through research, new knowledge in nutrition and food science in relation to man's needs for health—has addressed itself to preparation of guidelines for ¹ The American Institute of Nutrition, The American Society for Clinical Nutrition, The American Dietetic Association, and The Institute of Food Technology. The organizations have a combined membership of approximately 40,000 scientifically trained professionals. a National Nutrition Policy. These are presented in order to identify the many considerations to be brought into focus in effective long-range governmental planning and implementation of programs for foods and nutrition in relation to the Nation's health and other national responsibilities. I. Need for a Stated National Nutrition Policy A stated National Nutrition Policy is needed to ensure that food will be available to provide an adequate diet at a reasonable cost to every person within the United States. Food to provide good nutrition is a fundamental need of every member of society. In order that he may utilize food to greatest benefit, the individual must have some basic understanding of food and nutrition in relation to requirements for health—including information concerning the products which he purchases. Nutrient requirements of the population should be defined and translated into terms of food in developing plans for food production at the agricultural and manufacturing level. The nutritional contribution of foods as well as their economic importance must receive consideration. Agricultural and nutritional policies should be coordinated. The production of sufficient food to fulfill the needs of all segments of the population must be accompanied by an adequate distribution system. The quality and safety of the food supply must be assured by quality control of production and by regulatory controls and surveillance. A National Nutrition Policy is needed to fulfill our commitments as a Nation—in cooperation with other nations and international organizations—in planning and devising measures for provision of adequate food for the expanding world population. This includes the maintenance of adequate world reserves of food, provision of technical assistance to developing nations, participation in world trade and assistance in provision of foods in emergency situations are important aspects of international nutrition responsibilities. II. Goals of a National Nutrition Policy The goals of a National Nutrition Policy should be to: 1. Assure an adequate wholesome food supply at reasonable cost to meet the needs of all segments of the population. This supply to be available at a level consistent with the affordable lifestyle of the era. 2. Maintain food resources sufficient to meet emergency needs; and to fulfill a responsible role as a Nation in meeting world food needs. 3. Develop a level of sound public knowledge and responsible understanding of nutrition and foods that will promote maximal nutritional health. 4. Maintain a system of quality and safety control that justifies public confidence in its food supply. 5. Support research and education in foods and nutrition with adequate resources and reasoned priorities to solve important current problems and to permit exploratory basic research. III. MEASURES TO ATTAIN GOALS To attain these goals, it is essential to: 1. Maintain surveillance of the nutritional status of the population and determine the nature of nutrition problems observed. 2. Develop programs within the health care system that will prevent and rectify nutritional problems. 3. Assist the health professions in coordinated efforts to improve the nutritional status of the population through the life cycle. 4. Develop programs for nutrition education for both health professionals and the general public. 5. Identify areas in which nutrition knowledge is inadequate, and foster research to provide this knowledge. 6. Assemble information on the food supply—including food production and distribution—and provide a nutritional input in the regulation of foreign agricultural trade. 7. Determine the nutrient composition of foods and promote and monitor food quality and safety. 8. Cooperate with other nations and international agencies in developing measures for solving the world's food and nutrition problems. IV. PROGRAMS NEEDED TO MEET OBJECTIVES Seven major phases are needed; they are: 1. The nutritional status of all segments of the United States population should be monitored continuously with periodic national reporting of: a. the prevalence of specific nutritional problems; b. the effects of various preventive and remedial programs on nutritional status and on prevalence of nutritional problems; and, c. food consumption of various population groups. 2. Nutrition programs should be established and expanded in the Health Care system, giving consideration to the following points: a. Maintenance of good nutrition in all segments of the population should be promoted through Health Care Centers—clinics, hospitals, neighborhood centers—which should be responsible for nutritional diagnosis and counselling. Good nutritional practices should be an integral part of services in nursing homes, day care centers, orphanages, prisons and other institutions. b. Alleviation of malnutrition in disadvantaged groups is of high priority. These groups include the poor, those at high risk, infants, pregnant women, the elderly, migrant workers and other minority groups. Programs may include food stamps, commodity distribution, food supplements, and school feeding programs. c. The prevention and therapy of nutritional problems is a continuing public health responsibility. Current problems include anemia, obesity, delayed growth and development of children, mild or potential vitamin deficiencies, and nutritional problems related to a wide variety of disease states such as coronary artery disease, malabsorption syndromes and other gastrointestinal disorders, inborn errors of metabolism, diabetes, allergic conditions and renal disease. d. Programs should include provision of a nutrition component in all Health Care Centers in all geographic areas. Nutrition services should be under the direction—at some level—of a professional with competence in nutrition or dietetics. Provision of nutrition services should be included in plans for benefits provided by National Health Insurance. e. Nutrition centers of excellence for diagnosis, treatment, research and training should be established in various parts of this country. 3. Nutrition information should be incorporated into all levels of formal education. a. In schools: Nutrition should be a basic curriculum requirement in all elementary schools and high schools. The School Lunch Program should be used to assist in nutrition education through correlation with teaching in the classroom. All teachers should receive training in nutrition. Courses in nutrition should be available in colleges and universities. b. Training of nutrition professionals and paraprofessionals, physicians, dietitians, public health nutritionists, dentists, nurses, veterinarians, social workers, physical education teachers and health educators should have high priority. Both undergraduate and postgraduate training is needed, as well as continuing education. Medical schools should be encouraged to establish faculty and resources for teaching nutrition in clinical as well as preclinical departments; and nutrition training and services should be promoted in hospitals and clinics. The Land Grant Universities should continue and expand training in the areas of food and nutrition. c. Sound nutrition information for the general public should be carried out through all components of the communications media—including Federal, State and local departments of education, cooperative State Extension Services, colleges and universities, community agencies, industry and the mass media. Food labeling and food advertising can contribute significantly to nutrition knowledge. Labeling and advertising regulations should require presentation of truthful nutrition information in all instances where nutritional claims are made. Nutrition education can be incorporated in such programs as the Food Stamp Program and in supplementary feeding programs. 4. Nutrition research should be supported at all levels. Basic and applied research in nutrition are both essential for solving current and future problems. Research should be supported in colleges and universities, in nutrition centers of excellence, in health care facilities, in special institutes, in industry and in the Federal agencies. Support for training of nutrition scientists to conduct such research should have high priority. Among the agencies with responsibilities for nutrition-related research are the Food and Drug Administration, the National Institutes of Health, the Department of Agriculture, the Department of Defense, the Veterans' Administration, the Department of Commerce and the Environmental Protection Agency. Research support should be provided for all areas of food production, processing and use. The experiment stations in the 50 States have responsibilities for research in both food science and experimental nutrition. Food science and human nutrition deserve especially high priorities. Coordination of nutrition research activities among all departments and divisions of the government is highly desirable. 5. Food production and distribution in the United States and in other parts of the world should be considered from the standpoint of nutritional policy. Increased agricultural production should be encouraged, including greater yields, and development of new genetic types of food with improved nutrient content. More beneficial distribution of foods should be planned. Food reserves should be established and maintained. Priorities in international trade in agricultural commodities should be planned to make the best use of supplies to meet the needs in the United States and in developing countries of the world. 6. Nutrient composition, quality and safety of foods deserve continuous study and assessment. The development of wholesome new foods such as formulated, fabricated and convenience foods, as well as the fortification of foods should be encouraged. Informative food labeling can aid in educating the consumer in nutrition, and can assist him in his choice of foods, so that a good diet can be obtained. Research in food science and technology has an important role in the total nutrition program and is a responsibility of Government, as well as of industry and academic institutions. Regulation of food quality and safety is an essential aspect of a National Nutrition Program. Periodic review of regulatory controls permits changes as needed. Research in all aspects of the quality and safety of foods should receive high priority. 7. Programs to fulfill the responsibilities of the United States as a Nation to other countries, in cooperation with national and international agencies, should be a permanent part of the Nation's policy. In view of the high prevalence of malnutrition throughout the developing countries of the world and the rapidly expanding population, the critical areas are: - population control and family planning; - food production; - food science and technology; - economic development; - knowledge of nutritional science and applied nutrition; - social and cultural changes; and, - education. These areas require financial support and technical assistance by this country, other developed nations and international groups, industry, foundations, philanthropic organizations and private citizens. V. REQUIREMENTS TO ESTABLISH AND EFFECTIVELY IMPLEMENT An effective plan for establishing and implementing a National Nutrition Policy should provide for the following: 1. Formation of a food and nutrition policy board at a high level in the Government. 2. Establishment of an Office of Nutrition or a National Nutrition Center to develop plans and programs for implementation of a National Nutrition Policy. An Advisory Nutrition Council or Board composed of representatives of various organizations with special competence in dealing with food and nutrition problems should be formed to advise the Office of Nutrition (National Nutrition Center) in planning and evaluating a National Nutrition Program. Responsibilities and activities of the Office of Nutrition (National Nutrition Center) should include: a. Identification and coordination of food and nutrition programs in various governmental agencies. b. Provision for continuing food and nutrition surveillance. This should include: (1) monitoring of the food supply; (2) continuing general surveys of the nutritional status of the population; (3) in-depth studies of specific public health problems related to nutrition; and, (4) continuing accumulation of information relative to food consumption and food composition. Some or all of these activities could be assigned to appropriate organizations or agencies. The surveillance system should be designed to utilize not only survey sources but also centers of health services and education, monitoring efforts of Federal and State government agencies, health insurance programs and similar sources of reliable information. c. Establishment of a nutrition information service. Nutrition resources and programs for information gathering at State and local levels should be supported and strengthened. State and local nutrition offices should be incorporated into a nationally coordinated nutrition information service. d. Periodic evaluation of nutrition policy and program. 3. Development of centers of excellence for food and nutrition research and for the diagnosis and treatment of nutritional health problems. 4. Establishment of programs for the support of extramural research and education in universities, research institutes and similar organizations—including special support for centers of excellence in research and education in human nutrition. 5. Development of programs and resources to encourage, nationwide, the incorporation of sound information concerning foods and nutrition into public school education at all levels from preschool through high school, college and university curricula, and into materials used by the communications media. Broad support should be provided for teaching nutrition in health professional schools—medical, dental, public health and allied health professions—and in colleges of teacher education. 6 Coordination of international aspects of the National Nutrition Program with the Agency for International Development, international programs of other branches of the Federal Government, also with international agencies such as the World Health Organization, the Food and Agriculture Organization and others. Finally, the National Nutrition Consortium urges responsible officials and Members of the Congress to consider such policy as a whole, and give appropriate priorities to necessary legislation and funding.
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A3 adjective European standard size paper, twice the size of A4: 297 x 420mm A4 adjective European standard size paper, 210 x 297mm A5 adjective European standard size paper, half the size of A4: 148 x 210mm AACR 2 Rev noun Anglo-American cataloguing rules, revised second version A&I abbreviation abstracting and indexing ABA abbreviation American Booksellers’ Association abbreviate /əˈbriːvɪeɪt/ verb to make shorter by leaving out some letters or by using only the first few letters of each word abbreviated entry /əˈbriːvɪeɪtɪd ˈentri/ noun a shortened form of a bibliographic entry usually giving author, title and date only abbreviated text /əˈbriːvɪeɪtɪd ˈtekst/ noun text which is shorter than the original abbreviation /əˈbriːviˈeɪʃ(ə)n/ noun a short form of a word ability /əˈbɪlɪti/ noun a quality or skill which makes it possible to do something -ability /əˈbɪlɪti/ suffix added to adjectives ending in -able to form nouns referring to a quality or state, e.g. readability able /ˈeɪb(ə)/ adjective quick to learn in an educational environment abridge /əˈbrɪdʒ/ verb to make something shorter abridged document /əˈbrɪdʒd ˈdɒkjuːmənt/ noun a written document which has been made shorter while keeping the main points abridged edition /əˈbrɪdʒd ɪˈdɪʃ(ə)n/ noun a shortened text but keeping the main points or story abridgement /əˈbrɪdʒmənt/ noun a shortened version of a book abstract noun /ˈæbstrækt/ a summary of the contents of a document ■ verb /əˈbɪstrækt/ to summarise the main points of a document abstracting and indexing /əˈbstræktɪŋ ənd ˈɪndeksɪŋ/ noun the making of summaries and indexes for articles and books. Abbr A&I abstracting journal /əˈbstræktɪŋ ˈdʒɜːnəl/ noun a journal containing summaries of documents or articles in a given field ac abbreviation 1. in Internet addresses, the top-level domain for academic organisations 2. in Internet addresses, the top-level domain for Ascension Island academic /əˈækəˈdemɪk/ adjective relating to studying ■ noun a person who teaches or does research usually in higher education academic library /əˈækədɛmɪk ˈlaɪbrəri/ noun a library which serves an academic community such as a university or college academic session /əˈækədɛmɪk ˈseʃ(ə)n/ noun a school or university year, or one complete part of a year, e.g. a term or semester academy /əˈkædəmi/ noun 1. an educational institution devoted to a particular subject 2. a secondary school which has been set up in cooperation with private organisations such as businesses or voluntary groups **accent** /ˈæksənt/ *noun* a mark put above or below a letter in writing or printing to show how it should be pronounced **access** /ˈækses/ *noun* the opportunity or right to use something o They were given access to all relevant information. - **verb** to obtain, examine or be able to reach something o You can access this information in a library or on a computer. **access code** /ˈækses kəud/ *noun* a code used for information retrieval to show where something can be found **access course** /ˈækses kɔːs/ *noun* a course of study designed for people without formal educational qualifications, so that they can gain entry to higher education **accessibility** /ækˈsesɪbɪlɪti/ *noun* the quality of being able to be found and used **accessible** /ækˈsesɪb(ə)l/ *adjective* easy to find and use **accession** /ækˈseʃ(ə)n/ *noun* a new addition to a library or collection **accession list** /ækˈseʃ(ə)n lɪst/ *noun* a list of new purchases or additions to a library **accession number** /ækˈseʃ(ə)n nʌmbə/ *noun* a consecutive number used to identify new additions to a library or collection in an inventory system **accession register** /ækˈseʃ(ə)n ,redʒɪstə/ *noun* a physical record of new purchases or additions to a library or collection **access name** /ˈækses neɪm/ *noun* a unique name that identifies an object in a database **access number** /ˈækses nʌmbə/ *noun* the telephone number used to link to an Internet service provider or other network provider using a dial-up connection **access point** /ˈækses pɔɪnt/ *noun* a transceiver in a wireless local area network that connects a wired local area network to wireless devices or that connects wireless devices to each other **access time** /ˈækses taim/ *noun* the time taken to get into a computer program **accompany** /əˈkʌmp(ə)ni/ *verb* to play a musical instrument to provide a second part for a piece of music **account** /əˈkaʊnt/ *verb* □ to take account of something, to take something into account to consider something when you are thinking about a situation **accountant** /əˈkaʊntənt/ *noun* a person whose job is to keep the financial accounts for a business **accounting** /əˈkaʊntɪŋ/ *noun* the process of keeping financial records for a company or organisation **accounting period** /əˈkaʊntɪŋ ,pɪəriəd/ *noun* a period of time at the end of which a company’s accounts are closed for checking **accounting year** /əˈkaʊntɪŋ ,jɪə/ *noun* any period of twelve months which an organisation uses to control its money o Many universities have an accounting year from August to August. **accounts** /əˈkaʊnts/ plural *noun* detailed records of money received and spent by a business or person **accreditation** /əˌkredɪˈteɪʃ(ə)n/ *noun* the granting of official approval to a person or organisation, or the condition of having received this approval ‘...the exams, certificates and other pieces of paper that go with CILIP education and accreditation really benefit info pros; raising their profile, and that of the whole profession.’ [Information World Review] **accumulate** /əˈkjuːmjuleɪt/ *verb* to collect things over a period of time o We have accumulated a large collection of reference materials. **accumulation** /əˌkjuːmjʊˈleɪʃ(ə)n/ *noun* the act of collecting items gained over a period of time **accurate** /ˈækjurət/ *adjective* capable of providing information in accordance with an accepted standard **acetate** /ˈæsɪteɪt/ *noun* transparent plastic used for writing or drawing on, for use with an overhead projector achievement /ə'tʃiːvment/ noun something which somebody has succeeded in doing, often after considerable effort acid-free paper /,æsɪd friː 'peɪpə/ noun paper which has had certain acid chemicals removed, so that it will not become yellow and brittle with age acidic paper /ə'sɪdɪk 'peɪpə/ noun paper which is made from naturally acidic wood pulp or chemicals used in the manufacturing process, which deteriorates quickly acid process /'æsɪd ,prəʊses/ noun the process of making chemical paper pulp using acid acknowledge /ək'nɒlɪdʒ/ verb to inform the sender that a message or object has been received acknowledgement /ək'nɒlɪdʒmənt/ noun a piece of text printed at the beginning of a written document thanking people who have helped in its production (NOTE: Acknowledgement is usually used in the plural.) COMMENT: The acknowledgements may also include references to institutions which have given permission to quote copyright material or to use copyright photographs. The acknowledgements are usually placed after the verso of the title page and before the preface; if short, they can be listed at the end of the preface itself. acoustic hood /ə'kuːstɪk 'hʊd/ noun a soundproof covering placed over such things as public telephones or computer printers, to cut out noise acquiescence /,ækwi'es(ə)ns/ noun agreement with what somebody wants to do acquire /ə'kwaɪə/ verb 1. to obtain or buy something o to acquire the paperback rights to a new novel 2. to gain a skill acquisition /,ækwi'zɪʃ(ə)n/ noun 1. an object or item which is obtained, purchased or received as a donation to a library 2. learning or obtaining a skill o The acquisition of a new language is a long process. acquisition policy /,ækwi'zɪʃ(ə)n ,pə'lɪsi/ noun a plan for what types of stock will be bought by a library 'The British Library is to stop collecting every book, magazine and journal printed in Britain because it has nowhere to store them... The government’s decision to review the library’s acquisition policy follows news that shelves at its new £450m St Pancras site will be full before the building opens.' [Sunday Times] acquisition register /,ækwi'zɪʃ(ə)n ,redʒɪstrə/ noun a list of all books and materials obtained by a library Acrobat /'ækroʊbɛt/ a trademark for a file format developed by Adobe Systems, which describes a graphics, text and indexing system that allows the same screen image or page layout file to be displayed on different hardware acronym /'ækrənɪm/ noun a word made from the initial letters of other words, e.g. DIANE Direct Information Access Network Europe action shot /'ækʃən sɒt/ noun a still photograph showing an action taking place activate /'æktɪveɪt/ verb to cause something to start working active /'æktɪv/ adjective busy, being used, working active database /,æktɪv 'deɪtəbɛrs/ noun a database file currently being accessed by a database management program active vocabulary /,æktɪv vəʊ 'kæbjʊləri/ noun the range of words that somebody normally uses in speech or writing, as opposed to words he or she understands when used by others activity /æk'tɪviti/ noun a job or task you spend time doing activity log /æk'tɪviti lɒɡ/ noun a written account of things that are done in a given period of time o She kept an activity log of her daily tasks for one week. Act of Parliament /,ækt əv 'pɑːləmənt/ noun in the UK, a decision which has been approved by Parliament and so becomes law (NOTE: The US equivalent is Act of Congress.) acute accent /ə,kjuːt 'eɪksənt/ noun a mark usually over the letter e (é) to show how it should be pronounced ad¹ /æd/ noun same as advertisement ad² abbreviation in Internet addresses, the top-level domain for Andorra adapt /ə'dæpt/ verb to change a person or thing in order to make it suitable for a specific purpose o Has the play been adapted for the cinema? o She adapted the story for TV. adaptation /,ædæp'teiʃ(ə)n/ noun a film or play based on a story or novel adapter /ə'dæptə/ noun somebody who adapts a literary work to another format, e.g. a novel to a play added entry /,ædɪd'entri/ noun a secondary entry in an index or catalogue addendum /ə'dendəm/ noun an additional section at the end of a document giving extra information (NOTE: The plural is addenda.) addition /ə'dɪʃ(ə)n/ noun something extra to what is already there □ in addition to something added o There is a lending charge in addition to the reservation fee. address /ə'dres/ noun 1. details of where somebody lives or where their business premises are 2. a label, number or name which locates where information is stored ■ verb to deal with something o He addressed the problem. addressee /,æd're'siː/ noun the person to whom a letter, package or communication is addressed address harvester /ə'dres 'hævɪstə/ noun a computer program that collects email addresses from the Internet adequate /'ædkwət/ adjective large or good enough for the purpose adherent /əd'hærənt/ noun somebody who holds a particular belief or view or supports a particular group adhesive /əd'hiːsɪv/ noun a substance used to make things stick together adhesive binding /əd,hɪːsɪv 'bændɪŋ/ noun a type of binding where the folds of the signatures are trimmed, and not sewn, the cover being glued to the cut pages. Also called perfect binding ad hoc /æd 'hɒk/ adjective unplanned or only organised to meet a particular short-term unexpected situation adjacent /ə'dʒeɪs(ə)nt/ adjective next to or near to something adjustable shelving /ə,dʒʌstəb(ə)l 'ʃelvɪŋ/ noun library shelves which can be raised or lowered to meet the requirements of different-sized books administer /əd'mɪnɪstə/ verb to be responsible for managing a company, institution or country administration /əd'mɪnɪ 'streɪʃ(ə)n/ noun 1. a group of people who are responsible for the management of a company, institution or country 2. the range of activities connected with management Adobe /ə'dəʊbi/ a trade name for a leading producer of graphics and desktop publishing software adopt /ə'dopt/ verb to accept ideas, plans or attitudes and be willing to carry them out ADS abbreviation advertisement delivery system adult education /,ædʌlt ,edju'keɪʃ(ə)n/ noun courses designed especially for adults outside the formal system of schooling adult literacy /,ædʌlt 'lɪt(ə)rəsi/ noun the level of reading and writing ability in the adult population of a community adult literacy programme /,ædʌlt 'lɪt(ə)rəsi ,prəʊɡræm/ noun a programme to teach adults to read and write advance /əd'veːns/ adjective happening or arriving before the expected time advance copy /əd'veːns ,kɔpi/ noun a copy of a book sent to people such as reviewers and the author before the official publication date advanced /əd'veːnst/ adjective 1. modern and developed from earlier versions 2. at a high level of study or achievement o courses for both beginners and advanced students advance information sheet /əd'veːns ,ɪnfə'meɪʃ(ə)n ,ʃeːt/ noun full form of AI advance order /ədˈvɔːns ˈɔːdə/ noun an order for goods or services to be supplied at a later date advertisement /ədˈvɜːtɪsmənt/ noun a notice which shows that something is for sale or that a service is offered or that someone wants something or that a job is vacant, etc. o to put an advertisement in the paper o to answer an advertisement in the paper advertisement delivery system /ədˈvɜːtɪsmənt drɪˈlɪv(ə)rɪˌsɪstəm/ noun a digital file format used in the transmission of mono and colour images. Abbr ADS advertisement file /ədˈvɜːtɪsmənt fail/ noun a file of advertisements arranged by the name of the product or firm advertisement page /ədˈvɜːtɪsmənt peɪdʒ/ noun a page facing the title page of a book, which may have a list of other works in the same series or by the same author advertising /ˈædvətəzɪŋ/ noun the act of telling people about products or events in order to make them want to buy them or take part advocacy /ˈædvəkəsi/ noun active verbal support for and promotion of a cause aerial /ˈeərɪəl/ noun a device which enables a radio or television to receive signals aero in Internet addresses, the generic top-level domain for the aviation industry af abbreviation in Internet addresses, the top-level domain for Afghanistan affiliate /əˈfɪliət/ verb to form a close official link with an organisation affirmative /əˈfɜːmətɪv/ adjective meaning ‘yes’ or agreement or approval afford /əˈfɔːd/ verb 1. to be able to allow something to happen o We cannot afford another argument. 2. to have enough money to pay for something AFNOR /ˈæfnɔːr/ abbreviation Association Française de Normalisation A format paperback /eɪˈfɔːmæt ˈpeɪpəbæk/ noun a paperback with the format 178 x 111mm After Dark /əˈftəˈdɑːk/ noun a non-prime time database service of BRS allowing access to the database at cheaper rates at night afterword /ˈɑːftəwɜːrd/ noun a short piece of text placed at the end of a book sometimes used for a note about the author, especially if the author has died since the first printing of the book ag abbreviation in Internet addresses, the top-level domain for Antigua and Barbuda agate line /ˈæɡət laɪn/ noun US a measure of page space, e.g. in classified advertising, one column wide and 1.8 mm deep agenda /əˈdʒɛndə/ noun a list of items to be discussed at a meeting agent /ˈeɪdʒənt/ noun somebody who arranges work or business for other people for a fee age of information /ˈeɪdʒ əˌɪnfəˈmeɪʃ(ə)n/ noun a description of the period in history during the second half of the twentieth century when computers made information easily accessible to large numbers of people aggregation services /ˌæɡrəˈgeɪʃ(ə)nˌsɜːrvɪsɪz/ plural noun services which allow information from different places (in digital form) to be available in one single place ‘Google was today accused of stifling the media industry’s profits by with its news aggregation service. A panel of media executives speaking at the Online Publishers Association conference said that the search engine was infringing on their audience and revenues by aggregating headlines and stories into its Google News service.’ [The Guardian] agreement /əˈɡriːmənt/ noun a formal document stating what two or more people have decided together Agricultural System for Storing and Subsequently Selecting Information noun a software package of particular use to employees in agricultural information. Abbr ASSASSIN ai abbreviation in Internet addresses, the top-level domain for Anguilla Al\textsuperscript{1} noun a document which is put together by a publishing company to provide marketing information about a book before publication. Full form \textit{advance information sheet} Al\textsuperscript{2} abbreviation artificial intelligence aim /eim/ noun what an action or plan is intended to achieve aim for /'eim fɔ:/ verb to plan or hope to achieve something airmail /'eəmeil/ noun a system of transporting letters and packages by air airmail envelope /'eəmeil ˈenvələup/ noun a lightweight envelope usually of blue paper with a red, white and blue striped edging, used for sending letters by air to foreign countries airport fiction /'eəpɔːt ˈfɪkʃ(ə)n/ noun a type of fiction which sells well at airports, generally because it is not serious and is therefore easy to read on a plane journey al abbreviation in Internet addresses, the top-level domain for Albania ALA abbreviation 1. Associate of the Library Association 2. American Library Association album /ˈælbəm/ noun a collection in book form of short literary or musical pieces or pictures algorithm /ˈælgərið(ə)m/ noun a logical sequence of steps for solving a problem, often written out as a flow chart, that can be translated into a computer program alias /ˈeɪliəs/ noun 1. a name used instead of a real name. \textsuperscript{c} allonym, pseudonym 2. a copy of a computer application align /əˈlaɪn/ verb to place two objects side by side in a line alignment /əˈlainmənt/ noun the ordering of lines of type relative to a margin or line allocate /ˈæləkeɪt/ verb to give a particular amount of money, goods or tasks to somebody for a particular purpose allocation /ˌæləˈkeɪʃ(ə)n/ noun the specified amount of something allowed for a particular purpose \textsuperscript{c} All the staff had an allocation of time for extra study. allocation of funds /ˌæləkeɪʃ(ə)n əv ˈfʌndz/ noun how much money is given to each person or department for a specific purpose allonym /ˈælənɪm/ noun a false name often used by authors. \textsuperscript{c} alias, pseudonym all over style /ˌɔːl ˈəʊvərˈstail/ noun a style of cover decoration which uses the whole cover instead of just the front allow /əˈlɔːu/ verb to give permission allowance /əˈlɔːns/ noun the amount of something given for a specific purpose \textsuperscript{c} They were given an allowance of money to buy children’s books. all published /ˌɔːl ˈpʌblɪst/ noun a catalogue entry to show that a series or periodical run has not been completed all rights reserved /ˌɔːl ˈraɪts riˈzɜːvd/ phrase printed on books and documents to show that they are subject to copyright allusion book /əˈluːʒ(ə)n ˈbʊk/ noun a collection of allusions or references to a writer from other works almanac /ˈɔːlmənæk/ noun a book of information, often in tables, about events on particular days of the year such as tides, new moons, times of sunset and festivals alphabet /ˈælfəbɛt/ noun a set of letters or symbols in a fixed order used for writing the words of a language alphabetical /ˌælfəˈbetɪkl/ adjective in the same order as the letters of the alphabet alphabetical index /ˌælfəˈbetɪkl ˈɪndeks/ noun an index where the items are listed in the order of the letters of the alphabet alphabetically /ˌælfəˈbetɪklɪ/ adverb in alphabetical order \textsuperscript{c} The files are arranged alphabetically under the customer’s name. alphabetical order /ˌælfəˈbetɪkl ˈɔːrdə/ noun arrangement according to the usual order of letters in an alphabet \textsuperscript{c} The authors’ names are given in alphabetical order. alphabetise /'ælfəbetaɪz/, alphabetize verb to sort into alphabetical order alphanumeric /,ælfənju'merɪk/, alphanumerical adjective using a combination of symbols made up of Roman letters and Arabic numerals including punctuation marks alphanumeric data /,ælfənju'merɪk 'deɪtə/ noun data shown by the letters of the alphabet and the Arabic numerals alphanumeric indexing /,ælfənju'merɪk 'ɪndeksɪŋ/ noun a system which uses both numbers and letters alpha pulp /'ælfə pʌlp/ noun wood pulp with almost all the cellulose removed alphasort /,ælfə'sɔːt/ verb to sort data into alphabetical order alt noun a type of newsgroup on the Internet that contains discussions about alternative subjects alternate adjective /ɔː'lətənət/ occurring regularly at one time and then missing a time but occurring again the next time o The library van comes on alternate Tuesdays. ■ verb /ɔːltəneɪt/ to cause things to happen alternately alternative /ɔː'lətənətɪv/ noun something that you can do instead of another alternative curriculum /ɔː'lətənətɪv kə'rɪkjʊləm/ noun in England and Wales, any available course of study that is not included in the National Curriculum alternative title /ɔː'lətənətɪv 'taɪtl(ə)/ noun other title information, also used to describe a subtitle alumni list /ɔː'lʌmnai list/ noun a list of past members of an educational institution always-on /,ɔːlweɪz 'ɒn/ adjective relating to a home or business with several computers and mobile phones, in which Internet access is not restricted to specific times am abbreviation in Internet addresses, the top-level domain for Armenia ambient /'æmbɪənt/ adjective normal background conditions o ambient temperature ambiguity /,æmbɪ'gjuːti/ noun confusion arising from double meanings to words or writing ambiguous /æm'bɪɡjʊəs/ adjective having a double meaning, possible to interpret in more than one way amend /ə'mɛnd/ verb to change something written or said amendment /ə'mɛndmənt/ noun something that is added to a written or verbal statement in order to change it amendment record /ə,mɛndmənt 'rekɔːd/ noun a record containing new information used to update a master record or file amenities /ə'miːnɪtiz/ plural noun facilities provided for people’s convenience or enjoyment American Booksellers’ Association /ə'mɛrɪkən 'bʊkseləz ə ,səusiəl(ə)n/ noun an organisation representing American booksellers, which sponsors an annual convention at which publishing companies have stands showing their new titles. Abbr ABA (NOTE: The bookfair sponsored by the ABA, and formerly also called ‘the ABA’ has changed its name to BookExpo America.) American Library Association /ə 'mɛrɪkən 'laibrəri ə ,səusiəl(ə)n/ noun the oldest and largest library association in the world for the support of qualified librarians and information workers. Abbr ALA American National Standards Institute /ə'mɛrɪkən 'næʃ(ə)nəl 'stændədz ,ɪnstɪtjuːt/ noun an organisation issuing guidelines for production and distribution of goods and services in the USA. Abbr ANSI American Publishers Association /ə'mɛrɪkən 'pʌblɪəz ə ,səusiəl(ə)n/ noun an organisation which represents American publishers. Abbr APA American Sign Language /ə 'mɛrɪkən 'sain ,læŋwidʒ/ noun a system of communication used by people with impaired hearing that uses motions or gestures of the hands. Abbr ASL American Society for Information Science /ə,merɪkən ə,səɪəti fər ,ɪnfə'meɪʃ(ə)n ,səɪəns/ noun a professional support group for information employees in the USA. Abbr ASIS American Standard Code for Information Interchange /ə ,merɪkən ,stændəd kəud fər ,ɪnfə'meɪʃ(ə)n 'ɪntətʃeɪndʒ/ noun a computer code which represents alphanumeric characters as binary code. Abbr ASCII ampersand /'æmpəsænd/ noun a symbol (&) meaning ‘and’ amplifier /'æmplɪfaɪə/ noun an electronic device for making signals sound louder an /ən, æn/ abbreviation in Internet addresses, the top-level domain for Netherlands Antilles analects /'ænəlektəs/ plural noun a collection of miscellaneous writings analogue /'ænəlɒg/ adjective relating to data in physical rather than numerical form analogy /ə'nælədʒi/ noun a way of describing similarities between two different things analyse /'ænəlaɪz/ verb to examine a situation in detail in order to understand it better analysis /ə'næləsɪs/ noun the process of examining something in detail analyst /'ænəlist/ noun a person who analyses data analytical entry /ænə'lɪtɪk(ə)l 'entri/ noun a catalogue entry for a part of a book or periodical which refers to the work containing it ancestral file /æn'sestrəl 'fɔɪl/ noun a system of backing up computer files, from son to father to grandfather file, where the son is the current working file anchor /'æŋkə/ verb to hold firmly to a solid base ancillary /æn'sɪləri/ adjective supporting the main structure ancillary worker /æn'sɪləri ,wɜːkə/ noun a person in an organisation whose work supports the main aims of the organisation anecdotal /,ænɪk'dəʊt(ə)l/ adjective consisting of or based on second-hand accounts rather than first-hand knowledge or scientific investigation animate /'ænɪmeɪt/ verb to draw pictures for films which make cartoon characters appear to move animation /,ænɪ'meɪʃ(ə)n/ noun the technique of drawing or photographing successive pictures to create the idea of movement animator /'ænɪmeɪtə/ noun a person who draws or photographs the pictures that make up cartoons ann. abbreviation annals annual /'æn(ə)l/ noun a periodical that records events and reports in a field of research annals /'æn(ə)lz/ plural noun history in general, as it is recorded in books and other documents annexe noun /'ænɛks/ 1. an appendix, epilogue or other additional material attached to a larger document 2. US a supplement to a specialised book ■ verb /'ænɛks/ to attach something such as a document annotate /'ænəteɪt/ verb to add notes to something written in order to explain it more fully annotated bibliography /,ænəteɪtɪd ,bɪbli'ɒgrəfi/ noun a bibliography with notes annotated catalogue /,ænəteɪtɪd 'kætəlɒɡ/ noun an alphabetical list of items with additional notes of explanation annotated text /,ænəteɪtɪd 'tekst/ noun text with notes written by an editor annotation /,ænə'teɪʃ(ə)n/ noun a note written to explain items in a text annual /'ænjʊəl/ adjective 1. happening once a year 2. coming out once a year ■ noun a book that is published and updated once a year annually /'ænjʊəli/ adverb each year ○ Our prices are raised annually on March 1st. annual publication /,ænjʊəl ,pʌblɪ'keɪʃ(ə)n/ noun a book, journal or document that is published once a year annual review /,ænjʊəl ri'vju:/ noun an inspection that takes place once a year anon /ə'nɒn/ abbreviation anonymous anonym /'ænənim/ noun a publication whose author is unnamed or unknown anonymiser /ə'nɒnimɪzə/, anonymizer noun a website through which a person browsing can visit the World Wide Web without leaving any trace of their identity anonymous /ə'nɒniməs/ adjective of unknown name or authorship anonymous FTP /ə'nɒniməs ef ti: 'piː/ noun a type of Internet file transfer in which no password is needed, used by some organisations to make their file archives publicly accessible ANSI /'ænsi/ abbreviation American National Standards Institute answerphone /'ɑːnsəfəʊn/, answer machine noun a cassette recorder attached to a telephone which relays a pre-recorded message to callers and records messages anthologise /æn'tɒlədʒaɪz/, anthologize verb 1. to gather works from different writers, musicians or artists into a collection 2. to compile or publish an anthology anthology /æn'tɒlədʒi/ noun a book that consists of essays, stories or poems by different writers anticipate /æn'tɪsɪpeɪt/ verb to realise in advance that something is going to happen and to prepare for it Antiope /æn'taɪəpi/ noun a French videotext system also known as Teletel antiquarian /ˌæntɪ'kweəriən/ adjective relating to or dealing with antiques or antiquities, especially rare and old books. Abbr antiq. antiquary /æn'tɪkwəri/ noun a collector, scholar or seller of antiques or antiquities anti-setoff paper /ˌænti 'setɒf ,peɪpə/ noun thin transparent paper put between the pages of an expensive illustrated book antonym /'æntənim/ noun a word which has the opposite meaning to another word anycast /'enɪkəst/ noun an act of sending data across a computer network from a single user to the nearest receiver ao abbreviation in Internet addresses, the top-level domain for Angola AP abbreviation PUBL Associated Press a.p. abbreviation PUBL author’s proof APA abbreviation American Publishers Association Apocrypha /ə'pɒkrɪfə/ plural noun books of the Bible that are included in the Vulgate and Septuagint versions of the Christian Bible, but not in the Protestant Bible or the Hebrew canon apocryphal /ə'pɒkrəf(ə)/ adjective of unknown authorship, possibly false or exaggerated ‘The cardinal’s main objection to the book is that it presents itself as a historical document. Acknowledging that the book is a brilliantly marketed page-turner, he accused Brown of relying on apocryphal texts that had been removed from the biblical canon because they were imaginative.’ [Irish Independent] apostil /ə'pɒstɪl/ noun a margin note or annotation apostrophe /ə'pɒstrəfi/ noun a punctuation mark which indicates either contraction or possession app. abbreviation PUBL appendix appeal /ə'pɛil/ noun 1. the attractiveness of something which makes it popular o The illustrations have a lot to do with the book’s continuing appeal. 2. a request for something to be reconsidered append /ə'pend/ verb to add extra information to something, especially to a document appendix /ə'pendɪks/ noun a section at the end of a document giving extra information (NOTE: The plural is appendices /ə'pendɪsɪz/.) COMMENT: Appendices are always printed at the back of a book, always starting on a right-hand page. They must be laid out in a way which shows clearly that they are not part of the main text. Apple Mac /'æp(ə)l mæk/, Apple Macintosh computer a trade name for a range of personal computers developed by Apple Inc. that has a graphical user interface and uses the 68000 family of processors. applicant /'æplɪkənt/ noun a person who formally asks to be considered for a job application /ˌæplɪ'keɪʃ(ə)n/ noun 1. a written request for something o job application 2. the use of a rule or piece of equipment in a particular situation o Computer applications are electronic packages which allow particular tasks to be performed. application form /ˌæplɪ'keɪʃ(ə)n form/ noun a standardised form to be filled in when applying for something apply for /ə'plaɪ 'fɔː/ verb to make a formal, usually written, request for something appoint /ə'pɔːnt/ verb to choose somebody to do a job appreciate /ə'priːʃeɪt/ verb 1. to understand and know what a situation involves 2. to like something because you recognise its good qualities 3. to increase in value appropriate /ə'prəʊpriət/ adjective suitable or acceptable for a particular situation approve /ə'pruːv/ verb to agree to o to approve the terms of a contract □ to approve of to think something is good o They approved of the new signs for the library. approximate /ə'prɒksɪmət/ adjective not exact, almost correct aq abbreviation in Internet addresses, the top-level domain for Antarctica AR abbreviation aspect ratio Arabic /'ærəbɪk/ adjective coming from Arabia or from the Arabs Arabic numerals /'ærəbɪk 'njuːmərəl/, Arabic numbers /'ærəbɪk 'nʌmbəz/, Arabic figures /'ærəbɪk 'fɪɡəz/ plural noun normal numbers (such as 1, 2, 3, etc.) as opposed to Roman numerals (I, II, III, IV, etc.) o the page numbers are written in Arabic figures arcane /ə:'keɪn/ adjective requiring secret knowledge to be understood archetype /'ɑːkɪtaɪp/ noun a document or book that illustrates the styles of a particular time and subject ARCHIE /'ɑːtʃi/ noun retrieval software which gives access to Internet databases architecture /'ɑːkɪtektʃə/ noun the planning and design of buildings or systems archival management /'ɑːkaɪvəl ,mænɪdʒmənt/ noun control of archives archive /'ɑːkəiv/ noun 1. a public record, document or photograph of historical interest kept in an official repository 2. a collection of documents and records relating to the history of an organisation ■ verb to put data in storage archive file /'ɑːkəiv fail/ noun a file containing data which is out of date, but which is kept for future reference archive library /'ɑːkəiv ,laɪbrəri/ noun a library which stores and makes accessible historical materials 'The relevant portions of the digital content identified by the editor will be retrieved from the data archive library, automatically transcoded or reformatted as necessary and delivered directly into the nonlinear editing system. The labour efficiencies gained and vast creativity benefits of a digital archive management system are obvious.' [Broadcast Engineering] archivist /'ɑːkɪvɪst/ noun a person who organises archives area /'eərɪə/ noun a space in a building such as a library, designated for a particular purpose, e.g. reference area argument /'ɑːgjumənt/ noun 1. a disagreement between two or more people 2. a set of reasons used to try to convince people arrange /ə'reɪndʒ/ verb to put things into a correct or desired order arrangement /ə'reɪndʒmənt/ noun something that has been planned, agreed or put into order array /ə'reɪ/ noun a set of numbers or symbols, e.g. experimental data, usually arranged in a specific order art book /'ɑːt bʊk/ noun a book with illustrations, dealing with a painter, sculptor, style of design or other art topic **article** /'ɑːtɪk(ə)l/ **noun** 1. a piece of writing in a newspaper or magazine 2. a message sent to an electronic newsgroup **articulated indexing** /əːtɪkjuːlɪtɪd 'ɪndeksɪŋ/ **noun** a method of producing computer-generated subject indexes **articulation of information** /əːtɪkjuːleɪʃ(ə)n əv ɪnˈfəːmeɪʃ(ə)n/ **noun** the way in which information is presented so that the user can easily access and understand it **artificial indexing language** /ˌɑːrtɪfɪʃ(ə)l ˈɪndexɪŋ ˈlæŋgwɪdʒ/ **noun** signs and symbols used as a controlled language in inverted order for subject indexing **artificial intelligence** /ˌɑːrtɪfɪʃ(ə)l ɪnˈtelɪdʒəns/ **noun** the design and development of computers which attempt to imitate some human characteristics. Abbr AI **artificial language** /ˌɑːrtɪfɪʃ(ə)l ˈlæŋgwɪdʒ/ **noun** a man-made language for use in communicating with computers **artistic map** /əːtɪstɪk ˈmæp/ **noun** a map made by an artist rather than a map maker **artwork** /ˈɑːtwɜːk/ **noun** drawings, photographs and text prepared for inclusion in a book or advertisement. Abbr a/w **as abbreviation** in Internet addresses, the top-level domain for American Samoa **ascender** /əˈsendər/ **noun** 1. the part of a lower case letter such as h, d or b that projects above the body of the letter 2. a lower case letter with an ascender **ascending order** /əˈsendɪŋ ˈɔːdə/ **noun** a method of organising things so that each item is bigger than the one before it or comes later in the system. *The list was arranged in ascending order from A to Z.* **ASCII** /ˈæskiː/ **abbreviation** American Standard Code for Information Interchange **ASCII character** /ˈæskiː kærɪktə/ **noun** a character which is in the ASCII list of codes **ASCII file** /ˈæskiː fail/ **noun** a stored file containing only ASCII coded character data. *Make an ASCII file of the document for clients who use different word-processing software.* **ASI abbreviation** Australian Society of Indexers **ASIS abbreviation** American Society for Information Science **ASL abbreviation** American Sign Language **ASLIB** /ˈæzlib/ **abbreviation** Association of Information Management **aspect ratio** /ˈæspekt ˈreɪʃiəʊ/ **noun** the ratio of the width to the height of an illustration, used especially in computer graphics. Abbr AR **ASSASSIN** /əˈsæsɪn/ **abbreviation** Agricultural System for Storing and Subsequently Selecting Information **assemble** /əˈsemb(ə)l/ **verb** 1. to bring the parts of a collection together 2. to fit the parts of something together to make it whole **assembly language** /əˈsembli ˈlæŋgwɪdʒ/ **noun** a low-level computer programming language **assertion** /əˈsɛʃ(ə)n/ **noun** a firm statement of belief **assess** /əˈses/ **verb** to judge the importance or value of something ‘Measurement is perhaps the least developed aspect of KM because of the inherent difficulty of measuring something that can not be seen or touched. However, if the discipline of KM is to survive and make a long-lasting contribution, it will need to achieve greater levels of standardization and better metrics to assess its effectiveness.’ [Journal of American Academy of Business] **assessed work** /əˈsɛst ˈwɜːk/ **noun** assignments that have been judged as part of a course of training **assign** /əˈsain/ **verb** to allocate a task to a person or send somebody to work in a particular place assignment /ə'sainmənt/ noun a task often given as part of a programme of study assimilate /ə'sɪmɪleɪt/ verb to learn and make use of something assimilation /ə'sɪmɪ'lɛʃ(ə)n/ noun the absorption of ideas or people o The assimilation of immigrants by the host culture is a long process. assist /ə'sɪst/ verb to help somebody, e.g. by giving them information assistant /ə'sɪst(ə)nt/ noun somebody who is employed to help another in their work assistant librarian /ə'sɪst(ə)nt laɪ'bɹəɹiən/ noun somebody who is qualified as a librarian and usually works with a more senior person associate noun /ə'səʊsɪət/ somebody you work with ■ verb /ə'səʊsɪeɪt/ to connect something with another having a similar background association /ə'səʊsi'eɪʃ(ə)n/ noun 1. a group of people or of companies with the same interest o a book trade association o a printers’ association 2. a relationship between two or more topics or concepts association copy /ə'səʊsi'eɪʃ(ə)n'kɒpi/ noun a copy of a book which has a connection with the author, e.g. a copy given by the author to a friend or the author’s own copy with his or her notes in it Association Française de Normalisation /æ'sɔsiæsɪon frɔ̃ses də nɔrməl'zæsjɔ̃/ noun a French official body responsible for issuing standards. Abbr AFNOR Association of Information Management /ə'səʊsiəʃ(ə)n əv 'ɪnfə'meɪʃ(ə)n,mænɪdʒmənt/ noun a body which gives advice and guidelines on the management of information within companies, and publishes ASLIB Information, ASLIB Proceedings and Journal of Documentation. Abbr ASLIB assume /ə'sju:m/ verb to accept the truth of something or to take something on o He assumed responsibility for the information service. asterisk /'æstərɪsk/ noun a symbol in the form of a star used to mark things to be noted: * ■ verb to mark something with an asterisk or a star-shaped symbol, especially to draw attention to it asterism /'æstərɪz(ə)m/ noun a triangle formed of three asterisks which calls the reader’s attention to a following passage asymmetrical digital subscriber line /ˌæsɪmɪtrɪk(ə)l,dɪdʒɪt(ə)l sʌbˈskraɪbəˌlaɪn/ noun a high-speed telephone line that can transmit voice and video data over copper wires. Abbr ADSL asynchronous transfer mode /eɪ'sɪŋkrənəs 'trænsfɜː ,moʊd/ noun a method for transferring data very quickly using broadband. Abbr ATM asyndetic /ˌæsɪn'detɪk/ adjective without cross-references at abbreviation in Internet addresses, the top-level domain for Austria athenaeum /ˌæθə'nɛəm/ noun an institution where reading materials are made available to the public, e.g. a library atlas /'ætləs/ noun a book of maps ATM abbreviation asynchronous transfer mode attach /ə'tætʃ/ verb to fasten on o She asked them to attach the documents for her information. □ to be attached to to be working with a company or person for a short time attachment /ə'tætʃmənt/ noun a computer file that is transferred together with an electronic mail message attend /ə'tend/ verb to go to o to attend a meeting □ to attend to to deal with something attendance /ə'tendəns/ noun the number of people at a meeting attendant /ə'tendənt/ noun somebody employed to serve or help members of the public in a public institution or place attention span /ə'tenʃən spæn/ noun the length of time that a person is able to give undivided attention to something attribute /əˈtrɪbjuːt/ verb to say that somebody did something o to attribute a piece of writing to a particular person attributed author /əˌtribjuːtid ˈɔːθə/ noun the name of a possible author when there is doubt about authenticity au abbreviation in Internet addresses, the top-level domain for Australia audience /ˈɔːdɪəns/ noun a group of people gathered together to watch or listen to something audio /ˈɔːdiəʊ/ adjective relating to material which can be heard audio book /ˈɔːdiəʊ bʊk/ noun a book in spoken form recorded on a cassette or CD audio conference /ˈɔːdiəʊ ˈkɒnf(ə)rəns/ noun a meeting that is held with the use of several linked telephones to connect the people who want to talk together audio media /ˈɔːdiəʊ ˈmiːdɪə/ noun communication tools which use sound only, such as radio audio tape /ˈɔːdiəʊ teɪp/ noun a tape which is used to record and play back sounds for listening to audiovisual /ˈɔːdiəʊ ˈvɪʒuəl/ adjective 1. relating to sound and vision, especially when combined, e.g. in a presentation using both film and sound recordings o audiovisual media 2. relating to hearing and seeing o an audiovisual experience Abbr AV audiovisual aid /ˈɔːdiəʊvɪʒuəl ˈeɪd/ noun a teaching or lecture aid that combines sound and vision, e.g. in the form of video equipment, software programs or slides accompanied by sound recordings audiovisual materials /ˈɔːdiəʊvɪʒuəl məˈtɪəriəlz/ plural noun materials that can be listened to and looked at, such as CDs or slides with recorded speech audit /ˈɔːdɪt/ verb to examine something officially to make sure it is correct Audit Commission /ˈɔːdɪt kəˈmɪʃ(ə)n/ noun a government body which ensures that financial affairs are conducted according to approved standards, and examines the accounts of government departments and local government organisations audit trail /ˈɔːdɪt træil/ noun 1. a record of all interactions with a system, kept to assess the level of use 2. a record showing what operations a computer or computer user has performed in a specific period of time aural /ˈɔːrəl/ adjective relating to hearing aural materials /ˈɔːrəl məˈtɪəriəlz/ plural noun materials that can be listened to, such as CDs aural test /ˈɔːrəl test/ noun a test of an individual’s ability to listen and understand Australian Society of Indexers /ɔːstreɪliən səˈsərəti əv ˈɪndeksəz/ noun a professional support group for professional indexers in Australasia. Abbr ASI authentic /ɔːˈθentɪk/ adjective known to be real and not a copy authentication /ɔːˌθentiˈkeɪʃ(ə)n/ noun a security measure using data encryption that identifies the user and verifies that the message was not tampered with authenticity /ɔːθənˈtɪsɪti/ noun the quality of being authentic author /ˈɔːθə/ noun somebody who writes books or articles ■ verb 1. to be the author of something o The book is authored by a college professor. 2. to create a multimedia presentation or application by combining text, video, sound and images using a programming language or special multimedia authoring system author catalogue /ˈɔːθə ˈkætəlɒɡ/, author index /ˈɔːθər ˈɪndeks/ noun a catalogue which is organised according to an alphabetical list of writers’ surnames author entry /ˈɔːθər ˈentrɪ/ noun a catalogue entry under the name of the person or organisation responsible for writing or compiling a work authoring /ˈɔːθərɪŋ/ noun the act of creating a multimedia application by combining sound, video and images, usually using a script or authoring software authoring software /ˌɔːθəˈrɪŋ ˈsɒftweə/ noun software that allows users to add their own text and to link text, pictures and sound within a given framework authorise /ˈɔːθəraɪz/, authorize verb to give official permission for something to be done Authorised Version /ˈɔːθəraɪzd ˈvɜːʒ(ə)n/ noun an English translation of the Bible made in England in 1611 AD. Also called King James Bible authoritative /ɔːˈθɔːrɪtətɪv/ adjective reliable or official authority /ɔːˈθɔːrɪti/ noun an expert in the field authority control /ɔːˈθɔːrɪti kən tɹɔːl/ noun a list of headings used in a retrieval system ‘In addition, the ability to reassign records from one authority control heading to another [in the Open Q electronic library system] will aid in correcting the inconsistent author headings.’ [Computers in Libraries] authority file /ɔːˈθɔːrɪti fail/ noun a list of authoritative forms to be used in bibliographic records author’s alterations /ˈɔːθəz ˈɔːltə ˈreɪʃ(ə)nз/ plural noun same as author’s corrections. Abbr AA author’s corrections plural noun a change to proofs which is made by an author, and which is charged to the author if too many are made. Also called author’s alterations. Abbr AC autobiography /ˌɔːtəˈbʌɡiˈɒɡrəfi/ noun an account of a person’s life written by that person auto-encode /ˈɔːtəʊ ɪnˈkaʊd/ verb to select keywords automatically by computer autograph /ˈɔːtəɡraːf/ noun the signature of somebody famous ■ verb to sign a copy of the book ○ He gave an autographed copy of his novel to the library. auto-indexing /ˈɔːtəʊ ˈɪndeksɪŋ/ noun the process of automatic indexing using a computer program automate /ˈɔːtəmeɪt/ verb to use machines to do work previously done by people automatic /ˌɔːtəˈmætɪk/ adjective able to operate by itself without constant user input automatic data processing /ˌɔːtəˈmætɪk ˈdeɪta ˈprəʊsesɪŋ/ noun data processing done by a computer automatic indexing /ˌɔːtəˈmætɪk ˈɪndeksɪŋ/ noun using a computer to compile an index to a document by selecting specific words or items in the text automation /ˌɔːtəˈmeɪʃ(ə)n/ noun the use of machines to do work with very little supervision autonomy /ɔːˈtɒnəmi/ noun the opportunity to make one’s own decisions without being told what to do by somebody else auxiliary /ɔːɡˈzɪliəri/ adjective used to describe a person or a machine which helps a more important worker auxiliary language /ɔːɡˈzɪliəri ˈlæŋɡwidʒ/ noun a language that is used by speakers of other languages in order to communicate auxiliary number /ɔːɡˈzɪliəri ˈnʌmbə/ noun an additional number placed after the class number to allow materials to be further grouped into subgroups AV abbreviation MEDIA audiovisual availability /əˈveɪəˌbɪlɪti/ noun being able to be obtained, used or seen ○ The new books were given limited availability of one week per person, so that more people could read them. available /əˈveɪləb(ə)l/ adjective ready to be used ○ available time or information a/w abbreviation artwork award /əˈwɔːrd/ noun 1. a prize given for doing something well 2. a sum of money given for a specific purpose ○ an award to help you to study ■ verb to give a prize or financial grant awarding body /əˈwɔːrdɪŋ ˈbɒdi/ noun an organisation which gives a prize or scholarship awareness /əˈweənəs/ noun knowing about things axis /ˈæksɪs/ noun a fixed line against which other positions can be measured, e.g. the vertical and horizontal axes on a graph (NOTE: The plural is *axes.*) **az** *abbreviation* in Internet addresses, the top-level domain for Azerbaijan
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Analysis Of The Poem A Riot Policeman Pdf Little Boy Crying by Mervyn Morris — Analysis | by Scrbbly ... How to Write a Critical Analysis of a Poem How To Write A Poem Analysis Essay, with Example Analysis Of The Poem A How to Analyze a Poem in 10 Steps - Tips for a Good Poetry ... How to Analyze a Poem - eNotes.com Poetry “Poetry” Summary and Analysis | GradeSaver Analysis of If— by Rudyard Kipling | Poem Analysis How to Analyze a Poem Analyze ANY Poem With These Steps! How To Analyse A Poem Analysis of Poems: English Poetry Analysis— Example The Author to Her Book by Anne Bradstreet How to Read Poetry How to write a literary analysis essay for a poem The Hunger Games - Character Theme Songs CHARACTER ARCS THEME FNaF Character Theme songs (1-Security Breach) How to Find Your Novel's Theme How-to-write-a-good-essay Poetic Form Harry Potter | Character Theme Songs Top-22 Figures of Speech in English (Part-1) Harry Potter Character theme songs! Harry Potter Through the Years How To Compare Two Unseen Poems The only way you will ever need to teach theme How-to-Read-and-Analyze-a-Poem How to Write a Critical Analysis Essay How do I determine the theme of a book? Marvel vs. Capcom Character Theme Songs Jurassic Park — Using Theme to Craft Character [FE Heroes Music] Book III – Boss Theme [ENG Version] {Extended} BEOWULF BY THE BEOWULF POET - SUMMARY, THEME, CHARACTERS SETTING How to Identify Between Summary and Analysis by Shmoop POWER BOOK III: RAISING KANAN THEME SONG! PART OF THE GAME! The Road Not Taken |Summary |Analysis |Poetic Devices |Theme How to Write a Poem Analysis Essay. Poetry Analysis Essay ... Analysis of A Valediction: Forbidding Mourning by John Donne How to Analyse a Poem for Exams or Pleasure - Owlcation ... TEN TIPS FOR ANALYZING POETRY - Vanier College How to Analyze Poetry - CliffsNotes How to Analyze a Poem in 6 Steps | Teach For America A Noiseless Patient Spider Poem Summary and Analysis ... How to Analyze a Poem | Step by Step Guide with Examples 54 Poems With Analysis Of Form And Technique To a Waterfowl Analysis - eNotes.com CRUZ WELCH Little Boy Crying by Mervyn Morris — Analysis | by Scrubbly ... How to Analyze a Poem Analyze ANY Poem With These Steps! How To Analyse A Poem Analysis of Poems: English Poetry Analysis | Example The Author to Her Book by Anne Bradstreet How to Read Poetry How to write a literary analysis essay for a poem The Hunger Games - Character Theme Songs CHARACTER ARCS THEME FNaf Character Theme songs (1-Security Breach) How to Find Your Novel's Theme How to write a good essay Poetic Form Harry Potter | Character Theme Songs Top-22 Figures of Speech in English (Part-1) Harry Potter Character theme songs! Harry Potter-Through the Years How To Compare Two Unseen Poems The only way you will ever need to teach theme How to Read and Analyze a Poem How to Write a Critical Analysis Essay How do I determine the theme of a book? Marvel vs. Capcom Character Theme Songs Jurassic Park — Using Theme to Craft Character [FE Heroes Music] Book III - Boss Theme [ENG Version] (Extended) BEOWULF BY THE BEOWULF POET - SUMMARY, THEME, CHARACTERS SETTING How to Identify Between Summary and Analysis by Shmoop POWER BOOK III: RAISING KANAN THEME SONG! PART OF THE GAME! The Road Not Taken |Summary |Analysis |Poetic Devices |ThemeAnalysis Of The Poem A Poetry analysis may define as a critical review given on a poem, a reflection on the depth and gravity of a poem. It revolves around multiple aspects of a poem starting from the subject of a poem, its theme (meaning), tone, literary devices or speech figures, form to the feeling of the poet to how a reader feels about the poem. How to Write a Poem Analysis Essay. Poetry Analysis Essay ...Poem analysis is the investigation of form, the content, structure of semiotics and the history of a poem in a well-informed manner with the goal of increasing the understanding of the poetry work. Poem analysis helps one respond to complex and complicated issues. Besides, poem analysis helps to separate a poem into parts hence easy to understand the whole. An essay for poetry analysis requires deep examination of all the styles and elements used during the creation of a poem. There are ...How To Write A Poem Analysis Essay, with ExampleHappy National Poetry Month! We're kicking things off with a few tips for helping your students unpack all that poetry has to offer. Check out these six ways to analyze a poem. Step One: Read. Have your students read the poem once to themselves and then aloud, all the way through, at LEAST twice. How to Analyze a Poem in 6 Steps | Teach For America The poem begins with the speaker describing the death of a virtuous man. He goes to the afterlife peacefully, so much so that his friends are not sure if he is dead or not. He goes to the afterlife peacefully, so much so that his friends are not sure if he is dead or not. Analysis of A Valediction: Forbidding Mourning by John Donne Reading a poem aloud is necessary for analysis. It's important to read a poem multiple times before attempting to dig for its deeper meanings. Pay close attention to the rhythm and punctuation of... How to Analyze a Poem - eNotes.com There are various elements that are common to all poems - subject matter, rhyme or lack of, rhythm and so on - and it is up to the reader to work out just what the poet is attempting to do with each element. Reading is one thing, learning how and why is another. Analysis is about breaking down to build back up again, understanding the whole. How to Analyse a Poem for Exams or Pleasure - Owlcation ...This analysis is tailored towards IGCSE, GCSE and A Level Exams — CIE, Edexcel, WJEC, OCR, AQA and Edugas — but it is also suitable for anyone studying the poem at any higher level. Little Boy Crying by Mervyn Morris — Analysis | by Scrbbly ...How to Analyze Poetry. Poetry is a compact language that expresses complex feelings. To understand the multiple meanings of a poem, readers must examine its words and phrasing from the perspectives of rhythm, sound, images, obvious meaning, and implied meaning. Readers then need to organize responses to the verse into a logical, point-by-point explanation. How to Analyze Poetry - CliffsNotesPoems With Analysis. Published: May 2018 54 Poems With Analysis Of Form And Technique. Are you looking for poems with a certain technique, or do you want to learn about techniques such as using rhyming, metaphors, and personification? 54 Poems With Analysis Of Form And Technique The poem consists of eight quatrains, or four-line stanzas. Each stanza is written in pentameter and trimeter verse with an alternating rhyme scheme. The poem subtly blends descriptive scenes with... To a Waterfowl Analysis - eNotes.com TEN TIPS FOR ANALYZING POETRY 1. Try to figure out the meaning of the poem. Ask yourself questions like: What happens in the poem? What is the poet trying to say? How forcefully does he/she say it? Which lines bring out the meaning of the poem? Note that the last lines of a poem are usually important as they either emphasize or change the meaning of the... TEN TIPS FOR ANALYZING POETRY - Vanier College "A Noiseless Patient Spider" is a lyric poem written by the 19th Century American poet Walt Whitman. Whitman originally wrote the poem as part of a longer piece, "Whispers of Heavenly Death," for The Broadway, A London Magazine in 1868. The poem was later republished in an 1891 edition of Leaves of Grass. Although much shorter than many of his well-known poems, "A Noiseless Patient Spider..." A Noiseless Patient Spider Poem Summary and Analysis ...A critical analysis of a poem therefore should break down a poem and study its parts to give the evaluation or opinion of the entire piece. A step-by-step guide on how to write a critical analysis of a poem. While writing poems, authors are very deliberate with their choice of words as well as the format that they use to convey meaning. How To Write A Critical Analysis Of A Poem The analysis of the poem *If* is really very good and up to the mark. However, if the stanzas were explained a bit more to the point, it would do a far better job. ReplyAnalysis of *If*—by Rudyard Kipling | Poem Analysis In analyzing a poem, it is vital to identify the narrator, the characters, and the setting. Remember that the narrator of the poem is not always the poet. For example, in Alan Brownjohn’s ‘Parrot’, the narrator is a parrot; in Mathew Arnold’s *The Forsaken Merman*, the narrator is a merman. Step 5: Look at the Structure of the Poem How to Analyze a Poem | Step by Step Guide with Examples Analysis “Poetry” is both a famous poem and, to some extent, an infamous poem; Moore extensively revised it, even shortening it to three brief lines for her Complete Poems (1967). Caring little for the hue and cry from critics, her preface to the collection cheekily stated “Omissions are not accidents.” Criticism and scholarly ... Poetry “Poetry” Summary and Analysis | GradeSaver While writing an analysis, you have to work with what you’ve read and describe the poem from your own perspective. Without thoroughly reading the work, you’ll have to blur the text by using a pity amount of facts you really know about the poem. 3. Define the Type. Look for any specific features of the poem. How to Analyze a Poem in 10 Steps - Tips for a Good Poetry ...The poem uses an extended metaphor to describe the speaker’s anger as growing into a tree that bears poisonous apples. The speaker’s enemy then eats an apple from the tree and dies. The poem is generally interpreted as an allegory for the danger of bottling up emotions, and how doing so leads to a cycle of negativity and even violence. How To Write A Poem Analysis Essay, with Example Reading a poem aloud is necessary for analysis. It’s important to read a poem multiple times before attempting to dig for its deeper meanings. Pay close attention to the rhythm and punctuation of... Analysis Of The Poem A Poem analysis is the investigation of form, the content, structure of semiotics and the history of a poem in a well-informed manner with the goal of increasing the understanding of the poetry work. Poem analysis helps one respond to complex and complicated issues. Besides, poem analysis helps to separate a poem into parts hence easy to understand the whole. An essay for poetry analysis requires deep examination of all the styles and elements. used during the creation of a poem. There are ... How to Analyze a Poem in 10 Steps - Tips for a Good Poetry ... How to Analyze a Poem - eNotes.com Poems With Analysis. Published: May 2018 54 Poems With Analysis Of Form And Technique. Are you looking for poems with a certain technique, or do you want to learn about techniques such as using rhyming, metaphors, and personification? Poetry “Poetry” Summary and Analysis | GradeSaver How to Analyze a Poem Analyze ANY Poem With These Steps! How To Analyse A Poem Analysis of Poems: English Poetry Analysis | Example The Author to Her Book by Anne Bradstreet How to Read Poetry How to write a literary analysis essay for a poem The Hunger Games - Character Theme Songs __________________________ CHARACTER ARCS \u0026 THEME FNaF Character Theme songs (1-Security Breach) How to Find Your Novel's Theme How to write a good essay Poetic Form Harry Potter | Character Theme Songs Top-22 Figures of Speech in English (Part-1) Harry Potter Character theme songs! Harry Potter Through the Years How To Compare Two Unseen Poems The only way you will ever need to teach theme How to Read and Analyze a Poem How to Write a Critical Analysis Essay How do I determine the theme of a book? Marvel vs. Capcom Character Theme Songs Jurassic Park — Using Theme to __________________________ CHARACTER ARCS \u0026 THEME FNaF Character Theme songs (1-Security Breach) How to Find Your Novel's Theme How to write a good essay Poetic Form Harry Potter | Character Theme Songs Top-22 Figures of Speech in English (Part-1) Harry Potter Character theme songs! Harry Potter Through the Years How To Compare Two Unseen Poems The only way you will ever need to teach theme How to Read and Analyze a Poem How to Write a Critical Analysis Essay How do I determine the theme of a book? Marvel vs. Capcom Character Theme Songs Jurassic Park — Using Theme to Craft Character [FE Heroes Music] Book III – Boss Theme [ENG-Version] (Extended) BEOWULF BY THE BEOWULF POET - SUMMARY, THEME, CHARACTERS \u0026 SETTING How to Identify Between Summary and Analysis by Shmoop POWER BOOK III: RAISING KANAN THEME SONG! PART OF THE GAME! The Road Not Taken |Summary |Analysis |Poetic Devices |Theme Poetry analysis may define as a critical review given on a poem, a reflection on the depth and gravity of a poem. It revolves around multiple aspects of a poem starting from the subject of a poem, its theme (meaning), tone, literary devices or speech figures, form to the feeling of the poet to how a reader feels about the poem. How to Write a Poem Analysis Essay. Poetry Analysis Essay ... The poem consists of eight quatrains, or four-line stanzas. Each stanza is written in pentameter and trimeter verse with an alternating rhyme scheme. The poem subtly blends descriptive scenes with ... Analysis of A Valediction: Forbidding Mourning by John Donne Happy National Poetry Month! We're kicking things off with a few tips for helping your students unpack all that poetry has to offer. Check out these six ways to analyze a poem. Step One: Read. Have your students read the poem once to themselves and then aloud, all the way through, at LEAST twice. How to Analyse a Poem for Exams or Pleasure - Owlcation ... In analyzing a poem, it is vital to identify the narrator, the characters, and the setting. Remember that the narrator of the poem is not always the poet. For example, in Alan Brownjohn’s ‘Parrot’, the narrator is a parrot; in Mathew Arnold’s The Forsaken Merman, the narrator is a merman. Step 5: Look at the Structure of the Poem TEN TIPS FOR ANALYZING POETRY - Vanier College TEN TIPS FOR ANALYZING POETRY 1. Try to figure out the meaning of the poem. Ask yourself questions like: What happens in the poem? What is the poet trying to say? How forcefully does he/she say it? Which lines bring out the meaning of the poem? Note that the last lines of a poem are usually important as they either emphasize or change the meaning of the How to Analyze Poetry - CliffsNotes The poem begins with the speaker describing the death of a virtuous man. He goes to the afterlife peacefully, so much so that his friends are not sure if he is dead or not. He goes to the afterlife peacefully, so much so that his friends are not sure if he is dead or not. How to Analyze a Poem in 6 Steps | Teach For America How to Analyze Poetry. Poetry is a compact language that expresses complex feelings. To understand the multiple meanings of a poem, readers must examine its words and phrasing from the perspectives of rhythm, sound, images, obvious meaning, and implied meaning. Readers then need to organize responses to the verse into a logical, point-by-point explanation. A Noiseless Patient Spider Poem Summary and Analysis ... While writing an analysis, you have to work with what you've read and describe the poem from your own perspective. Without thoroughly reading the work, you'll have to blur the text by using a pity amount of facts you really know about the poem. 3. Define the Type. Look for any specific features of the poem. **How to Analyze a Poem | Step by Step Guide with Examples** The analysis of the poem *IF* is really very good and up to the mark. However, if the stanzas were explained a bit more to the point, it would do a far better job. Reply **54 Poems With Analysis Of Form And Technique** This analysis is tailored towards IGCSE, GCSE and A Level Exams — CIE, Edexcel, WJEC, OCR, AQA and Eduqas — but it is also suitable for anyone studying the poem at any higher level. [To a Waterfowl Analysis - eNotes.com](#) The poem uses an extended metaphor to describe the speaker’s anger as growing into a tree that bears poisonous apples. The speaker’s enemy then eats an apple from the tree and dies. The poem is generally interpreted as an allegory for the danger of bottling up emotions, and how doing so leads to a cycle of negativity and even violence. There are various elements that are common to all poems - subject matter, rhyme or lack of, rhythm and so on - and it is up to the reader to work out just what the poet is attempting to do with each element. Reading is one thing, learning how and why is another. Analysis is about breaking down to build back up again, understanding the whole.
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Lesson Plan 3 – STREAMS Education – Multiliteracies Lesson Plan: Multiliteracies and Climate Action for 8-12 Year Old Students Objective: Students will gain an understanding of the impact of climate change and learn ways to take action to reduce their carbon footprint. Materials: - YouTube videos on climate change and climate action (age-appropriate and authentic) - Chart paper and markers - Index cards - Sample quiz questions Procedure: 1. Introduction (10 minutes) - Begin by asking students if they have heard about climate change or global warming. - Discuss with them what they know about the topic, and what they think the impact of climate change might be. - Write their responses on the chart paper. 2. Watch Videos (30 minutes) - Show the class age-appropriate YouTube videos on climate change and climate action. Examples include: - “Climate Change Explained” by Kurzgesagt – In a Nutshell - “How to Reduce Your Carbon Footprint” by TED-Ed - “A Teenager’s Guide to Climate Change” by The New York Times - After each video, pause and ask students if they have any questions or comments. 3. Carbon Footprint (20 minutes) - Explain to students what a carbon footprint is and why it’s important to reduce it. - Have each student write down three things they do in their daily lives that contribute to their carbon footprint on an index card. - Collect the index cards and discuss ways to reduce their carbon footprint as a class. 4. Climate Action (20 minutes) - Have students brainstorm ways they can take action to reduce their carbon footprint and help the planet. - Write their ideas on the chart paper. 5. Assessment (20 minutes) - Distribute a quiz with questions that test their knowledge on climate change and climate action. Sample questions include: - What is a carbon footprint? - Why is it important to reduce your carbon footprint? - Name three ways you can reduce your carbon footprint. - After students complete the quiz, go over the answers as a class to reinforce their understanding. 6. Conclusion (10 minutes) - Review the importance of taking action to reduce our carbon footprint and help the planet. - Encourage students to continue learning and taking action to reduce their carbon footprint. Assessment: - Sample Quiz Questions: 1. What is a carbon footprint? a. The mark left by your shoes in the sand b. The amount of greenhouse gases released into the atmosphere by human activity c. The amount of water used in daily activities 2. Why is it important to reduce your carbon footprint? a. To prevent climate change and its negative impacts b. To save money on energy bills c. To get more exercise by walking or biking instead of driving 3. Name three ways you can reduce your carbon footprint. a. Turning off lights and electronics when not in use b. Eating less meat and dairy c. Using public transportation or walking/biking instead of driving. - Rubric: Quiz responses will be graded on a 3-point scale: 3 – demonstrates a thorough understanding of the concept 2 – demonstrates a basic understanding of the concept 1 – demonstrates a limited understanding of the concept
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Children and Domestic Violence Sarah Strick Children’s Services Coordinator & Serena Wecker Child Welfare Collaboration Coordinator Agenda Overview • Batterers’ Impact on Children • Batterers’ Manipulation of Professionals • Batterer Accountability • Safe & Effective Practices • Fostering Resiliency in Children What do we know? • Domestic violence is primarily abuse and violence against women. • In 2001, women accounted for 85% of victims of domestic violence. • Violence against women is a societal issue rooted throughout history. Domestic Violence - Domestic violence (battering) is a pattern of abusive and coercive behavior used to gain and/or maintain power and control over an intimate partner or former intimate partner. - Domestic violence may take the form of: - Physical Violence - Sexual Violence - Emotional Abuse and/or Psychological Abuse - Verbal Abuse - Economic Abuse Batterer’s Impact on Children - Directly The children, too, may be physically, emotionally, verbally, or sexually abused &/or neglected. - Indirectly Their self-esteem, self-worth, and ability to trust are affected by the lack of predictability in the home. Batterers’ Impact on Children • Intentional undermining of the mother/child relationship • Batterers and their violence can teach children to have a negative and disrespectful outlook on their mother • Batterers’ lack of responsibility • Batterers can shape belief systems Batterers’ Impact on Children • Batterers manipulate children into believing their mother is the source of the violence. • When batterers are not held accountable for their violent behavior, children learn that there are no consequences for violent behavior. • Children learn that the use of violence is justified to get one’s way or to resolve conflict. Batterers’ Manipulation of Professionals “The Story of Rachel” Manipulation of Systems and Professionals - Batterer may manipulate in ways the professional may not be aware: - Takes control over conversations - Answers questions without *really* answering the question - Makes attempts to side with the professional - Tries to triangulate professionals involved - Portrays self as victim Why is Batterer Accountability Important? - Batterers can harm children - Improved identification of DV and its risks without concurrent increase in capacity to intervene with batterers has resulted in: - Missed opportunities to reduce risk to children - Missed opportunities to develop alliances with non-offending parent - Unnecessary removals of children - Failure to address the whole family David Mandel, MA (2007) *Safeguard Together: Working with Batterers in the Context of Child Protection* Batterer Accountability Includes: - Changing abusive behavior - Modeling constructive behavior - Stopping the denial, blaming & justifications - Accepting all responsibility & consequences for one’s behavior *Family Violence Prevention Fund* “Breaking the Cycle: Fathering After Violence” Batterer Accountability Includes: • Acknowledging damage & impact • Not forcing the process or trying to “turn the page” • Listening & validating • Supporting & respecting mother’s parenting Family Violence Prevention Fund “Breaking the Cycle: Fathering After Violence” Safe & Effective Practices • Assisting in enhancing the safety of the survivor is an opportunity to reduce risk to children. • Assume the male and female caretakers have an equal responsibility for the emotional and physical well-being of the children. • Understanding the batterer’s abusive and coercive tactics toward the survivor and children can improve the safety and well-being of the children. • Batterers can be helped to play a more positive role in the lives of their children. • Send appropriate messages of responsibility for the abuse. Safe & Effective Practices • Do not share information provided by the survivor or the children with the batterer. • Be prepared to discuss safety options with the survivor. • Seek to understand the survivor’s experience of domestic violence and what the survivor believes are challenges and barriers. • Keep in mind that the survivor is the expert on her life and may feel that it is safest to stay in the relationship. • The survivor’s safety risk will likely be impacted when she is seeking independence from the batterer. This may happen when she is preparing to leave, when she is leaving, or for many months or years after leaving. Fostering Resiliency in Children - Resiliency – a person’s ability to survive adverse circumstances - Why foster resiliency? Protective and Healing Aspects - We cannot assume that domestic violence has the same impact on every child. - Children respond to trauma & crisis in resilient ways that are often overlooked. - Supporting a child’s resiliencies can have positive impacts in the aftermath of violence. Children’s Resiliencies: Contributing factors - The presence of a protective parent - The fostering of the relationship with the protective parent - Development of talents and interests (such as athletic, scholastic or artistic) - Access to close relationships with trustworthy adults - Ability to escape self-blame - Good peer relationships - Safe environments that include structure, limits, and predictability "The emotional recovery of children who have been exposed to domestic violence appears to depend on the quality of their relationship with the non-battering parent more than on any other single factor." - Lundy Bancroft 10 Tips to Foster Resiliency in Children 1. Treat them with respect 2. Accept them for who they are 3. Focus on strengths 4. Teach & practice empathy 5. Show flexibility 6. Make time for undivided attention 7. Turn mistakes into learning experiences 8. Teach them to problem solve & make decisions 9. Use discipline to teach 10. Let them help 5 Things to Say • I believe you. • I am concerned for your safety. • You don’t deserve to be abused. • It is not your fault. • I am here to help. Resources • KCSDV • www.kcsdv.org • Kansas Crisis Hotline • 1-888-END ABUSE (1-888-363-2287) • National Teen Dating Abuse Hotline • 1-866-331-9474; www.loveisrespect.org Contact Information Serena Wecker Sarah Strick KCSDV KCSDV email@example.com firstname.lastname@example.org 785-232-9784
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### Possible District Timeline for Full Adoption of High-quality, Standards-aligned Instructional Materials #### Year Prior to Adoption 1. **February-March** - **Know Your District’s Needs.** - Meet with curriculum directors/teacher leaders to determine curriculum needs - Define district curriculum and look at current curriculum - Look at scope, sequence, format, and content - Establish a staff survey to determine strengths and weaknesses of current curriculum 2. **April-May** - **Identify district priorities, parameters, and a decision-making process.** - Review curriculum survey results - Ensure you understand the goals of curriculum/materials adoption (build capacity, revamp instructional programming, etc.) - Determine the budget for the adoption process, including funding for supplementary materials and educator training and support - Consider how decisions will be made for curriculum and instructional materials selection 3. **July** - **Engage educators and community members. Clearly define roles for educators within the selection process.** - Develop a shared vocabulary and understanding of the characteristics of high-quality, standards-aligned instructional materials - Develop a communication plan to update all district educators on progress and goals - Revise, restructure, and rewrite curriculum - Organize community listening sessions to engage the school board, parent groups, unions, and other key stakeholders to provide input 4. **August** - **Make instructional materials choices based on alignment to content area standards for ELA and Math materials.** - Review district standards as well as Nebraska’s Content Area Standards at www.education.ne.gov/contentareastandards - Identify which materials are aligned to state and district standards - Gather evidence about materials and their alignment to rigorous standards from www.nematerialsmatter.com ELA and Math reviews. 5. **September** - **Apply local priorities.** - Develop and apply a rubric for determining how well materials meet your local priorities - Establish guidelines and procedures for high-quality, standards-aligned materials adoption - Learn more about local priorities through pilots or through a PLC study of materials 6. **October-November** - **Make a Decision.** - Lead your team through a decision-making process - Review methods of materials evaluation - Ask publishers to begin sampling books with pilot schools - Arrange presentations from publishers and choose materials series - Share data and how the selection process worked with your school board and the full education community 7. **March-April** - **Create a Rollout and Implementation Plan.** - Submit choice(s) for school board approval - Order selected and approved high-quality, standards-aligned instructional materials - Map out how materials can be supplemented to become better aligned to district and state standards - Determine what professional development your instructional coaches, school leaders, and teachers will need - Provide professional development in using high-quality, standards-aligned instructional materials, as measured by reliable data collection 8. **Post Adoption** - **Monitor and assess the effectiveness of the materials.** - Assess how well the materials are working over the next several years - Look for gaps in meeting standards and supplement with high-quality, standards-aligned materials using free, open education resources
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this juncture he advanced $22,000 to aid Governor S. J. Kirkwood in raising, arming and equipping the 1st, 2d and 3d regiments of Iowa Infantry. He also furnished money very freely for the purpose of aiding various railroad enterprises of local and State importance. He was elected to the national house of representatives in 1862, and twice re-elected. He was again elected in 1876 and served four years. He was appointed Commissioner of Indian Affairs in 1881, serving four years. Upon retiring from this office he took up his residence in Washington, where he afterward remained. Mr. Price was an able and most upright and conscientious man. None ever questioned the strict integrity with which he discharged his multifarious public duties. He was a leading anti-slavery and temperance man, never compromising with any sort of opposition, and aggressive in sustaining and disseminating his radical views. Each of the past volumes of the 3d series of The Annals of Iowa contains articles by Mr. Price, or references to his public career. The opening article of Vol. I was written by him, giving his "Recollections of Iowa Men and Affairs." The same volume, pp. 584-602, contains a biographical sketch of Mr. Price, by his life-long friend, Hon. B.F. Gue. Each of these articles is illustrated by a fine steel portrait. The Historical Department owns his portrait in oil by George H. Yewell, the distinguished Iowa artist. Mr. Price some years ago privately printed a volume of his speeches in Congress, which may be found in many Iowa libraries. These materials, as well as the columns of the Iowa newspapers, for more than 40 years, contain full accounts of his useful career. His connection with the State Bank of Iowa is set forth in the present number of The Annals, by Major Hoyt Sherman, who was his business associate for many years. Henry C. Markham was born in New York City, July 24, 1812; he died at Mount Ayr, Ringgold county, Iowa, May 12, 1901. He was truly a pioneer, having lived in Iowa sixty-five years. His first halt on his western travels was in Ohio, but he came to Montrose, Lee county, Iowa, in 1836. That frontier post was then held by a detachment of United States soldiers. He was first employed as a clerk by an Indian trader. In the organization of Lee county he also took a part. Entering into the politics of the time he became deputy sheriff. While filling this office he participated in two famous "man hunts"—one for the Hodges brothers who murdered two Germans near West Point, and the other for the murderers of Col. Davenport on Rock Island. He married Miss Hannah Remington, who resided near Montrose, in 1844, and the following spring started to remove overland to Oregon. The outfit consisted of "a prairie schooner" wagon drawn by a yoke of cows and two yokes of oxen. It was winter when they reached Council Bluffs, where he erected a rude log hut and remained until spring. He then determined to abandon the idea of going farther west and returned to Lee county. He went into the mercantile business at Montrose, but some years afterward settled in Albia. He was appointed postmaster of that town by President Franklin Pierce, and held the office four years. In 1859-60 he was sheriff of Monroe county. At the outbreak of the rebellion he entered the military service as Captain of company I, Eighth Iowa infantry. Suffering from bronchitis he was mustered out of the service, but promptly re-enlisted in "the graybeard regiment," where he became First Lieutenant of company G, from which he was discharged at the close of the war. He settled at Mount Ayr in 1869, where he served as postmaster under President Grant. He withdrew from active business in the later seventies, after which time he lived a retired life. That he was a useful man is attested by his services as a soldier, as well as by the positions he had filled in civil life. He was known as "a kindly, reputable and honorable citizen." Copyright of *Annals of Iowa* is the property of State of Iowa, by & through the State Historical Society of Iowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
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1. Circle the correct studio students’ responses. Patterson: blue cheese [suki / suki ja nai] Keith: fruit cake [suki / suki ja nai] 2. In Japan, most people are reserved about expressing their ____________________________. 3. In the video skit, what did the third girl say she likes. Write it in roomaji. 4. Fill in the blank with the appropriate particle in roomaji. When you talk about likes / dislikes, put _______ after the things you like, just as you would with hoshii. 5. Circle the word for which each student uses the phrase suki desu. Susan [fish / eggs / meat / vegetables] Patterson [romance / action / comedy / mystery] Dawn [older brother / mother / father / older sister] Keith [older brother / older sister / younger brother / younger sister] 6. Which school subject did the studio student choose as his / her favorite? Choose the letter from the subject list below, and then write their comments in roomaji. subject comments Keith ( ) ________________ Dawn ( ) ________________ (a) chiri (b) rekishi (c) ongaku (d) bijutsu (e) suugaku (f) taiiku 7. Place these words in order of preference on the given scale, the top being the most preferred. most preferred ( ) ( ) ( ) ( ) least preferred ( ) (a) anmari suki ja nai (b) daikirai (c) daisuki (d) kirai (e) suki 8. How do the following people feel about the following things? Circle the correct response. Keith: sakana [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Patterson: kurasshikku [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Susan: Atoranta [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Dawn: tamago [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Susan: koohii [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Dawn: supootsukaa [ likes a lot / likes / doesn’t like much / dislikes / really hates ] Keith: furui kuruma [ likes a lot / likes / doesn’t like much / dislikes / really hates ] 9. How do you write the following sounds in katakana? Match the following roomaji to the appropriate katakana. a i u e o イ オ ア ウ エ
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How safe are trampoline parks in Canada? By Jasmine Daya As temperatures fall and Ontarians begin to look for indoor activities, many are heading to indoor trampoline parks. There are over 1,000 trampoline parks worldwide. While these facilities promote fun and physical activity, injuries are occurring almost daily in trampoline parks across Canada, and the severity of these injuries are increasing as well. In Canada, **4,247 incidents of trampoline injuries** were treated in the emergency departments of 15 hospitals between 2005/2006 and 2009/2010 according to the Canadian Hospitals Injury Reporting and Prevention Program (CHIRPP). **Trampoline-related injuries** Fractures (often to the upper limbs), sprains, and strains are the most common types of trampoline injuries. More serious injuries can include skull fractures, cervical spine injuries, vertebral artery dissection, significant knee ligament injuries, and ulnar nerve injuries. Most trampoline-related injuries are the result of the following risk factors: - Age: Children are more likely to be injured compared to older adolescents and adults, and children five years old and younger are at a higher risk of fractures. - Multiple people on the trampoline at one time: The risk of injury increases with the increase in the number of people on the trampoline. - Attempting tricks or flips: Stunts, somersaults or backflips increase the risk of head and cervical spine injury. - Quality of equipment: Low quality or worn trampolines and frames can increase the risk of injury. Lack of supervision, colliding with another person or landing on them, getting pushed off the trampoline, falling off the trampoline and landing on an object or the ground, landing hard or improperly while doing flips or tricks or while jumping; and coming into contact with the frame or springs are all additional risk factors. Children between the ages of five to 14 are found to be the most at-risk group for trampoline injuries. Children between the ages of seven to 10 are those that have the most hospital admissions. Since 2005, **Health Canada** advises against somersaults, flips, and tricks on trampolines. They also advise that children under the age of six should not use trampolines at all as they do not have the motor skills and strength to jump on a trampoline. It is also advisable to only have one child use a trampoline at a time. **Regulating trampoline parks in Canada** In Canada, the trampoline park industry is not regulated. However, the majority of trampoline facilities in Canada voluntarily adhere to industry standards that are established in the United States. There is no enforcement to ensure the parks meet these same safety standards. Trampoline parks are left to inspect and repair their equipment and are not required to report any injuries. The **Canadian Hospital Injury Reporting and Prevention Program (CHIRPP)**, an emergency room based injury surveillance system, is keeping track of children who present at a hospital with trampoline injuries. The information collected from 11 pediatric emergency departments and six general emergency departments in Canada, which includes questionnaires completed by the patient and clinical data derived from attending physicians and staff, are used to study the incidence of trampoline-related injuries. **Trampoline litigation in Canada** Several civil lawsuits against trampoline park owners have been commenced in Canada. A **19-year-old Edmonton man** has filed a $17-million lawsuit against a local trampoline park facility after being left paralyzed when he hit the concrete floor below the foam pit. The lawsuit alleges that the man was not properly informed of the risks and the facility did not do enough to ensure his safety while performing a front flip into a foam pit. He also alleges that there were no safety warnings, supervision, and the foam pit was minimal and inadequate. The man fractured one of the bones in his neck that has left him paralyzed from the chest down. The man and his parents are suing the owners of the trampoline park, the foam pit supplier and installer, and four trampoline park employees. He is seeking damages to cover the cost of past and future care, his lost income and future loss of income, as well as for pain and suffering. In British Columbia, the family of a man who died after somersaulting into a foam pit is suing the indoor trampoline park for negligence. The family is seeking general and special damages. The claim has been brought against the trampoline park, the property owner, and an employee. The lawsuit makes the following allegations against the facility, including (but not limited to): - It failed to supervise the man; - It failed to warn him of the dangers of diving into the foam pit; - It failed to ensure the pit was wide or deep enough and had enough foam; - It did not make sure that a net at the bottom of the foam pit could support the weight of its customers; - It did not properly train its employees on the use of the foam pit; and - It did not provide the man with any safety instructions or prevent him from participating in activities outside of his physical abilities. Generally, trampoline parks have liability waivers, which participants are required to sign before entering the facility. The waiver is a legal document by which the signee assumes the risk of the activity, despite the facility’s own negligence or poorly maintained equipment. In Ontario, liability waivers are generally enforceable, depending on the language of the waiver and who signs it. However, changes to the Consumer Protection Act seek to prevent contracting out of the “implied warranty that all services be provided within a reasonably acceptable quality”. To date, there have been no Ontario cases to determine a definition of a “reasonably acceptable quality” with respect to trampoline parks. We will continue to monitor reports of trampoline-related injuries and developments in the regulation of trampoline parks in Canada and will blog about changes as they become available. Read More at Jasmine Daya & Co. Blog To Read More Jasmine Daya Posts Click Here
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CALIFORNIA Sport Fish Consumption Advisories Important facts to know if you eat the fish you catch in California State of California Gray Davis Governor Cal/EPA Winston H. Hickox Secretary OEHHA Joan Denton Director 11700 PUBLIC HEALTH ADVISORIES AND GUIDANCE ON SPORT FISH CONSUMPTION Fish are nutritious and good for you to eat. But some fish you catch may take in toxic chemicals from the water they live in and the food they eat. Some of these chemicals build up in the fish—and in you—over time. Although the chemical levels are usually low, it is a good idea to follow a few precautions in consuming fish, particularly if you eat fish often. The purpose of this brochure is to guide you to eat the fish you catch in ways that reduce your exposure to chemicals. The Office of Environmental Health Hazard Assessment (OEHHA) provides specific consumption advice in this booklet for fish taken in areas where high levels of chemicals have been found in fish. However, because contamination levels are unknown for many locations, OEHHA also provides general advice on how to reduce your exposure to chemicals in non-commercial fish, referred to as sport fish, that you, your family, or friends catch. These advisories are not intended to discourage you from eating fish entirely. Fish are nutritious and an excellent source of protein. The advisories should be followed to make your sport fish eating safer. OEHHA can provide more information on the advisories and the health effects of chemical contaminants in the fish. OEHHA also has an illustrated brochure giving general advice. The brochure can be requested in several different languages. To stay current for updates and to request additional information, please check the OEHHA Web site at www.oehha.ca.gov or contact the Pesticide and Environmental Toxicology Section (PETS) of OEHHA in Sacramento or Oakland at the address given on the back cover of this booklet. GENERAL ADVICE You can reduce your exposure to chemical contaminants in sport fish by following the recommendations below. Follow as many of them as you can to increase your health protection. This general advice is not meant to take the place of advisories for specific areas, which follow later in this booklet, but should be followed in addition to them. Sport fish in most water bodies in the state have not been evaluated for their safety for human consumption. This is why we strongly recommend following the general advice given below. Fishing Practices: Chemical levels can vary from place to place. Your overall exposure to chemicals is likely to be lower if you eat fish from a variety of places rather than from one usual spot that might have high contamination levels. Be aware that OEHHA may issue new advisories or revise existing ones. Consult the Department of Fish and Game regulations booklet or check with OEHHA on a regular basis to see if there are any changes that could affect you. Consumption Guidelines: Fish Species: Some fish species have higher chemical levels than others in the same location. If possible, eat smaller amounts of several different types of fish rather than a large amount of one type that may be high in contaminants. Fish Size: Smaller fish of a species will usually have lower chemical levels than larger fish in the same location because some of the chemicals may become more concentrated in larger, older fish. It is advisable to eat smaller fish (of legal size) more often than larger fish. Fish Preparation and Consumption: Eat only the fillet portions. Do not eat the guts and liver because chemicals usually concentrate in those parts. Also, avoid frequent consumption of any reproductive parts such as eggs or roe. Many chemicals are stored in the fat. To reduce the levels of these chemicals, skin the fish when possible and trim any visible fat. Use a cooking method such as baking, broiling, grilling, or steaming that allows the juices to drain away from the fish. The juices will contain chemicals in the fat and should be thrown away. Preparing and cooking fish in this way can remove 30 to 50 percent of the chemicals stored in fat. If you make stews or chowders, use fillet parts. Raw fish may be infested by parasites. Cook fish thoroughly to destroy the parasites. This also helps to reduce the level of many chemical contaminants. Remove all skin Remove all fat along the back Remove guts Fat—Remove the fatty dark meat along the entire length of the fillet Remove the belly fat Advice for Pregnant Women: Young children and fetuses are more sensitive to the toxic effects of methylmercury, the form of mercury of health concern in fish. The U.S. Food and Drug Administration (FDA) is responsible for commercial seafood safety. FDA has issued the following advice about the risks of mercury in fish to pregnant women and women of childbearing age who may become pregnant. The FDA advises these women not to eat shark, swordfish, king mackerel, and tilefish. The FDA also advises that it is prudent for nursing mothers and young children not to eat these fish as well. The U.S. Environmental Protection Agency has also issued national advice to protect against consuming mercury in fish. They recommend that women who are pregnant or may become pregnant, nursing mothers, and young children eat no more than one meal per week of non-commercial freshwater fish caught by family and friends. National advice for women and children on mercury in fish is available from the U.S. Environmental Protection Agency at: www.epa.gov/ost/fish and the U.S. Food and Drug Administration at: www.cfsan.fda.gov/~dms/admehg.html Adjusting Fish Meal Size for Body Weight: In the site-specific guidance that follows, OEHHA gives consumption advice in terms of meals for a given period such as a meal a week. Unless otherwise specified, an eight-ounce meal size is the standard amount allowed for the "average" adult. The average adult weighs approximately 150 pounds (equivalent to 70 kg). Because you and your family members may weigh more or less than the average adult, you can use the table below as a general guide to adjust serving sizes to body weight. How big is a meal? | IF YOU WEIGH... | YOUR MEAL SIZE SHOULD NOT EXCEED... | |-----------------|-------------------------------------| | Pounds | or kilograms | Ounces* | or grams | | 19 | 9 | 1 | 28 | | 39 | 18 | 2 | 57 | | 58 | 26 | 3 | 85 | | 77 | 35 | 4 | 113 | | 96 | 44 | 5 | 142 | | 116 | 53 | 6 | 170 | | 135 | 61 | 7 | 199 | | 154 | 70 | 8 | 227 | | 173 | 79 | 9 | 255 | | 193 | 88 | 10 | 284 | | 212 | 96 | 11 | 312 | | 231 | 105 | 12 | 340 | | 250 | 113 | 13 | 369 | | 270 | 123 | 14 | 397 | | 289 | 131 | 15 | 425 | | 308 | 140 | 16 | 454 | *Sixteen ounces is equal to one pound The following guidelines apply to the specific advisories that follow: Eating sport fish in amounts slightly greater than what is recommended should not present a health hazard *if only done occasionally*, such as eating fish caught during an annual vacation. Nursing and pregnant women and young children *may be more sensitive* to the harmful effects of some of the chemicals and should be particularly careful about following the advisories. Because contaminants take a long time to leave the body after they accumulate, women who plan on becoming pregnant should begin following the more restrictive consumption advice a year before becoming pregnant. In this way, the levels of chemicals stored in the body can go down. The limits that follow for each species and area assume that no other contaminated fish is being eaten. If you consume several different listed species from the same area, or the same species from several areas, your total consumption still should not exceed the recommended amount. One simple approach is to just use the lowest recommended amount as a guideline to consumption. Just because the area where you like to fish is not included in the specific advisory areas that follow, it does not necessarily mean that it is free from chemical contamination. Sport fish in most parts of the state have not yet been evaluated for their safety for human consumption. Follow the general advice given earlier to protect your health. The specific advisories listed below are arranged generally from north to south: **Lake Pillsbury (Lake County)** Because of elevated levels of mercury, women who are pregnant or may become pregnant within a year, nursing mothers, and children under age six should not eat fish from Lake Pillsbury. Other adults and children age six and older may eat fish from Lake Pillsbury on an occasional, but not regular, basis. **Clear Lake (Lake County) and Lake Berryessa (Napa County)** Because of elevated mercury levels, adults should eat no more than the amounts indicated below per month. Women who are pregnant or may become pregnant, nursing mothers, and children under age six should not eat fish from these lakes. Children 6-15 years of age should eat no more than one-half the amounts indicated for adults. | FISH SPECIES | CLEAR LAKE | LAKE BERRYESSA | |----------------------------|------------|----------------| | largemouth bass over 15" | 1 lb. | 1 lb. | | largemouth bass under 15" | 2 lbs. | 2 lbs. | | smallmouth bass all sizes | * | 1 lb. | | white catfish all sizes | 3 lbs. | 2 lbs. | | channel catfish over 24" | 1 lb. | 3 lbs. | | channel catfish under 24" | 3 lbs. | 3 lbs. | | rainbow trout all sizes | * | 10 lbs. | | brown bullhead all sizes | 6 lbs. | * | | Sacramento blackfish all sizes | 6 lbs. | * | | crappie over 12" | 1 lb. | * | | crappie under 12" | 3 lbs. | * | | hitch all sizes | 10 lbs. | * | *Species not present or not tested.* San Francisco Bay and Delta Region Because of elevated levels of mercury, PCBs, and other chemicals, the following interim advisory has been issued. A final advisory will be issued when the data have been completely evaluated. Adults should eat no more than two meals per month of San Francisco Bay sport fish, including sturgeon and striped bass caught in the delta. (One meal for a 150 pound adult is about eight ounces.) Adults should not eat any striped bass over 35 inches. Women who are pregnant or may become pregnant, nursing mothers, and children under age six should not eat more than one meal of fish per month. In addition, they should not eat any striped bass over 27 inches or any shark over 24 inches. This advisory does not apply to salmon, anchovies, herring, and smelt caught in the bay; other sport fish caught in the delta or ocean; or commercial fish. Richmond Harbor Channel area: In addition to the above advice, no one should eat any croakers, surfperches, bullheads, gobies or shellfish taken within the Richmond Harbor Channel area because of high levels of chemicals detected there. Lake Herman (Solano County) Because of elevated mercury levels, women who are pregnant or may become pregnant, nursing mothers, and children under age six should not eat fish from Lake Herman. Adults should eat no more than one pound per month of largemouth bass, and children 6-15 years of age should eat no more than eight ounces per month of largemouth bass. Grassland Area (Merced County) Because of elevated selenium levels, no one should eat more than four ounces of fish from the Grassland area in any two-week period. Women who are pregnant or may become pregnant, nursing mothers, and children age 15 and under should not eat any fish from this area. Guadalupe Reservoir, Calero Reservoir, Almaden Reservoir, Guadalupe River, Guadalupe Creek, Alamitos Creek, and the associated percolation ponds along the river and creeks (Santa Clara County) Because of elevated mercury levels in fish, no one should consume any fish taken from these locations. Lake Nacimiento (San Luis Obispo County) Because of elevated mercury levels, no one should eat more than four meals per month of largemouth bass from Lake Nacimiento. Women who are pregnant or may become pregnant, nursing mothers, and children under age six should not eat largemouth bass from the area. Harbor Park Lake (Los Angeles County) Because of elevated chlordane and DDT levels, no one should eat goldfish or carp from Harbor Park Lake. Salton Sea (Imperial and Riverside Counties) Because of elevated selenium levels, no one should eat more than four ounces of croaker, orangemouth corvina, sargo, and tilapia taken from the Salton Sea in any two-week period. Women who are pregnant or may become pregnant, nursing mothers, and children age 15 and under should not eat fish from this area. (An additional warning for the New River has been published and posted by the Imperial County Health Department for people to avoid physical contact with the waters of the New River and to avoid eating any fish of any variety taken from the river.) Southern California Locations between Pt Dume and Dana Pt Twenty-four locations in this area of southern California have been tested. No restrictions on consumption due to chemicals are considered necessary for the following locations: Santa Monica Pier, Venice Pier, Venice Beach, Marina del Rey, Redondo Beach, Emma/Eva oil platforms, Huntington Beach, Laguna Beach, Fourteen Mile Bank, Catalina (Twin Harbor), and Dana Point. Because of DDTs and PCBs, however, advisories have been issued for the locations shown in the table that follows. (One meal is about six ounces.) | SITE | FISH SPECIES | RECOMMENDATION* | |-------------------------------------------|-------------------------------|------------------------------| | Point Dume/Malibu off shore | White croaker | Do not consume | | Malibu Pier | Queenfish | One meal a month | | Short Bank | White croaker | One meal every two weeks | | Redondo Pier | Corbina | One meal every two weeks | | Point Vicente Palos Verdes-Northwest | White croaker | Do not consume | | White's Point | White croaker | Do not consume | | | Sculpin | One meal every two weeks | | | Rockfishes | | | | Kelp bass | | | Los Angeles/Long Beach Harbors (especially Cabrillo Pier) | White croaker | Do not consume | | | Queenfish | One meal every two weeks | | | Black croaker | | | | Surfperches | | | Los Angeles/Long Beach Breakwater (ocean side) | White croaker | One meal a month | | | Queenfish | | | | Surfperches | | | | Black croaker | | | Belmont Pier Pier J | Surfperches | One meal every two weeks | | Horseshoe Kelp | Sculpin | One meal a month | | | White croaker | | | Newport Pier | Corbina | One meal every two weeks | * In this table a meal for a 150-pound adult is about six ounces. + Consumption recommendation is for all listed species combined at the particular site. 11712 In memory of Hanafi Russell who dedicated his career to serving the public and protecting public health and the environment by his steadfast efforts to create and communicate timely, accurate, and understandable public health information Advisories in this booklet are current as of June 2001. Contact OEHHA at the addresses below or check the Web site for updated information. Pesticide and Environmental Toxicology Section Office of Environmental Health Hazard Assessment P.O. Box 4010 Sacramento, California 95812-4010 (916) 327-7319 FAX (916) 327-7320 or Pesticide and Environmental Toxicology Section Office of Environmental Health Hazard Assessment 1515 Clay St., 16th Floor Oakland, California 94612 (510) 622-3170 FAX (510) 622-3218 www.oehha.ca.gov Cover Photo: Kimberly McKee-Lewis, associate wildlife biologist for the California Department of Fish and Game, caught a barracuda on a sport fish tagging effort in San Diego Bay.
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